This case study will introduce two strategies to be incorporated to promote literacy programs in an international school setting. Understanding the student's educational needs are important, and making adequate provision for them in the classroom can be a challenging task for most teachers. In most international schools, students are EAL students where English is their second language and not their spoken mother tongue. Getting students to read regularly and share their ideas, opinions, and insight on books they have read is important. Allowing students to reflect on their learning will encourage them to be proficient in writing utilising the vocabulary they have extended.
Table of Contents
1. Introduction
2. Two strategies used to encourage students to actively engage in the lessons
3. Conclusion
Objectives & Topics
The essay explores effective literacy strategies within an international school context, specifically focusing on how educators can better support EAL students. Through a case study approach, it examines how differentiated tasks and specific instructional strategies can enhance student engagement, critical thinking, and reading/writing proficiency.
- Application of differentiated learning tasks in English literacy.
- Overcoming educational challenges for EAL and ESL learners.
- Utilizing inquiry-based learning to increase student responsibility.
- Implementing comparative matrices to improve critical thinking.
- Enhancing narrative and informational text engagement.
Excerpt from the book
Introduction
For this part of this essay, a case study was presented concerning a student, Shameka and a teacher Ms Andrews within an international school setting. This scenario is presented as a case study. Shameka is an international student originally from Japan who has transferred to another Middle School and is currently in Year 8, with Miss Andrews as the English teacher. She has observed that Shameka is easily distracted in the classroom when it comes to ready activities and exercises, she loses concentration and is not very much engaged in classroom discussion, and activities. In the Middle Years Programme (MYP) where students have to be natural inquirers and follow related concepts, whilst making connections within a global context.
According to Wolpert-Gawron (2016) who suggests that: “Despite the complexity, inquiry-based learning can be easier for teachers, partly because it transfers some responsibilities from teachers to students, but mostly because releasing authority engages students” (p. 1). Reflecting on the following statement the teacher has the responsibility of ensuring the student is on task and making progress, whilst meeting the assessment standards.
Summary of Chapters
Introduction: This chapter introduces the case study of a student named Shameka and her teacher, Ms. Andrews, highlighting the challenges of maintaining engagement in an international school setting while using inquiry-based learning.
Two strategies used to encourage students to actively engage in the lessons: This section details specific pedagogical approaches, such as differentiation and comparative matrices, designed to support students' reading levels and intellectual stimulation.
Conclusion: This final chapter emphasizes the importance of teacher patience, the use of diverse instructional approaches, and the cultivation of learner profiles to foster communication and critical thinking skills.
Keywords
English, Literacy programmes, International Baccalaureate Programme, Reading, EAL, ESL, Differentiation, Inquiry-based learning, Academic writing, Comparative matrix, Narrative texts, Critical thinking, International schools, Student engagement, Instructional strategies.
Frequently Asked Questions
What is the primary focus of this paper?
This work focuses on implementing literacy programmes within international school settings, specifically providing strategies to support EAL students who may struggle with classroom engagement.
Which specific student case is analyzed?
The study examines the situation of Shameka, a Year 8 student from Japan who loses concentration during English lessons, and her teacher, Ms. Andrews.
What is the main goal of the research?
The primary goal is to identify and present effective teaching strategies that help educators support students' specific educational needs, increase their active participation, and improve their reading and writing skills.
Which teaching methodologies are discussed?
The author discusses inquiry-based learning, differentiated instruction, and specific literacy strategies like the use of summary frames, academic language translation, and comparative matrices.
What does the main body cover?
The main body evaluates how differentiated tasks—such as matching definitions or creating presentations—and specific reading strategies can cater to the developmental levels of students, particularly those for whom English is an additional language.
Which keywords best describe this study?
Key terms include International Baccalaureate Programme, EAL/ESL, Differentiation, Critical thinking, and Academic language.
How does the comparative matrix assist students?
The comparative matrix helps students analyze similarities and differences in texts, which encourages critical thinking, self-motivation, and better comprehension of the subject matter.
Why is the "learner profile" emphasized in the conclusion?
The learner profile represents the desired outcomes in International Schools, such as becoming effective communicators and risk-takers, which are essential for developing deeper language proficiency and academic confidence.
- Citation du texte
- Dr. Mario Maxwell Müller (Auteur), 2022, Encouraging reading in secondary schools, Munich, GRIN Verlag, https://www.grin.com/document/1283146
