PROGRAM:summary of discussion paper #2

Primary Objective: to establish a pedagogy that includes effective and sensitivestrategies of English language instruction for young school-aged refugees

Pedagogy Aim: to develop students' language skills for academic (school) literacy

Delivery: (components of the instruction that students will receive; however, to be impact by who is trained as tutors

and the scope of the training)

Content: (the levels and areas in which academic language and discourse will be engaged. The levels that most emphasisedmay be impacted the students' needs and the training for tutors)

Ongoing habits: (to develop print and oral language skills) Additional issues: (regarding tutors and tutor preparation)

* sensitive selection of tutors - developing selection criteria - screening procedure - consideration of tutor's role model relationship with student

* cross-cultural communication training - cultural and situational sensitivity covered as it may impact the content and intricacy of lessons

* practice in language skills recently covered* topic-related vocabulary development and record keeping* reading requirement (with reading record) *potentially using donated reading materials* scaffolded journal keeping* "language games" including oral language component* further situated practice* assistance for family to support oral language development in home * e.g. providing a tape recorder: students serve as the documenter of literacy activities in the home

Explicit instruction

Scaffolding

Meta-discourse

Situated Pracice

Explicit instruction in the features of academic text types,both print and oral, contextualised and decontextualised, purposeful (eg. descriptions and comparisons) and social (feature articles and information reports)

Covering:- structures, forms, purposes and conventions- vocabulary (topic-specific)- text type (discourse) vocabulary (eg. phrases such as "in other words")

Scaffolding and role-modeling textual features, reading habits, and informationprocessing structures and patterns

Situated Practice: (either actual or role play) where students engage in features and pragmatics of texts. Also, anchored instruction where students engage in sequencing texts (print and oral) that mediate social activity.

Metadiscourse discussion, including comparative discussion with first language textuality (bilingualism, if conceivable within context).

TEXT

Pragmatics (purposeful and contextualised)

Text type

Genre

Text structure

Semantic

Syntactic

Lexical

Orthographic

Graphophonemic

There will be reflection on the delivery,

accuracy and coherence of language choices in

speaking, listening, reading,writing and viewing activities.

* diagram modified from Kucer, S (2005). Dimensions of literacy:

a conceptual base for teaching reading and writing in school settings.

(p. 42) New Jersey: Lawrence Erlbaum Associates.