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11 fantastic resources to promote elements of international mindedness...
Culture shock for new EAL students is more or less extreme depending on the extent of the difference between their old culture and new culture. During the period of transition, creating bridges is crucial to help students identify similarities and differences between their home culture and the new one as well as making them aware of the advantages and disadvantages of each culture. Stagg (2013) states, "there is every reason to place renewed emphasis on the moral and cultural dimensions of education, enabling each individual to grasp the individuality of other people."
The Universal Declaration of Human Rights promotes the universal respect for and observance of human rights and fundamental freedoms, this means the recognition and appreciation of others, the ability to live together and to listen to others (presented in this link in child friendly format). As Stagg comments, "They focus on embracing and celebrating diversity, they leave a lasting impression and encourage shared understanding and enjoyment of different cultures within the school and around the world." They also engender community spirit and can create an interest in students transitioning between different cultures.
Every subject can be used to embrace international perspectives. Literature provides a great means of understanding a culture. The school library should embrace cultures from around the world, have books in different languages and special boxes of books for students in transition.
Some great resources for developing open-mindedness about different cultures:
By including different cultures, faiths and nationalities, one would hope that feelings of potential alienation would diminish, providing one aspect of creating a more unified but diverse society. To quote my daughter's headteacher at a school assembly, "although there are problems in some parts of the world, in this school we all get along - it doesn't matter where you are from, what colour or what religion you are".
The EAL teacher has a key role to play in developing this ideal in supporting the class teachers, and using their privilege of having the smaller groups to identify each EAL child's individual need for support, not only for language, but by showing an interest in their home culture and promoting their positive integration in the new country and school. This helps avoid feelings of isolation.
The importance of understanding each individual EAL student's transition should not be underestimated.
References:
García, O. and Kleifgen, J. (2010). Educating emergent bilinguals. New York: Teachers College Press.
Stagg, L. (2013). International Mindedness. Rochester: Urbane Publications Limited.
For some learners, including those with SEND, the thought of a writing lesson can be daunting and unappealing. However, by finding creative ways to engage and 'hook' your learners, they will be more likely to feel motivated and engaged.
Tip or Idea: Start your lessons in an unusual or exciting way! Set up a scene or have props that give clues to a character or event, play an engaging video or audio clip or perhaps transform your classroom into a courtroom for a debate...
Most schools with early stage learners of English will have some form of guided reading record. This record supports the learner, parents and the teacher in acknowledging, monitoring progress and rewarding good reading habits. We do this because we know the profound influence reading has on progress in literacy (not just reading alone. Try reading Krashen, the Power of Reading, 2004).
However, have you considered the impact of a similar record for learning EAL through the use of flashcard activities?
Our EAL learners are by no means a homogeneous group of learners and their needs in our classroom will vary to a considerable extent. As teachers may find it challenging at times to successfully cater to different EAL needs in class, developing a deeper understanding of those needs can help us address them more effectively through a number of tips and strategies.