Symposium 4: Integrating language, curriculum and humanitarian practices
Meeting the challenge for EAL/D learners
Monday, 11 April 2016 • 9.00 am - 4.00 pm • Novotel Hotel • after the conference
Registrations open 8.15 am
Subject to change without notice
Convenor: Louise Dodman
In this symposium, the theory behind the integration of language and curriculum content, which has long been an area of contention for teachers of EAL/D, will be presented by Dr Jennifer Hammond, our feature speaker. This will be followed by practical workshops presented by practising teachers with a focus on integrating language across a diverse curriculum. We will then hear from guest speakers and past students who will be sharing experiences from personal and professional viewpoints on the topics of humanitarian practices, refugees and cultural diversity. Some of these speakers will also participate in a panel discussion during which participants will have the opportunity to ask questions and exchange experiences.
8:15 – Registrations open
9:00 – 10:00 Feature Speaker – Dr Jennifer Hammond: EAL/D students at risk
10:00 – 10:30 Morning tea
10:30 – 12:00 Breakout groups – EAL/D curriculum workshop sessions 2 x 40 minute sessions
12:00 – 1:00 Lunch
Panel discussion which will allow the audience to ask questions of the presenters.
3:00 – 3:30 – Afternoon tea
3:30 – 4:00 – Dr Jennifer Hammond: EAL/D students at risk – where to from here?
Presenters and presentations
Dr Jennifer Hammond is an Associate Professor of Education at the University of Technology Sydney. In this presentation, Dr Jennifer Hammond addresses questions regarding the kind of knowledge that is required for effective integration of language and curriculum content. She will argue that effective integration requires not only extensive knowledge of curriculum content, but also extensive knowledge of language: of spoken and written genres; of English grammar and vocabulary; and of phonological and alphabet systems. It also requires the ability to draw on that knowledge in analysis of students' needs and curriculum demands; and in the design and implementation of programs. Dr Hammond will illustrate these arguments by reference to an example from an upper primary science program where (she will argue) teachers' theoretical understandings of language and literacy, and their procedures for program planning contributed to effective integration of language and curriculum content in the implementation of programs.
Gemma Contos is a lecturer and tutor at the Faculty of Education at the University of Western Australia. This workshop is designed for EAL/D teachers who may be required to teach economics or be involved in assisting economics teachers to assist EAL/D students to realise success in the subject. It will focus on how to explain economics 'jargon', how to teach students to write short and long answers in examination conditions and ways to teach supply and demand graphs.
George Lafferty is a teacher of science at Aranmore Catholic College in Perth. This workshop is designed for science teachers who may be required to teach EAL/D students in their classes or be involved in assisting science teachers to teach EAL/D students to realise success in the subject. It will focus on how to teach the language of science, the ongoing issues with exclusive language in science and how literacy skills apply in the subject. Culturally sensitive issues in science and different approaches to introducing science to EAL/D students will also be explored.
Movy Naidoo and Sakura Ashton both work at the Education Department of Western Australia to support the teaching and learning of EAL/D. This workshop provides support for teachers of students for whom English is an Additional Language or Dialect (EAL/D). Participants will be provided with a step-by-step guide on how to use the EAL/D Progress Map to differentiate the curriculum for EAL/D learners. The EAL/D Progress Map supports students to move through the levels of Standard Australian English (SAE) language acquisition within the context of the Western Australian Curriculum.
Sunili Govannage is a solicitor and migration agent for the Humanitarian Group in Western Australia. The legal and policy context for refugee and humanitarian law in Australia has been continually changing, and so this presentation will provide a brief overview of the following issues in order to assist participants with understanding the legal processes that some of their students and families may be going through: United Nations Refugees Convention, the history of refugee law in Australia since 1999, the current policies and procedures for refugee status determination in Australia, offshore processing for boat arrivals, visa options for asylum seekers, and support available through The Humanitarian Group and other service providers.
Sahar Pakzad, is an Education Project Officer from ASeTTS (Association for Services to Torture and Trauma Survivors). In this presentation, he will provide an overview of ASeTTS and the support they offer to people of a refugee background. Sahar will then share how the refugee experience can effect children's education and suggest some strategies teachers can use to provide extra support to these students and their families.
Scott Johnson is a Community Development Lawyer at the Northern Suburbs Community Legal Centre. In this presentation, he will provide an overview of the centre's community legal education program for humanitarian entrants and members of Culturally and Linguistically Diverse (CaLD) communities. Scott will also provide some insight into the challenges of teaching legal topics to CaLD learners and share information about lessons learned and experiences in teaching at AMEP and with other settlement providers. Further insight into overseas refugee experiences and political conflicts will be touched upon, as well as how recent video projects on Driving, Family and Domestic Violence were produced in partnership with CaLD communities and agencies such as the Police.
Tshibanda Gracia Mukiibi, is a 24-year-old Congolese-born Australian freelance journalist, author, human rights advocate, motivational speaker and public servant who arrived under the Humanitarian Visas Program in July 2005. She graduated in 2013 from the University of Wollongong with a double degree in Bachelor of Communications and Media Studies/ and Bachelor of Commerce and was a NSW Young Australian of the Year Finalist in 2013. Arriving in Australia at the age of 13 and having to start high school would be difficult for any young person, but in addition to this, Gracia also had to learn how to master a new language: English. Through this presentation, Gracia will share her personal journey as an EAL/D student and shed some light on the various challenges and the specific cultural and linguistic barriers that EAL/D students face. Ideas about how teachers can best support EAL/D students in the re-settlement process and assist them in achieving academic success will also be shared.
Rubi Ni Chin is a UWA Biomedical Science student who arrived in Australia in 2006, and graduated from Aranmore Catholic College in 2013. Rubi's parents are from the Chin state in Myanmar (Burma), and throughout her childhood, Rubi moved houses with her family often, out of fear of persecution. Their journey was documented in an international award winning documentary by Dr Marilyn Metta and Chris Gosfield, How I Became A Refugee. Starting afresh in a new country was undoubtedly difficult for Rubi, especially when as she couldn't speak or understand English. She will share her journey as an EAL/D learner and explain how her dedication and hard work paid off to help her follow her dreams of studying at university.