Teaching ESL students in mainstream classrooms: Language in learning across the curriculum
Teaching ESL students in mainstream classrooms: Language in learning across the curriculum is an innovative and rigorous professional development course for all teachers working with students aged between 8 and 18 years who are learning through a language that is not their primary language.
Identification of the language-related needs of ESL students and development of teaching practices that address their needs in a holistic and explicit manner
Development of teachers’ awareness of how to accommodate the cultural and linguistic diversity and experiences of ESL students
Provision of a positive context for teachers to trial suggested strategies and reflect critically and openly on their teaching
Exemplification of how to develop collaborative working relationships between teachers (across subject areas) through a shared understanding of how to support ESL students.
All Lexis Education’s professional development courses are intended for classroom teachers and are comprised of a Tutor Training and a Teacher Course.
The Tutor Training is an intensive 5-day train-the-trainer program that covers the content of the Teacher Course and also develops tutor skills and knowledge. It is delivered in Host schools around the world to small groups of up to 20 teachers.
Licensed tutors then deliver the Teacher Course, providing their school with cost-effective, school-managed professional development.
The cost of the Tutor Training is AUD$4,850 (plus GST to be applied for Australian venues). The cost covers the training, training materials and lunches and refreshments on the training days. It does not cover other costs, such as for transport or accommodation.
Licensed Tutors deliver the Teacher Course in their schools.
The course incorporates group workshops, classroom-based activities and highly practical readings. It provides teachers from across the curriculum with successful classroom strategies for improving the learning achievements of all their students—with a focus on their ESL students.
The course entails 25 hours of face-to-face learning in 9 modules which, when combined with between-module readings and activities, is equivalent to more than 50 hours of professional development for teachers.
Are you a trained TESMC: LILAC Tutor?
Why not think about running our Literacy for Learning program? Your experience in running TESMC: LILAC will allow you to apply for a licence. The licence is only AUD3,140 (includes a copy of the program) and you will save on both the travel and accommodation costs involved in attending a course. Contact us at email@example.com about purchasing a licence.
This module focuses on identifying who ESL students are and what some of the factors are that may impact on their success at school. It explores how culture, language and identity are related and how we can draw positively on the cultural capital which ESL students bring.
Module 2 considers the relationship between the language of a text and the context in which it is used, the significance of simultaneously learning a language, learning through that language, and learning about that language. Participants learn about the teaching and learning cycle that provides an explicit focus on language and a framework for scaffolding students.
Module 3 explores the central role of oral language and the crucial role of teacher interaction in supporting and scaffolding students. Participants perform a range of classroom tasks which provide opportunities to use and develop oral language as an integral part of teaching a subject effectively.
Module 5 develops an understanding of how genre is part of an explicit approach to teaching and learning. It looks at the strategies that could be used to build students’ understanding about texts they encounter in their classrooms.
Module 6 considers the connection between purpose, schematic structure and language choice. It looks at key language resources that writers use to organise their texts so that readers have a sense of what will follow.
Module 9 re-assesses teacher programs, incorporating strategies considered in the course. It considers ways of involving and working in partnership with families and the community and working collaboratively on whole-school models of programming, reporting and support for ESL students.
"Hugely enjoyed. I can see already that it will have a huge impact in my practice. Extremely valuable."
Nick Bateman, Professional Learning Lead for English Language Learning, Dulwich College, Suzhou
"Best PD I have ever done. This will completely change the way I teach, how I teach, what I teach and in the sequence I teach."
Heather Schulz, EAL Teacher, Horsham West Primary School
"Fantastic – exactly what our school was looking for. Full of practical strategies to effectively teach language."
Thomas Hawkey, EAL/D Teacher, Mabel Park State High School
“Absolutely loved the (TESMC) course. It has had a major impact on me as an EAL teacher."
Caroline Delhommeau – EAL Specialist, Bali Island School
"Impressed and thoroughly appreciative. I feel overwhelmed by how much development I’ve experienced in only a single week."
Benjamin Greuter, IGCSE ESL Coordinator, Ningbo HD Bilingual School
“A very valuable course which has helped me a great deal and prepared me well to help others to help their students.”
Jacob Huckle, English Teacher and Head of EAL, Dulwich College Suzhou
“The (TESMC) course has been valuable as I gained more understanding of how to scaffold students and why it is important.”
Eva Tuecking-Matzner – Grade 5 Homeroom Teacher, YK Pao School
“I thoroughly enjoyed how intellectually stimulating the (HLW) course was, how it made me consider my teaching and how I can improve it.”
Lynette Lingard – EAL/D Visiting Teacher, Dakabin State High School
“I truly enjoyed every single day of the (TYCEMC) training. I can’t wait to go back to school and start to apply all things covered.”
Michelangel Galea – EAL Teacher and LS Assistant, British School of Geneva
“The (TESMC) course provided me with much food for thought about language development.”
Natalie Croome – Teacher Trainer, Education Development Institute, Qatar