Some Ideas for English Teachers of Immigrant Pupils of Ethiopian Decent in Israel

State of Israel Ministry of Education Pedagogical Secretariat Language Department English Language Education and Diplomacy and International Communication in English

Teaching English to Immigrant Pupils in Israel Principles and Practice

March 2016

Introduction

Israel has had, and continues to have, waves of immigrants including youngsters who need to be integrated into the society and into the educational system. Each wave carries its “baggage” - cultural, linguistic, social, etc. – which may impact the success in learning English, in addition to Hebrew, in the Israeli educational system.

The first task in working with new immigrant pupils is teaching Hebrew as a second language, but it is important that they learn English as well. English proficiency is a requirement for matriculation and university entrance, and an essential 21st century life-skill.

The immigrant population can be divided roughly into three groups: those from English-speaking countries who need to be given the opportunity to develop the language further, those coming from non-English-speaking countries with an appropriate level to be absorbed into regular English classes in Israeli schools - but still need special attention, and those whose level is insufficient and need separate instruction to help them close the gaps.

The principles and suggested practice outlined in this document apply mostly to new immigrant pupils in the second and third groups.

The Role of the English Teacher

The English teacher’s role, as is the case for all teachers, is to help pupils learn and develop the tools they need to succeed. The English teacher of immigrant pupils may need to provide more support than teachers of native Israeli pupils. For new immigrants, the move from one country to another is likely to have undermined learning support systems, such as family, friends, access to resources, and established learning routines. The English teacher’s role is to identify where support is needed in these cases, provide support as far as possible, and to assist the pupils in meeting the standards set by the Ministry of Education in the English Curriculum (Revised 2013) on the site of the English Inspectorate: www.edu.gov.il/english

This document has been written in order to provide English teachers of new immigrants with a set of guidelines and practical ideas for implementation. These should serve as a basis but will need to be adapted to suit the age and level of the learner.

Principles and Practice

1. Generate Motivation

The pressures experienced by immigrants may be overwhelming and the motivation to learn English, in addition to Hebrew, may be low. Teachers must consciously make every effort to ensure that the pupils maintain the drive to learn English.

How can this be done?

 Take a personal interest in each immigrant pupil. Find out about their lives in the past and their lives in the present. Speak to them regularly.

 Consider if subjects of cultural / social / historical connection to the country of origin might be motivating and include them in lessons.

 Choose relevant materials in addition to course book materials, even where these may seem unconventional so long as the content generates pupil interest.

 Have immigrant pupils enrich the class with information about where they came from and the type of life they lead before moving to Israel. Belonging and contributing increases motivation.

 Expose pupils to positive role models of all kinds, especially to members of the immigrant community who have who have struggled and succeeded in areas where English proficiency is required.

2  Provide age appropriate incentives for successful completion of tasks (bonus points, stickers, special roles in class etc.)

 Provide pupils with tasks they can succeed at. (This point is developed in detail below.)

2. Promote “Success”

Immigrants have arrived in Israel having studied in educational systems which do not necessarily match the Israeli model. There are immigrant pupils who may have had no formal English studies at all in their country of origin or those who started studying English at a much later age than in Israel. Understandably, therefore, there are immigrants whose level of English falls below the level required for their age in Israel. When tested at the required level, they will fail. Constant “failure” reduces motivation. Consequently, English teachers of immigrant learners need to consider how to prevent immigrants from perceiving themselves as failures even though presently they may fall below the required level.

To achieve this, teachers need give pupils recognition for every positive step they take – even the smallest. The concept of “failure” should be replaced with “starting point for success.”

 Set short-term achievable goals for the learner and provide the strategies / scaffolding needed to achieve them.

 Praise the learner for success in achieving short term goals.

 Help the learner discover what may have prevented success in achieving a short term goal.

Example:

Have the pupil complete fewer sections of an assignment than assigned to the rest of the class. Go over the task requirements carefully to see that success is achievable for the level of the pupil. If not, provide whatever is needed: additional vocabulary, a reference to an explanation in the course book and so on. Pair up an immigrant pupil with a stronger pupil to collaborate together and also to provide assistance if necessary. When completed, check the assignment with the pupil and give credit for success. Regarding aspects of the task the pupil was not able to complete successfully, discuss the reasons together, help the pupil understand the reason for the difficulty and set the next task.

3 3. Provide Language Learning Strategies

Pupils need to acquire and apply and practice literacy-enhancing learning strategies and the teacher can help pupils in this process. There are numerous learning strategies for remembering vocabulary, reading a text, answering questions, writing a simple well-structured sentence, preparing for a test, keeping an organized notebook etc. English teachers have a responsibility to use their pedagogical expertise to devise, discover and share these strategies with pupils, as well give pupils the opportunity to apply and practice them.

 When planning a lesson, consider what learning strategies will help the learner absorb and internalize the subject being taught.

 Have pupils ask and answer questions about their own learning that will lead them to develop useful learning strategies. Examples of questions include: How do I know where to look in a text to find the answer? What do I need to do to check the tense of a verb? How can I best remember new words? What do I need to know to complete a homework assignment? How do I start a writing task? What do I do when I am finished a task? What must I do if I do not understand a question?

 Have your pupils practice useful strategies to reinforce and internalize them.

 Have pupils devise their own strategies that work best for them.

 There a many different learning strategies for every aspect of language learning. Here are a few examples that may be useful.

Strategies for Learning English Vocabulary

 Use a mother-tongue-English dictionary whenever it is necessary.

 Translate the words into the native language.

 Keep a vocabulary notebook.

 Write new vocabulary in phrases/ language chunks/ sentences.

 Draw pictures to illustrate new words.

4  Create word families.

 Write words in different colors (creating meaningful categories).

 Say the words aloud numerous times.

 Break the words into syllables and create a chant.

 Walk around while memorizing new words.

 Write the words into a cellphone notepad for quick easy access.

 Record the words and listen to them.

 Ask the teacher to record the words.

 Get someone to test you every day.

 Create patterns with the words – word search-style.

 Say the word together with a physical movement.

 Say the words in different tones.

 Challenge yourself to use the new words in conversations.

 Choose a fixed number of words to learn every day.

 Google the new words and see what comes up.

 Teach a friend words in your mother tongue in exchange for being taught words. in English

 Try out a few different strategies and see what works best for you.

The subject can be explored in more detail on the English Inspectorate site: The Practical Guide for Teaching Vocabulary

Strategies for Reading Informational Texts

 Predict the content before reading in detail using title / genre / eye catchers / graphics.

 Have a suitable dictionary on hand.

5  Find out the meaning of all unfamiliar vocabulary that is repetitive.

 Read each sentence more than once if not clear.

 Read the text once to get the main ideas.

 Re-read the text/parts of the text for detail.

 Read the text aloud if it helps comprehension.

 Ask someone to read a sentence if it helps comprehension.

 Make notes on the side of the text.

 Create diagrams to clarify the text.

 Explain what each paragraph is saying in your native language.

 Explain what you have read to a partner.

 Distinguish main ideas from supporting detail by highlighting the text.

 Highlight the connectors and follow the meaning created by their use.

 Look at first and last paragraphs to understand the text as a whole.

 Ask questions about who wrote the text, for what purpose, and how it was written.

 Use the comprehension questions (if provided) to help focus the reading.

 Share with others a perspective on the content you may have as an immigrant.

Strategies for answering questions based on a text

 Clarify what the level of detail is expected when answering.

 Highlight the specific instructions / restrictions for each question.

 Find out the meaning of every unfamiliar word in a question.

 Highlight the part of the text which provides the answer.

6  If helpful, answer the question first in mother tongue.

 Use the grammatical structure of the question to provide guidance when answering.

 Check the answer by reading the question and then reading the answer - not just the answer alone.

 Be able to explain why an answer is incorrect.

Strategies for Internalizing Grammatical Structures

 Learn the rules using whatever memory aids are effective (color / sound / visual representation, etc.)

 Compare the structure in English with the equivalent in the mother-tongue.

 Share the differences in mother-tongue and English with the class.

 Identify the target grammatical structure in texts.

 Learn a correct example sentence with the target structure by heart.

 Learn a text that repeats the grammatical structure, such as a song or a speech.

 Consciously use the target grammatical structure in real-life contexts.

4. Encourage Reflection

Reflection is part of the process of developing learning strategies. Require the immigrant learner to reflect on activities / assignments once they have completed them. If this reflection is done together with the teacher, the new immigrant will receive personal attention needed to ease anxiety. Establishing a process for reflection is likely to increase motivation.

7  Immigrant pupils meet with the teacher for a short time after a class or after having completed an assignment in order to ask and answer questions about the process.

Examples of questions: What was easy in the task? What was difficult? Did I solve the problem? If yes, how? If not, what help do I need? How do I get that help?

 A template could be filled out by pupil and shared with the teacher to formalize the reflection process. The template below is an example and could be changed and made more specific once the process has been set up.

Example

My English Learning Process Date: ______Topic: ______

What I should do to In Class YES NO Comment progress

I participated actively in class.

I understood the teacher most of the time.

I understood the lesson/activity.

I carried out the tasks we are given.

My English Learning Process Date: ______Topic: ______

At Home YES NO Comment What I should do to progress

I revised what we studied in class.

I did the homework.

I got help.

5. Address the Gaps in Basic English Knowledge and Skills

8 Immigrant pupils may have gaps in their English knowledge and skills which need to be addressed initially. Depending on the level, this may require the teacher to review / teach aspects of the language which under normal circumstances would not be considered necessary. The immigrant pupil will not be able to progress to the required level unless basic knowledge and skills are in place on which to build.

Where necessary, provide the immigrant pupil with short but intensive instruction / review of the basic building blocks of the language. You may not have the time to go into every detail when trying to close the gaps. Focus on the essentials. Consider whether your regular class may also benefit from a review of this kind.

Example

Decoding: Check to see that the pupil knows the sound of the letters and combinations in English.

Depending on level, reviewing / teaching “a, b, c, th” etc. might be more important than spending time on “ph and ight” etc.

Sentence Structure: Check to see the pupil knows how to build simple sentences.

Depending on level, reviewing / teaching a structure such as “The girl liked the present.” (subject - verb - object), might be more important than spending time on “If a girl likes the present, she will smile.” (complex first conditional sentence).

Verbs and Tenses

Check to see the pupil knows the connection between verb form and tense.

Depending on level, reviewing / teaching present past and future, might be more important than spending time on “the three different scenarios for the use of the past progressive”.

Vocabulary

Check to see the pupil understands frequently-used vocabulary.

9 Depending on level, reviewing / teaching the more frequently-used words “walk / cook / river” might be more important than spending time on the less-frequently used words “stroll / fry / stream”.

The Revised English Curriculum provides specific directives regarding vocabulary required per level. See page 39 for Foundation Level: Lexis (Band I) and page 52 for Intermediate Level: Lexis (Band II)

6. Use Technology for English Teaching and Learning

Technology may be very useful in enabling and promoting individualized language learning among the new immigrant population.

 Consider permitting smart phone use and having an online dictionary such as Babylon at hand. This gives immigrant pupils confidence and empowers their self-learning.

 Consider the use of chat applications such as Whatsapp. You record vocabulary that pupils need to know and send it to them. They can familiarize themselves with sounds, not only with written words.

 Provide immigrant pupils with digital contact so they can get clarification after a class if necessary.

 There are many sites and applications which could be of use depending on age and level of the pupil. Contact Sigalit Arditi [email protected] - National counselor for ICT and Curriculum Integration - for advice.

7. Teacher Support / Pupil Support

English teachers working with immigrants are advised to collaborate with other teachers facing similar issues to share ideas.

10 English teachers are also advised to coordinate the teaching of language-learning strategies with the Hebrew teachers in their schools since many of the strategies pupils need are not specific to English.

Teacher support

 Contact your local inspector / counselor to put you in touch with other teachers of new immigrants.

The English Inspectorate Site

 Join any of the virtual communities of English teachers in Israel. They can easily provide support. Post a question or a comment regarding the teaching of new immigrants and you will find others with whom to share ideas.

English Teaching Community of Israel on Facebook.

ETNI - The English Teachers’ Network of Israel discussion list

ETNI Facebook group

 Collaborate with the Hebrew teacher of immigrant pupils and decide together on literacy skills that you both intend to focus on at the same time.

Example

You choose a text in English on the appropriate level and the Hebrew teacher does the same with a Hebrew text. You both focus on the one skill (such as how to differentiate main idea from supporting detail) during the same period. Some of the strategies taught by the Hebrew teacher will serve the pupil just as well in English and vice versa.

Pupil Support

Immigrant pupils may need support when they are not in the classroom especially if the home framework does not provide this support. Help pupils establish their own support environments.

 Match up an immigrant pupil with an Israeli born pupil from the same neighborhood so they can complete certain assignments together.

11  Ask Israeli pupils to volunteer to answer questions by immigrant pupils after school hours by phone / email / chat.

 Check to see if there is a teacher in the school who speaks the same language as the new immigrant and ask that teacher to take an active role in supporting the immigrant.

 Find ways in which the immigrant pupil can contribute to others through his/her language, culture, experience, etc. so the process of support is not one-sided.

12 Conclusion It is hoped that the guiding principles and practical suggestions outlined in this document will be of use to English teachers of new immigrant pupils in Israel.

Links  Ministry of Education – Department for the Absorption of Immigrant Pupils - האגף לקליטת תלמידים עולים

 Site for the Department for the Absorption of Immigrant Pupils in Israel האתר לקליטת תלמידים עולים

 Ministry of Education English Inspectorate Site

Thank you to all those with whom I have consulted in preparing this document including: Dr. Judy Steiner, Prof. Elite Olstein, Dr. Tziona Levy, Ms. Sharon Trebelsi, Mr. Misganaw Alon Demle, the English inspectors and counselors of the Ministry of Education and counselors for New Immigrant Pupils in the Ministry of Education, and a long list of teachers of immigrant pupils.

Written by Jack Pillemer Pedagogical Counselor for English Teachers of Immigrant Pupils in Israel