36.Qualifications and Curriculum Development Agency: Respect for All17
(B: 2, 3, 4, 5, 7, 8, 10, 11, 12, 13, 14) (C: 2, 3, 4, 5, 7, 8, 10, 11, 12, 13, 14)
This government website provides support for teachers in England looking for ways to integrate race equality, diversity and inclusion issues into the curriculum. It provides guidance and ideas on how schools can value diversity and challenge racism through the curriculum. The content is designed to help pupils from all ethnic groups and linguistic, social and cultural backgrounds realise their potential. It suggests approaches to lesson planning, class management and learning activities to foster a greater understanding of values, cultures and practices. The case studies demonstrate how schools throughout England have achieved this in practice.
37.Queensland Department of Education and Training: Guidelines for English as a Second Language (ESL) Learners (A: 2, 5, 6, 7, 8, 10, 13) (B: 2, 5, 6, 7, 8, 10, 13)
This website contains curriculum guidelines for teachers and school leaders working with ESL learners in secondary school across the three phases: early, middle and senior. It includes a link to bandscales to assess second language acquisition and development of ESL learners in the early and middle phases of schooling.
38.Queensland Department of Education and Training: Material for Languages other than English (LOTE)
(A: 1, 4, 5, 6, 10, 13, 14) (B: 1, 4, 5, 6, 10, 13, 14) (C: 1, 4, 5, 6, 10, 13, 14)
This site includes teaching resources, curriculum frameworks and online professional courses for the teaching of languages other than English to new learners and those who already have some knowledge of other languages.
39.Queensland Studies Authority: English for ESL Learners
(A: 2, 4, 5, 8, 10, 13, 14) (B: 2, 4, 5, 8, 10, 13, 14) (C: 2, 4, 5, 8, 10, 13, 14)
This website contains syllabuses and resources aimed at professionals working in the senior phase of schooling (Years 10 – 12). The senior syllabus to teach English for ESL learners has 3 key objectives (Knowledge about language, Cognitive processes, Communication skills) and is divided into these areas of study: language for academic learning; language of literature; and language of the media. The site includes ‘work programs’ to support the implementation of these syllabuses in schools, aimed at the professional development of ESL teachers. The site contains sample assessment tasks to support teachers in creating their own specific modes of assessment.
40.Raconte-moi ta langue/ Tell me how you talk
(A: 7, 10, 14) (B: 7, 10, 14) (C: 7, 10, 14)
52’ professional documentary film directed in 2008 by Mariette Feltin, about a primary school in Alsace where teachers decided to react to problems of racism by inviting parents to collaborate on an intercultural project involving the wide variety of languages (and cultures) spoken in the community. The film shows how all the protagonists in the project are engaged in developing more open attitudes towards linguistic and cultural diversity and how it is possible, with the support of parents, to transform this diversity into a learning resource for the whole classroom. A series of interviews with teachers, parents and student-teachers as well as with a researcher and some of her colleagues in Scotland and Israel illustrate how important it is to understand the relationship between language and identity and that supporting home languages at school can have a profound impact on the educational integration of students from migrant backgrounds and on the development of better relationships in the wider community.
The film offers many opportunities for discussing topics related to the support of bilingual students at school and more generally for the development of plurilingual education. It shows that even young student-teachers are able to act as agents of change in their classrooms as they find their own strategies to negotiate languages other than the school language in their pedagogical activities. It also argues, within the French educational context, for the recognition of the funds of knowledge that can be found in multilingual students and their families and how schools can foster a process of empowerment for bilingual students and their parents.
Language: French and French with English subtitles