This Evaluation looks at the different parts of our inquiry into creating a culturally responsive intensive oral language programme across the Junior School. It reflects on the three hypotheses developed at the beginning of this inquiry.
Utilising the student's strengths in their first language, working in bilingual and multilingual ways, creating Talanoa, and working in partnership with families will help build students English language and literacy.
Developing oral language through short high-interest topics and real-life experiences, with a focus on intensive oral language acquisition, will create an environment of language in abundance.
A collaborative inquiry across the junior school (Years 1-3) will grow professional capital across the school. The shared inquiry will allow all students across the junior school to benefit from the effectiveness of changed practice and allow teachers to learn from and with each other. It will hopefully also enable an effective changed practice to become sustainable.
Student Voice
Student voice shows that there has been a shift in students feeling comfortable using their first language at school and that the target students see their heritage language as a way to communicate effectively with their peers and family and value themselves as experts when it comes to teaching their teachers their first language. Whereas previously the target students said that they just spoke their first language at home and with friends. They also see changes in my teaching practice such as collaborative learning opportunities, turn taking when talking and using language acquisition activities as ways in which they learn best.Comparison of student voice survey Term 1-4
Pasifika Early Intervention Programme (PELP)
After one Term of the Pasifika Early Literacy Programme (PELP) our Target Students made significant progress in the number of words spoken during the PELP oral language assessment, with the exception of Student 3 who already had a higher English oral language level than the other students. Student 4 didn't speak their heritage language at home which accounts for there low level of heritage language pre and post intervention.This data shows the increase of students confidence speaking their first language at school alongside the increased acquisition of English within that one term.
The graph indicates that on average Junior students increased their oral language after one term of PELP. During this time we changed our teaching practice to incorporate students first language into our teaching programmes, encouraged students to use their first language, used dual language books in class and at home, and connected with families about the importance of students using and learning their first language.
The graph also shows that those students who were also in the Target Group, participating in small group oral language acquisition activities (Dr Jannie Van Hees) went from having a below average oral language level below level to an above average level. These students participated in all Dr Van Hees modelling sessions and classroom sessions lead by the teachers exploring hands on oral language activities, insisting on use of new oral language, picture talk and shared writing sessions using new vocabulary. This shift is far greater than those students not participating in the programme.
It is therefore my conclusion that although we would probably see shift in students oral language through the use of PELP alone we see a far greater shift when we combine this programme with the teaching strategies that make up the Oral Language Intervention Programme designed by Dr Jannie Van Hees.
Combilist Data
The Combilist was used to measure language development factors of all students within my class.Factors important in language development are rated below using the scale Yes/Sometimes/No.
C1-2 indicates willingness to communicate
C3-4 indicates communication with teacher/adults
C5-9 indicates participation in discourse
C10-13 indicates contribution to the discussion or discourse
C14-16 indicates benefits from feedback
Areas that target students made the most gains where:
C2 Keen to express meaningfully and well.
C4 Expresses responses as clearly as he/she can.
C5 Takes the opportunity to speak.
C8 Gives elaborate responses to open-ended questions from the teacher/adult
C9 Reacts and responds spontaneously and on own initiative to teacher.
C12 Thinks before he/she speaks so as to express at a higher cognitive level.
C14 Continues his/her meaning and intentions, and picks up and uses teacher examples and models later.
Areas for continued development are:
C10 Sustains expression of his/her meaning, ideas and intentions.
C15 Meanings and ideas logically developed and expressed.
The rest of the class still struggle with giving elaborate responses and thinking before they speak to express at a higher cognitive level. The gains the target group made in this areas I feel is reflective of my change in practice, pushing students to use more words, new vocabulary, modelling responses and to think before they speak. The graphs show that those students that were 'No' in many categories all shifted to 'Sometimes'. This was not the case for many of the other students within the class that made comparatively little gain in these areas.
These results show that Dr Jannie Van Hees programme does have a substantial impact on oral language acquisition and using Dr Van Hees teaching strategies across the Junior school would benefit all students.
Transference Into Reading
The below graphs show the little progress students made within their first year at school (40 weeks). The graph also shows the progress that was made during the last 20 weeks of which these interventions took place. Although three of the students are working well below the expected level, all have made progress. However, it is hard to say whether this progress would have been made due to changed oral language programme or whether it is due to the normal classroom reading programme.
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| Student 2 |
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| Student 3 |
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| Student 4 |
Collaborative Inquiry Into Changed Practice Across The Junior School
The collaborative nature of this inquiry is harder to evaluate however a survey completed by the Junior teachers showed that they all had a clear understanding of the 'why' behind the change in practice and held a shared vision. As a team, we have undertaken a vast amount of PLD this year with DR Jannie Van Hees, the Pasifika Early Literacy Programme and ENGAGE, and shared our new learning with the rest of the school Staff meeting slide deck.
We soon realised that creating changed practice across the Junior school would take longer than anticipated and extended the length of the inquiry from 1 year to 2 years, dedicating the first year to professional development and exploring changes in teaching practice. Teachers were at differing stages of uptake of this new learning due to two teachers being beginning teachers and experiencing all the new learning that comes with teaching your first class. What was important to me was the openness all teachers had to the PLD and that all teachers tried some of the teaching strategies learned.
We began collecting data on all junior students but then realised that it would be more significant to focus on a target group that would participate in all small group intensive oral language activities (Dr Van Hees), PELP and ENGAGE taught by me. Next year as we all implement the new learning we will take data across the Junior School.
During the second year, the aim is for all Junior teachers to fully implement the changes to practice, creating a Junior curriculum that focuses on a culturally responsive intensive oral language acquisition programme.
The Introduction Of ENGAGE
One of the factors that became apparent throughout the inquiry was the impact students low levels of regulation had on students ability to uptake new oral language.
ENGAGE seemed to be the missing piece and when offered the opportunity to participate in the programme starting Term 4 we as a team jumped at the chance.
It is hoped that through the games based programme students will develop self-regulation skills that will help them to uptake new learning.
Data will be used from this programme to support our inquiry moving into its second year.
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