TESL 0130: Unit 2 - Adapting a Text

At times, the adaptation of a text for use in a classroom is something that will be necessary to ensure that the learners find value in the lesson.

The following sample is available through UMLearn for the TESL 0130 - Reading & Vocabulary module and is a text that may need to be adapted for use in classrooms, depending on the skill level of the learner.  The source of the document is listed/shown at the bottom of page two of the document and also referenced below.

Text Sample

One of the difficult things about many EAL classes is that the learners are not at the same level.  When I think of the classes that I work with, they do a good job of representing the pioneer style classroom - one class with all grades.  When taking that into consideration, the class where this text is used may have learners that struggle to understand while others do not find it as difficult.

This is a good opportunity for learner development in a few ways:

1. Learners can be paired in different ways to achieve different outcomes
• pair learners similar in level to share ideas and work through the information
• while this is happening the learners who need support (regardless of what that is) might be working in a small group or with the teacher on vocabulary, reading (outloud for the sake of correcting pronunciation), and other tasks
2. Learners may work in small groups of three or four to accomplish a task together - this allows the more advanced learners to support and share their knowledge and their learning, and hopefully engages those with less skill in a conversation where they can participate.
3. Scaffold the learning.  While there are a large number of people that do not have digital literacy skills on a personal computer, most have a device that allows them to access information, and send and receive communication.  Use the concept of email communication to talk about what they already know about how to communicate and what is important in message to someone else.
• Addressed to ...
• Signature from...
• Beginning, middle, end of content
• etc.
4. Possibly have a conversation about gender identification in language.  The reason I address this is that many languages do not have gender identification pronouns - in this text Fran is referred to as "he" and at first I thought it was an error because all the Fran's (Frances) I know are female.  Francis and Franciso are male names, and could be shortened, though I had not considered that until I read this.  When your first language does not have these pronouns, the concept of male/female/neutral in text may make it harder to understand.  If you have already addressed this in a previous class, recall the discussion to mind and use it to engage in further discussion. This could also be part of scaffolding learning for some in your class, and allows you to exploit previous learning for the purpose of current learning.
5. Digital literacy as a communication tool is one of the most important skills for a workplace.  One of the exercises that you can create using this type of template is a writing exercise where staff write a short email to someone else in class on a specific topic and receive a response.  This would be for a higher level learner, but allows you to have them engage in a different way.  

Things to keep in mind:

• If the lesson is too hard for the learners, look for opportunities to re-establish vocabulary connections - perhaps have a back-up vocabulary sheet ready.
• If the lesson is not challenging enough, ensure you have a "next level" activity ready for those who need more from the lesson - add creativity to lesson and have them respond as Simon as per Fran's invitation in a written exercise.

The final idea I want to address is using this lesson as a springboard for following classes.  In order to gain a better understanding of where the learners found value or need support in their learning, it may be useful to add a self assessment at the end of the lesson.  The outcomes will inform the coming lessons and may give rise to:

• additional focus on appropriate written communication styles in various environments
• new focus on a related topic - local festivals where the learners are from - written descriptions, vocabulary, cultural awareness
• renewed focus on things that are difficult for the learners - gender pronouns as an example

While it will take effort to adapt texts, the challenge remains one that is useful.  There are many great texts that are available but they need to support the learner in the place of learning.  Texts that need to be adapted are also a great reminder to teachers that language needs to be broken down - the exercise of doing it is valuable.  It is a reminder of the work involved in breaking down language for a learner - the challenge has the opportunity to build empathy in the teacher.

Best of everything as you adapt, challenge, and build empathy, keeping your learners in mind!


References

University of Manitoba. (n.d.) TESL 0130 Content. Retrieved from  https://universityofmanitoba.desire2learn.com/d2l/le/content/309456/viewContent/1357936/View 

Reading skills practice: Foreign exchange emails-exercises. (2015). British Council. Retrieved from http://learnenglishteens.britishcouncil.org/skills/reading-skills-practice/foreign-exchange-emails