CLIP TITLE: Clip 5 - Know the Learner
CLIP DURATION: 8 minutes 19 seconds

TIMECODE	TRANSCRIPT	
00:24	I have about 4 children who are bi-lingual, they speak their at home language at home, and also English, and approximately 7 students who only speak their home language and are learning English. 
	
00:40	My name is Ali, I am from Iran. I have been in New Zealand for 8 years. I speak 2 languages and they are Persian and English. 
	
00:52	My name is Andrew. I am from New Zealand. I speak 3 languages, English, Mandarin and Cantonese. Because my buddy Jack is easier to do because we both speak the same language.

1:11	My name is Vivien. I am from Germany. I have been in New Zealand for sometimes, this time is the 4 time I’m being in New Zealand. I speak 2 languages, German and English. Some words are for me a little difficult.

1:36	My name is Son Jen, I am from Korea. I’ve been in New Zealand for 6 month. I speak 2 languages, 1 Korean language and last one English language.

1:51	The children who are bringing their 1st language into the classroom felt like they were the expert of that knowledge, and when they shared it with others it made it work really well.

2:03	Um in my class I’ve got a range of different cultures. I’ve got um, 10 Samoan students, I’ve got 8 European students , 8 Maori students and then I’ve got 3 children in the class who speak Hindi. Okay so the focus of my um siapo unit was looking at sort of symbolism and um, looking at Pacific culture, we decided just to design this unit of work, to suit not only my Samoan and Pacifica kids, but yeah just took at everybody’s um backgrounds and how they can represent that through symbols.

2:36	My name is Zane and I was born in Invercargill. I speak 2 languages, speak Maori and English. In my siapo design I use korus because it reminds me of Maori, and um I use like um this soul pattern because I like listening to songs.

3:05	My name is Anekesh and I can speak 2 languages, Hindi and English. In my siapo design I use the 4 petal flower to make um, to show I’m Fijian Pacific and um, on my um earth picture is to show I wanna travel when I grow up.

3:32	My name is um Alamur and I was born in Samoa and I’ve been in New Zealand for 4 years now, and I speak, my language I speak Samoan and English. The stars represent, the stars my Dad always paints this and the book represents that I love reading.

4:01	(Speaking in different languages to the children)
	
4:10	I find out about the language needs of my students usually just by um, usually having a conversation with them when they first arrive. And trying not to put too much pressure on them in the early days, I sort of let them settle into the class, and then usually I can pick up from um you know their interactions with the other students how much English they do have and um whether they need to be referred onto ESOL.
	
4:34	There’s a very wide range other language ability in the class. New Zealand students who have very high levels of English and that would be operating probably above cohort level for Year 7. And then we’re moving down through to some students who have very good oral communication in English, can communicate all of their wants and needs. But when it comes to having to work with academic vocabulary and ideas then their language ability starts to fall over there. Then going down towards the very beginning student, Aria who’s only recently arrived in New Zealand and ahs quite rudimentary English.
	
5:17	My name is Elsina, I come from Samoa. I’ve been in New Zealand for 5 months.

5:25	My name is Katasan and I’ve been in New Zealand for 3 and half, and I speak language um, 5 languages and they are Arabic, …. And English. And I am from Ethiopia.

5:46	My name is Arianne, I was born in Ethiopia, I speak 3 language, …., …. And little bits English.

6:02	Well the initial information comes from testing at the beginning of the year, the standardised tests that might be used across the school, for example AsTTle reading, would give us a good indication of where each student is against the national cohort. And then we have some other assessments that I would do like running records. The English language learning progressions would give me a sense of the stages of development of languages that some of the students in my room might have. So for example Aria who’s operating at foundation level of the English language learning progressions, by having a look in the folder, the resource, we can identify what her next stage might be.
	
6:42	I’ve got a very diverse range of students. I think there are something like 7 different nationalities represented, and within those nationalities they’ve all been here for different lengths of time, and even within the different lengths of time some of the students have learnt English far more quickly than others. And others need and require a lot more support.

7:06	My name is Fajita and I come from Afghanistan, I have been in New Zealand for 3 and a half years. And I speak 2 languages, Farsi and English and I have been this class in 3 years and I been learnt Urdu. And the thing that I found difficult in English is the big word that I can’t I don't know in English and my other language.

7:31	My name is Emma and I was born in New Zealand. I speak English but my parents speak Fijian, but I can also understand what they’re saying. In the kiwi forever unit I think that the activities like speaking in front of the class and working in groups really helps, and also helpful the teacher and classmates.

8:02	In this unit as well as focusing on the scientific vocabulary and the support that they would require, I also had to look at specific tasks they were being asked to do in science. And then look at what support they’d be needed to um carry that through in terms of the literacy requirements.

8:19	ENDS