Current Students The Learning Centre Services for Staff Creating Accessible Classrooms
Creating Accessible Classrooms
- Aboriginal and Torres Strait Islander in Marine Science
- Courses
- Future Students
-
Current Students
-
Enrolment
- Enrol online
- New students enrol
- Course Enrolment Planners
- Change course (Variation to Study)
- Return to study (Variation to Study)
- Transfer campus (Variation to Study)
- Withdraw from subjects or your course
- Applying for Credit
- Student Centre and Enrolment Team Contacts
- Enrolment Terminology
- JCU Flex FAQs
-
Fees & Financial Support
- Domestic undergraduate subject fees
- Financial support
- Defer your fees
- Pay your fees
- Student Services and Amenities Fee (SSA Fee)
- Postgraduate subject fees
- Refunds and withdrawal under special circumstances
- Penalties for unpaid fees and late withdrawals
- Incidental & Administration Fees
- Eligibility Conditions for Commonwealth Assistance
- Unique Student Identifier (USI)
- Class Registration
- Assessment and results
- Support
- Academic Calendars
- Student Life
- Learning Online
- The Learning Centre
- Forms
- Safety
-
Enrolment
- Research and Teaching
- Partners and Community
- About JCU
- Reputation and Experience
- Celebrating 50 Years
- Academy
- Anthropological Laboratory for Tropical Audiovisual Research (ALTAR)
- Anton Breinl Research Centre
- Agriculture Technology and Adoption Centre (AgTAC)
- Living on Campus
- How to apply
- Advanced Analytical Centre
- Alumni
- AMHHEC
- Aquaculture Solutions
- AusAsian Mental Health Research Group
- ARCSTA
- Area 61
- Association of Australian University Secretaries
- Australian Lions Stinger Research
- Australian Tropical Herbarium
- Australian Quantum & Classical Transport Physics Group
- Boating and Diving
- JCU-CSIRO Partnership
- Employability Edge
- Clinical Psychedelic Research Lab
- Centre for Tropical Biosecurity
- Career Ready Plan
- Careers at JCU
- Careers and Employability
- Chancellery
- Centre for Tropical Bioinformatics and Molecular Biology
- CITBA
- CMT
- CASE
- College of Business, Law and Governance
- College of Healthcare Sciences
- College of Medicine and Dentistry
- College of Science and Engineering
- CPHMVS
- Centre for Disaster Solutions
- CSTFA
- Cyber Security Hub
- Cyclone Testing Station
- The Centre for Disaster Studies
- Daintree Rainforest Observatory
- Defence
- Discover Nature at JCU
- Research Division
- Services and Resources Division
- Education Division
- Elite Athletes
- eResearch
- Environmental Research Complex [ERC]
- Estate
- Fletcherview
- Foundation for Australian Literary Studies
- Gender Equity Action and Research
- General Practice and Rural Medicine
- JCU Orientation
- Give to JCU
- Governance
- Art of Academic Writing
- Art of Academic Editing
- Graduate Research School
- Graduation
- Indigenous Education and Research Centre
- Indigenous Engagement
- Indigenous Legal Needs Project
- Inherent Requirements
- IsoTropics Geochemistry Lab
- IT Services
- International Students
- Research and Innovation Services
- JCU Eduquarium
- JCU Heroes Programs
- JCU Webinars
- JCU Events
- JCU Global Experience
- JCU Ideas Lab
- JCU Job Ready
- JCU Motorsports
- JCU Prizes
- JCU Sport
- JCU Turtle Health Research
- Language and Culture Research Centre
- CEE
- LearnJCU
- Library
- Mabo Decision: 30 years on
- MARF
- Marine Geophysics Laboratory
- New students
- Off-Campus Students
- Office of the Vice Chancellor and President
- Virtual Open Day
- Orpheus
- Open Day
- Outstanding Alumni
- Parents and Partners
- Pathways to university
- Pharmacy Full Scope
- Planning for your future
- Placements
- Policy
- PAHL
- Publications
- Professional Experience Placement
- Queensland Research Centre for Peripheral Vascular Disease
- Rapid Assessment Unit
- RDIM
- Researcher Development Portal
- Roderick Centre for Australian Literature and Creative Writing
- Safety and Wellbeing
- Scholarships
- Contextual Science for Tropical Coastal Ecosystems
- Staff
- State of the Tropics
- Strategic Procurement
- Student Equity and Wellbeing
- Student profiles
- SWIRLnet
- TARL
- TESS
- TREAD
- TropEco for Staff and Students
- TQ Maths Hub
- TUDLab
- Unicare Centre and Unicampus Kids
- UAV
- VAVS Home
- Work Health and Safety
- WHOCC for Vector-borne & NTDs
- Media
- Copyright and Terms of Use
- Australian Institute of Tropical Health & Medicine
- Pay review
Improving the accessibility of our classrooms for EAL students
The international students who come to study at JCU all have the required minimum English language proficiency requirement for the course they have enrolled in. However, this doesn’t mean that they won’t have at least some problems understanding and participating in classes.
Part of our job as educators is to make our teaching as accessible as possible for all students. With the widening participation agenda our classrooms are becoming increasingly diverse, and it is essential that our approach as educators responds to diversity in our classrooms to make our teaching accessible to all students.
That’s why we’ve created this short video series to help. While the ideas here are to help with teaching EAL students, many of them coincide with strategies promoted by Universal Design for Learning, and we’re confident they’re actually just good teaching practice that will help all students to better understand and engage with your course content.
The videos include some background context to help you understand why some EAL students have problems with class materials and tasks, as well as some concrete examples of things you can try in your classroom. These strategies are tried-and-tested, and we hope that will enjoy trying some of them in your teaching.
If you need any further support, or if you have any questions, please get in touch – we’ll be more than happy to help!
Read more about the Universal Design for Learning here.
Increasing Student Engagement
- Aim to say less when teaching, and have the students say and do more.
- Break up long teacher-centred stages of a lesson or lecture with pair/group work tasks. These can be brief – just changing the focus, even for a minute, will help revive energy and interest levels.
- EAL students (and many others) will probably be happier to speak in pairs/groups instead of in front of the class, so try to incorporate more pair/group work in your classes.
- Give students a goal-oriented task to complete when speaking, instead of just ‘talk about’.
- Include a variety of task types in your classes, for example have students sort vocabulary or statements into groups, or rank ideas, or order events.
- Try to vary interaction patterns. For example, students could first jot down their own 3 ideas about something, then compare with a partner. Or pairs could do a task, then join with a larger group to compare their findings or ideas.
Understanding
- Speak slightly more slowly (but still sound natural!).
- Be aware of the words you are using and whether your audience will understand them.
- Stress key words and ideas.
- Pause more often to allow students to keep up.
- Ask questions to check students’ understanding of instructions or concepts.
- Record yourself speaking to students and listen back to it. Put yourself in the position of an EAL student when you do!
- Give your students permission to ask when they haven’t understood. a way to let you know when they haven’t understood what you’ve said. Students from other countries or cultures might not feel comfortable about doing this unless you tell them it’s ok.
Assessment
- EAL students might struggle with assessments due to language and/or cultural differences.
- Keep the language in task descriptors as simple and as unambiguous as possible.
- Provide a sample answer whenever possible.
- If appropriate, give students a suggested outline for written assessment tasks.
- For essays especially, discuss the expected ‘shape’ of the finished work – how many paragraphs will there be? What will be the main idea of each?
- Be explicit about why they are doing this task, how it relates to the subject overall.
- Scaffold assessment tasks as much as possible.
Vocabulary
- Make vocabulary a more explicit part of your teaching
- Look ahead to your subject material and identify any key words that need teaching
- Clarify the meaning of new words in ways that all students will understand
- Check students’ understanding of new words
- Find ways for students to practice recalling the words and their meanings