Module 5: Implementing a Language Support Program
Introduction
The Language Support Program Professional Learning Guide has been developed to assist teachers, coordinators and school leaders understand about language, language disorders and language difficulties, and how the ICPAL language framework can guide a Language Support Program [1].
This is the fifth and final learning module within this Professional Learning Guide. It comprises three sections that address the following key questions about the school-based support of students with language difficulties:
- Is there a recommended model for planning, implementing and sustaining a Language Support Program?
- What should be the roles played by school leaders, coordinators, teachers, aides, parents and professionals within a Language Support Program?
- Are there any processes or guidelines that school communities should adopt to support a student with a language disorder or difficulty?
Prerequisites
Before beginning this module, users who are taking a whole-school approach to a Language Support Program (e.g. principals, school leaders, parents, community members) should ideally have completed Module 1.1 and Module 2.1. Teachers, coordinators and aides would normally engage with this module after completing parts or all of Modules 1 to 4. [2]
Outcomes
Learning outcomes are identified at the beginning of each module. They apply to all parts of the module. Learning outcomes will usually be met by engaging with the content of the module and completing relevant learning opportunities identified.
By the end of Module 5, you will be able to:
- understand how you can most effectively contribute to a school Language Support Program
- understand how the Effective Schools Model can be used to underpin a Language Support Program
- understand the principles of School Support Groups and recognise how they can be used to support students with language difficulties.
Timing
For the benefit of users engaging with a module within a self-paced or collegiate professional learning program, an indicative timing is provided. This timing suggests how long it might take to complete the module or session. Additional research and practical classroom-based activity is not included in the timing suggested.
Timing
- Module 5.1 90 minutes
- Module 5.2 90 minutes
Resources
Recommended resources are always specified at the start of each section of a learning module to allow participants to source a resource before the professional learning begins. Resources follow a predictable numbering system (e.g. in 'Resource 5.1', the first numeral identifies the module and the second numeral identifies the number of the resource within the module).
Videos
The videos that accompany this resource provide a brief introduction to each module. The purpose of these presentations is to provide background to the concepts introduced in each module, illustrate classroom practices and assist school-based Language Support Program Coordinators to facilitate the implementation of the Language Support Program in their schools.
- Module 5 - part 1 (WMV - 2.2Mb)
- Module 5 - part 2 (WMV - 1.6Mb)
- Module 5 - part 3 (WMV - 4.1Mb)
- Module 5 - part 4 (WMV - 2.1Mb)
- Module 5 - part 5 (WMV - 2.6Mb)
- Module 5 - part 6 (WMV - 2.4Mb)
- Module 5 - part 7 (WMV - 2.2Mb)
- Module 5 - part 8 (WMV - 2.5Mb)
- Module 5 - part 9 (WMV - 1.2Mb)
- Module 5 - part 10 (WMV - 2.7Mb)
- Module 5 - part 11 (WMV - 3.7Mb)
- Module 5 - part 12 (WMV - 2.9Mb)
- Module 5 - part 13 (WMV - 3.5Mb)
- Module 5 - part 14 (WMV - 1.4Mb)
- Module 5 - part 15 (WMV - 1.4Mb)
- Module 5 - part 16 (WMV - 3.9Mb)
- Module 5 - part 17 (WMV - 2.8Mb)
- Module 5 - part 18 (WMV - 800Kb)
Glossary of key terms
Key terms used are usually included at the start of a session, and as a hyperlink to the glossary on the first use of the term.
A complete list of key terms used in the learning modules of the Language Support Program Professional Learning Guide is included in Appendix 1.
Footnotes