An English-speaking Year 6 classroom teacher meets with the Chinese-speaking mother of a recently arrived student to discuss his adjustment, learning and classroom support.
- Mr Smith · turn 1
Good afternoon, Ms Li. Thank you for coming in. I wanted to have a chat with you about how Matthew has been settling into Year 6. I understand your family only moved to Australia about six months ago, so obviously there’s been quite a lot for him to adjust to.
李女士，下午好。謝謝你前來。我想和你談談馬修適應六年級的情況。我知道你們一家大約六個月前才搬到澳洲，所以他顯然需要適應很多事情。
- Ms Li · turn 2
是的，我們來澳洲才半年。馬修以前一直在中國上學，剛來的時候他還挺興奮的。我平時問他學校怎麼樣，他總是說挺好的。所以今天突然收到老師的通知，我還有點擔心。請問他是不是在學校出了什麼問題？
Yes, we have only been in Australia for six months. Matthew previously attended school in China and was quite excited when he first arrived. Whenever I ask how school is going, he always says it is going well. Therefore, I was a little worried when I unexpectedly received your message today. Has something happened at school?
- Mr Smith · turn 3
Academically, there are some areas where Matthew is doing very well, particularly mathematics. My main concern is his behaviour and concentration in class. He often has difficulty sitting still, and while I’m explaining something, he’ll turn around and talk to other students. Sometimes that distracts the children sitting around him.
在學業方面，馬修有些科目表現很好，尤其是數學。我主要擔心的是他在課堂上的行為和專注力。他經常坐不定；我講解時，他會轉身和其他學生說話，有時會令坐在附近的孩子分心。
- Ms Li · turn 4
這我倒是有點意外。他從小就比較活潑，精力也特別旺盛，但是以前的老師從來沒說過他會故意影響其他同學。他是不是因為有些地方聽不懂，所以才會跟旁邊的同學說話？他的英語畢竟還沒有那麼好。
That surprises me somewhat. He has always been lively and particularly energetic, but his previous teachers never said that he deliberately disrupted other students. Could he be speaking with nearby classmates because he does not understand some things? After all, his English is not yet very good.
- Mr Smith · turn 5
Actually, that’s something I’ve started to notice as well. At first, I thought he simply wasn’t paying attention. But when I spoke to him individually, I realised that sometimes he’s asking the other students to explain what I’ve just said. So what looks like disruptive behaviour may partly be caused by the language barrier.
其實我也開始注意到這一點。起初我以為他只是不專心，但和他單獨交談後，我發現他有時是在請其他學生解釋我剛才所說的話。因此，看似擾亂課堂的行為，部分可能是由語言障礙造成的。
- Ms Li · turn 6
那就說得通了。他在中國的時候學習成績一直都不錯，尤其是數學。他現在回家做數學作業也很快，但是英語作業就要花很長時間。有時候一道題，他不是不會做，而是根本看不懂題目在問什麼。
That makes sense. He consistently achieved good results in China, particularly in mathematics. He still completes his mathematics homework quickly at home, but English homework takes a long time. Sometimes he knows how to solve a question but simply cannot understand what it is asking.
- Mr Smith · turn 7
That matches what I’ve seen in class. In fact, his maths ability is quite advanced for his age. He understands new concepts very quickly when language isn’t getting in the way. So I certainly don’t think this is a question of his intelligence or academic ability. We need to work out how much of the difficulty is related to English and whether there are any other factors affecting his concentration.
這與我在課堂上的觀察一致。事實上，他的數學能力對其年齡而言相當出色。語言不構成障礙時，他很快便能理解新概念。因此，我絕不認為這是智力或學習能力的問題。我們需要弄清楚困難有多少與英語有關，以及是否還有其他因素影響他的專注力。
- Ms Li · turn 8
聽您這麼說，我就放心多了。我最擔心的就是別人覺得他是個「問題學生」。他其實很喜歡學東西，只是性格比較外向，也坐不太住。再加上剛來澳洲，老師上課講得又快，他可能一下子還適應不了。
I feel much more reassured hearing that. My greatest concern is that others may regard him as a “problem student”. He genuinely enjoys learning but is outgoing and finds it difficult to sit still. As he has only recently arrived in Australia and teachers speak quickly in class, he may not yet have adjusted.
- Mr Smith · turn 9
I understand. Can I ask what his routine is like after school? I’m wondering whether tiredness could also be affecting him. He sometimes seems restless in the afternoon, particularly towards the end of the week.
我明白。可以請問他放學後的日常安排嗎？我想知道疲勞是否也在影響他。他下午有時顯得坐立不安，尤其接近週末時。
- Ms Li · turn 10
他的課外活動確實比較多。星期一和星期三學鋼琴，星期二踢足球，星期四去游泳，星期五晚上還要上中文課。週末我也會讓他做一些數學和英語練習。我就是怕他換了國家以後學習跟不上，所以想讓他多學一點。
He does have quite a few extracurricular activities. He learns piano on Mondays and Wednesdays, plays football on Tuesdays, swims on Thursdays and attends Chinese classes on Friday evenings. I also ask him to do mathematics and English exercises on weekends. I am worried that he may fall behind after moving countries, so I want him to learn more.
- Mr Smith · turn 11
That’s a very full schedule for an eleven-year-old. Those activities can all be beneficial, but children also need some unstructured time to relax, play and simply do nothing. Given that Matthew is already using a lot of mental energy trying to understand a new language all day, an overloaded schedule may be making it harder for him to concentrate.
對一名11歲的孩子來說，這個日程非常緊密。這些活動都可能有益，但孩子也需要一些沒有安排的時間來放鬆、玩耍，或甚麼也不做。馬修整天已耗用大量腦力理解一門新語言，過度繁忙的日程可能令他更難集中精神。
- Ms Li · turn 12
這一點我以前倒沒想過。在我們家，我一直覺得孩子小的時候就應該多學一些東西，不然時間浪費了很可惜。不過如果安排得太滿真的會影響他上課，那我可以考慮減少一兩個課外活動，讓他週末也有一點自己的時間。
I had not considered that before. In our family, I have always believed children should learn more while they are young, as wasting the time would be regrettable. However, if an overly full schedule genuinely affects him in class, I can consider reducing one or two activities and giving him some time of his own on weekends.
- Mr Smith · turn 13
I think that would be worth trying. There’s one other matter I’d like to raise carefully. Some of the behaviours we’ve observed — difficulty sitting still, being easily distracted and acting impulsively — can sometimes be associated with attention deficit hyperactivity disorder, or ADHD. I’m not saying Matthew has ADHD, but if the difficulties continue, an assessment might be something to consider.
我認為值得嘗試。還有一件事，我想謹慎地提出。我們觀察到的一些行為，例如難以坐定、容易分心和衝動行事，有時可能與注意力不足過動症，即ADHD有關。我並不是說馬修患有ADHD，但如果困難持續，或許可以考慮接受評估。
- Ms Li · turn 14
ADHD？您的意思是「注意力不足過動症」嗎？我不太同意這個說法。他從小就是這個性格，精力旺盛、喜歡跟別人說話而已。我不希望因為孩子坐不住，就馬上把他當成有什麼病，更不希望別人因此給他貼標籤。
ADHD? Do you mean attention deficit hyperactivity disorder? I do not really agree. He has had this personality since childhood; he is simply energetic and enjoys speaking with others. I do not want him immediately treated as though he has an illness merely because he cannot sit still, and I certainly do not want him labelled as a result.
- Mr Smith · turn 15
I understand your concern, and I want to be clear that I’m not diagnosing him. A teacher can’t make that diagnosis anyway. There can be many reasons for this kind of behaviour, including language difficulties, stress, lack of sleep or simply adjusting to a new school environment. At this stage, I’d prefer to focus on practical support and monitor his progress.
我明白你的憂慮，也想清楚說明，我並不是在診斷他；教師本來就不能作出這種診斷。這類行為可能有許多原因，包括語言困難、壓力、睡眠不足，或只是正在適應新的學校環境。現階段，我希望集中提供實際支援並觀察他的進展。
- Ms Li · turn 16
如果是這樣，我可以接受。我不是反對學校幫他，只是覺得現在就往醫療方面想有點太早了。畢竟他才來半年，連老師講課有時候都聽不懂。能不能先從英語方面幫幫他，看看情況會不會改善？
If that is the case, I can accept it. I am not opposed to the school helping him; I simply think it is too early to approach this medically. After all, he arrived only six months ago and sometimes cannot even understand the teacher. Could we first support his English and see whether the situation improves?
- Mr Smith · turn 17
Absolutely. We have an EAL/D teacher who supports students who are learning English as an additional language or dialect. I can arrange for her to assess Matthew’s English and identify the areas where he needs the most support, particularly listening comprehension and spoken English.
當然可以。我們有一位EAL/D教師，專門支援把英語作為額外語言或方言學習的學生。我可以安排她評估馬修的英語，找出他最需要支援的範疇，尤其是聆聽理解和英語口語。
- Ms Li · turn 18
那太好了。他現在最大的問題確實是聽和說。平時在家裡我們都說中文，所以除了上學以外，他真正用英語的機會不算多。他看英文文章慢一點還可以，但是如果別人連續說一大段，他就很容易跟不上。
That would be excellent. His greatest difficulties are indeed listening and speaking. We normally speak Chinese at home, so outside school he has few opportunities to use English. He can manage reading English passages slowly, but easily loses track when someone speaks at length.
- Mr Smith · turn 19
We can work on that. I’ll also speak to our learning support team about putting together a simple support plan. For example, I can give him written instructions as well as verbal ones, check his understanding before he starts a task, and seat him somewhere where he can ask for help without disturbing the rest of the class.
我們可以改善這一點。我也會和學習支援團隊商討制定一個簡單的支援計劃。例如，我可以同時給他書面和口頭指示，在他開始任務前確認他是否理解，並安排座位，讓他可以尋求幫助而不會打擾其他同學。
- Ms Li · turn 20
這樣我就放心多了。我回去也會跟他談談，告訴他如果上課聽不懂，可以直接跟老師說，不要一直轉過去問同學。另外，我打算給他找一個英語家教，主要幫他練口語和聽力，不是讓他再做一大堆作業。
That makes me feel much more reassured. I will speak with him at home and tell him to speak directly to the teacher if he does not understand, rather than constantly turning to ask classmates. I also intend to find an English tutor, mainly to practise speaking and listening, not to give him a large amount of additional homework.
- Mr Smith · turn 21
That sounds sensible. I’d suggest finding someone who can help him communicate naturally rather than just preparing him for tests. At his age, confidence is very important. If he becomes more comfortable asking questions and expressing himself in English, I suspect we’ll see an improvement in both his concentration and classroom behaviour.
這聽起來很合理。我建議找一位能幫助他自然溝通的人，而不是只為考試作準備。在他這個年齡，自信非常重要。如果他更自在地用英語提問和表達自己，我相信他的專注力和課堂行為都會有所改善。
- Ms Li · turn 22
我也希望是這樣。其實他有時候回家會跟我說，明明自己知道答案，但是不知道怎麼用英語說出來，所以乾脆就不舉手了。我聽了也挺心疼的。他以前在中國上課很積極，現在可能是怕自己說錯，被別人笑。
I hope so too. Sometimes he tells me at home that although he knows the answer, he does not know how to express it in English, so he simply does not raise his hand. It is upsetting to hear. He participated actively in class in China, but now he may be afraid of making mistakes and being laughed at.
- Mr Smith · turn 23
That’s useful for me to know. I’ll make sure we give him opportunities to participate without putting too much pressure on him. I can also pair him with supportive classmates during group activities. We want him to feel that making mistakes is a normal part of learning a new language.
知道這一點很有幫助。我會確保給他參與的機會，同時不給他過大壓力。小組活動時，我也可以把他和願意支持他的同學配對。我們希望他明白，犯錯是學習新語言的正常部分。
- Ms Li · turn 24
謝謝您。那我這邊就先減少一些課外活動，再找一位合適的英語家教。學校這邊如果能給他一些額外的語言輔導，我們就一起觀察一段時間。如果之後注意力的問題還是很嚴重，我們再討論要不要做進一步評估。
Thank you. I will first reduce some extracurricular activities and find a suitable English tutor. If the school can provide additional language support, we can monitor him together for a while. If his attention difficulties remain serious afterwards, we can discuss whether a further assessment is needed.
- Mr Smith · turn 25
I think that’s a very reasonable approach. Let’s give the support plan about six to eight weeks and then meet again to review his progress. In the meantime, if there are any significant changes, either positive or negative, I’ll contact you. And please feel free to let me know if Matthew tells you anything at home that might help us understand how he’s coping.
我認為這是非常合理的做法。我們先實施支援計劃約六至八週，然後再次會面檢視他的進展。在此期間，如有任何重大變化，無論正面或負面，我都會聯絡你。如果馬修在家中告訴你任何有助我們了解他適應情況的事情，也請隨時通知我。
- Ms Li · turn 26
好的，沒問題。我也會多跟他溝通。今天談完以後，我至少知道問題出在哪裡了。只要不是把他簡單地當成一個不聽話的孩子，我都願意配合。希望我們一起幫他把英語這一關過了，他在學校也能慢慢找回以前的自信。
All right, no problem. I will communicate with him more. After today’s discussion, at least I understand where the difficulties lie. Provided he is not simply treated as a disobedient child, I am willing to cooperate. I hope we can help him overcome the English barrier together and gradually regain his former confidence at school.
- Mr Smith · turn 27
That’s exactly what we’re aiming for. Matthew is a bright and capable student, and he’s already made considerable progress in only six months. With some targeted English support, a little more downtime and regular communication between home and school, I’m confident we’ll be able to help him settle in much more successfully.
這正是我們的目標。馬修是一名聰明而有能力的學生，短短六個月內已取得相當大的進步。透過針對性的英語支援、多一點休息時間，以及家庭與學校之間的定期溝通，我有信心能幫助他更順利地適應。
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