Culturally Competent Strategies for Supporting EALD Students

EDU40004 Assignment 2 template Team# 8C Student 1 Name Chelsea Student 2 Name Priyanka Student 3 Name Sally Student 4 Name Stevi Student ID 103683637 Name Priyanka Kumari Unit code EDU40004 Assignment number 2 1 | P a g e

Introduction and analysis (around 400 words using discussion): 415 Analysis of the scenario and discuss your advocacy approach. Fei Hong, a four-year-old boy from South China, moved to Melbourne with his family, who left high-paying jobs to retrain for upward social mobility in Australia. While attending a local private kindergarten, Fei Hong's limited English language skills and tendency to resolve conflicts with physical aggression have become problematic for both teachers and parents. However, some teachers point to his cultural background as a reason for his behaviour, suggesting that he needs to adopt Australian values to better integrate into the school environment. Australian schools and kindergartens are eminent in supporting diverse cultural and socioeconomic backgrounds (Lindon,2012). However, this support is only beneficial when educators collaborate with families to ensure all stakeholders feel involved and supported. Culturally competent educators recognise the significance of Fei Hong's home setting and cultural background in forming his sense of self and belonging to support his academic success and holistic well-being. They must promote respect for these distinctions with each other and Fei Hong’s peers and value the variety of cultural ways of knowing, seeing, and being, as this is Fei Hong’s right under the United Nations (UN) Conventions on the Rights of the Child (UNICEF, n.d). Furthermore, through collaborative engagement with Fei Hong's family and community, educators must actively endeavour to increase their cultural competency through professional development opportunities and reflective and reflexive practice. Education professionals can support Fei Hong to thrive in a learning environment that respects his right to learn by encouraging his cultural competence (EARLY YEARS LEARNING FRAMEWORK [EYLF], Department of Education and Training [DET], 2019). Australia is known to be a predominantly bi/multilingual nation. A vast number of children who have English as an additional language (EALD), attending ‘English only’ education settings, are critically confined when using their home language at school due to the lack of cultural awareness and educational support (Robinson & Jones-Diaz, 2017). This lack of understanding of cultural diversity can result in preconceptions and stereotypes that obstruct productive communication and learning. Culturally prejudiced educators may assume that Fei Hong's behaviour is only a result of his cultural heritage, ignoring the effects of his family's move and the language barrier (Weiten, 2013). For 2 | P a g e

educators to provide a welcoming and inclusive learning environment for all students, they must be aware of their own biases and work to overcome them (Lindon, 2012). Strategies (around 600 words using the provided table): Provide four strategies where each includes:  advocacy/social justice issues addressed from the scenario  a succinct description of your strategy  how the strategies respond to the scenario and support children’s well-being, while considering families and how other social factors may impact  any supporting images or resources. Strategies Advocacy/social justice issues addressed from the scenario These would be related to the information in the introduction and analysis of the strategy. Provide a succinct description of your strategy Include the goal that you are trying to achieve using this strategy. How the strategies respond to the scenario and support children’s wellbeing, while considering families and how other social factors may impact Explain why and demonstrate a specific understanding of the case scenario. Supporting images or resources (not included in word count). 3 | P a g e

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Stakeholders considered. Advocacy/ social justice issue 1 Fei's cultural background has been neglected by biased educators who prioritize English speaking, leading to his limited comprehension of the language. Consequently, Fei's ineffective communication has resulted in violent behavior and incomplete tasks, causing concern among educators, parents, and peers who label him as a 'troublemaker.' Goal: Able to effectively communicate. To aid Fei's learning, educators can facilitate small group interactions using visual aids, such as role-playing and discussion. They can promote diversity by displaying posters, including diverse literature in the curriculum, and fostering open conversations about cultural experiences and traditions. Visual aids added to the curriculum can assist Fei to feel a sense of belonging. These cards can display illustrations of activities, emotions, and topics commonly encountered in the classroom. Despite Fei’s limited English proficiency, he can participate more effectively by using these visual cues. To enhance his cultural belonging, educators may work with Fei's family to create cards featuring his language and culture. Figure 1. 4 | P a g e

Advocacy/ social justice issue 2 Fei Hong's family moved to a wealthy area in Melbourne for better education, but their lower income and longer work hours mean Fei Hong is often cared for by his grandparents. Educators may not be aware of Fei Hong's socioeconomic status, which could affect how they identify and address his behaviour in class, as well as understand his feelings of exclusion from students with different family structures. Goal: To create a sense of belonging within the classroom. Educators can incorporate diverse family structures in the learning environment by initiating group discussions about who students live with at home, and by displaying pictures of various family compositions in the dramatic play area. These depictions may include families headed by single parents, nuclear families, same- sex couples, and diverse ethnic backgrounds (Robinson & Jones-Diaz, 2017), fostering a more inclusive and welcoming This allows Fei Hong to see value in his family situation and understand the diverse family structures among his peers. Through these experiences, Fei Hong will gain a sense of belonging to his communities, both at home and at school (DET, 2019) Figure 2. Families are different (Mrs. Carroll’s Prep Grade, 2014) Figure 3. Family Photos around a doll house (Flikr, n.d) 5 | P a g e

classroom culture. Advocacy/ social justice issue 3 “Fei Hong is just being a boy and needs strict discipline to learn” is a stereotypical gender bias that connects Fei Hong’s behaviour to a biological or natural impulse assigned to his biological sex (King et al., 2021). This disregards other factors such as family dynamic, communication barriers and personality. Subjective perception is dangerous as it perpetuates stereotypes without addressing reasons and possible solutions for challenging behaviour (Weiten, 2013). Goal: I belong. Singing songs in Fei Hong’s first language will support his sense of belonging. Research concurs that singing and movement are a universal and non- gendered approach to forming positive pro- social identities in early childhood classrooms (Barrett et al, 2019). Educators and peers will support Fei Hong’s sense of belonging through music and movement by singing the song “Heads, Shoulders, Knees and Toes” in Mandarin (Nemeth & Brillante, 2011). Providing Fei Hong with opportunities to use his home language through song will support his sense of identity and belonging while learning English in the classroom (Nemeth & Brillante, 2011). EALD students often exhibit behaviours such as tantrums, aggression, or anger as a means of communication in achieving a need such as activity avoidance or extra attention from an educator (Nemeth & Brillante, 2011). Group music and movement incorporating a child’s home language teaches all children useful ways to communicate with their non-English speaking peers (Nemeth & Brillante, 2011) Thus, Figure 4. NEW Learn Mandarin Chinese Head Shoulders Knees and Toes Song 头肩膀歌 (DailyNoodles, n.d) 6 | P a g e

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providing the ESL student an opportunity to exercise agency, pride, identity and ultimately a sense of belonging (Barrett et al., 2019). Advocacy/ social justice issue 4 Fei Hong's Chinese cultural background expects high academic performance, which may influence his parents' lack of acceptance of his behavioural issues, including hitting and not listening to others. This preference for physical activities like running may also indicate underlying medical issues, such as ADHD. Educators should be Goal: Support Fei Hong’s learning within the classroom. Educators can collaborate with Fei Hong's family and involve external specialists to support his behavioural needs. Frequent brain breaks can provide opportunities for Fei Hong to release energy and enhance his focus on classwork. Additionally, sensory tools like fidget toys, Frequent brain breaks, wobble stools, and fidget tools allow Fei Hong to release his energy and his brain to reset, becoming more focused and productive. These brain breaks can also incorporate learning in a way that supports Fei Hong and his learning style (Professional Teaching Standard 1) (AITSL, n.d). Figure 6. Flexi Stool (MTA, 2017) Count to 20 and Work Out Figure 7. Link to Brain Break Video (Jack Hartman Kids Music Channel, 2017) 7 | P a g e

aware of these factors when addressing Fei Hong's needs in the classroom. wobble stools, and visual cue cards (e.g., first, next, last) may aid Fei Hong's communication with teachers, especially given his limited English fluency, as he may struggle to express his responses to certain situations. Figure 8. First, Next, Last Timetable (Twinkl, n. d) Conclusion (around 200 words using discussion): Discuss and evaluate the strategies for their effectiveness in supporting the scenario.  What do you hope the advocacy/social justice strategies will achieve?  Are there potential issues or consequences that are not resolved or that might occur in practice? In conclusion, addressing the diverse needs of students like Fei Hong requires a collaborative approach involving all stakeholders that consider cultural, linguistic, socioeconomic, and behavioural factors. Educators can utilize visual aids, group discussions, and diverse literature to foster a more inclusive and welcoming classroom environment. It is also essential to recognize and address potential biases and stereotypes, such as the harmful gender-based myth that "boys will be boys," and to involve external support from community resources and parents to address any behavioural or medical needs. Providing breaks, sensory tools, and resources for communication can further support students like Fei Hong who may face additional challenges like limited English fluency, cultural expectations, or behavioural issues. Ultimately, cultivating a respectful 8 | P a g e

and understanding classroom culture that values diversity and individualized support can help students like Fei Hong feel more included, supported, and empowered in their learning. References (not part of word count): Alphabetically list any references you have directly cited in your report. Use APA referencing 9 | P a g e

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Australian Institute for Teaching and School Leadership [AITSL]. (n.d.) . Australian Professional Standards for Teachers. http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/domain-of-teaching/professional-knowledge Barrett, M., Flynn, L., Brown, J., & Welch, G. (2019). Beliefs and values about music in Early Childhood Education and Care: Perspectives from Practitioners. Frontiers in psychology , 1-18. file:///C:/Users/Sally/Downloads/fpsyg-10-00724.pdf Department of Education and Training [DET]. (2019). Belonging, Being and Becoming: The Early Years Learning Framework for Australia . https://www.acecqa.gov.au/sites/default/files/2018-02/belonging_being_and_becoming_the_early_years_learning_framework_for_austr alia.pdf King, T., Scovelle, A., & Priest, N. (2021, March 14). Gender stereotypes and biases in early childhood: A systematic review. Australasian Journal of Early Childhood , 112-125. https://journals.sagepub.com/doi/full/10.1177/1836939121999849 Lindon, J. (2012). Equality and Inclusion in Early Childhood: Linking Theory and Practice. Hodder Education. ProQuest eBook Central. https://ebookcentral.proquest.com/lib/swin/reader.action?docID=967141&ppg=41 Nemeth, K., & Brillante, P. (2011). Solving the Puzzle; Dual Language Learners with Challenging Behaviors. Young Children , 12-17. file:///C:/Users/Sally/Desktop/Dual%20Language%20learners%20with%20challenging%20behaviours.pdf Robinson, K.H., & Diaz, C.J. (2017). Diversity and difference in early childhood education: Issues for theory and practice, 2nd ed. Maidenhead, England: Open University Press. UNICEF. (n.d.). A simplified version of the United Nations Convention on the Rights of the Child . http://www.unicef.org.au/Upload/UNICEF/Media/Our%20work/childfriendlycrc.pdf Weiten, W. (2013). Psychology: Themes and variations (9th ed). Belmont: Cengage Learning. 10 | P a g e

https://commons.swinburne.edu.au/file/b94720ac-fc50-4eb1-b62d-d696d3876922/1/9781111354749_pp516-559.pdf Images DailyNoodles. (n.d). NEW Learn Mandarin Chinese Head Shoulders Knees and Toes Song . Youtube: https://www.youtube.com/watch? v=AhjPjEzy8jc&t=0s Flikr. (n. d). Family photos around a doll house [Image]. Retriever from Family Photos around a doll house | Dramatic play preschool, Preschool family, Social-emotional development (pinterest.co.uk) Modern Teaching Aid. (2017). Flexi Stool [Image]. Retrieved from Ergerite – Flexi Stool – Blue – 45cm high - MTA Catalogue (teaching.com.au) Mrs. Carroll’s Prep Grade. (2014). Families are different [Image]. Retrieved from 1B (mrscarrollsprepgrade.blogspot.com) Twinkl. (n. d). First, Next, Then Timetable [Image]. Retrieved from First, Next, and Last Timetable - Inclusive Resources (twinkl.co.nz) Appendices: Evidence of individual and team contribution (not part of word count):  Provide evidence (up to two pages maximum, one page preferred) summarising team collaboration. Evidence could be screen captures of Google Docs or Collaborate recordings, copied chat or discussion board text, and so on. 11 | P a g e

 Other useful supporting resources and strategies. 12 | P a g e

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EDU40004 Assignment 2 (3)

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