EDUC303 Assignment 2_Tamara Goslett
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University of New England *
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303
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English
Date
Jan 9, 2024
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10
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Tamara Goslett #220207089 EDUC303 T2 2023 Assignment 2 Word Count: 1780
KLA: Details 3 of 5 25 mins Introduction -
Teacher will greet students in both English and Chinese 早上好
(zǎo shang hǎo)
and
remind students of behaviour expectations that are required during the lesson. -
Teacher will read “The Little Refugee” by Anh Do
Teacher will ensure EAL/D students are close to front of classroom to ensure they can hear and be able to have a clear view of pictures -Teacher will ask students if they think pictures can influence the reader? In what ways? Some answers may be pictures can provide visual clues to discover more about the narrative. Pictures show expressions, unwritten details, setting, and context that help us compare and contrast. Example pre arrival to Australia are not coloured, muted tones. Then as time went on colour is added to pictures. -Teacher will guide the students in sequencing the main events of the story on the IWB 1.
Life in Vietnam 2.
The boat journey 3.
Arrival in Australia 4.
Settled in Australia -Teacher will instruct students to get their English workbooks and write the heading “
Main events of “The Little Refugee”
underlined with the date on top right corner. -Students will write out the main events list from IWB. Teacher will provide EAL/D students with an array of imagery from the book that corresponds to the various events in the narrative. Students with EAL/D will then arrange the visual depictions to establish a chronological order. This will be broken down into manageable sections. And completed one at a time. -Teacher will revise and refresh students' knowledge of adjectives as descriptive words (Ask students first) The teacher will offer the word and definition of adjective in English and Chinese. The Chinese word for adjective is 形容
词
(xíngróngcí) Adjectives are like colourful paintbrushes for our words. They add extra details and flavours to nouns, helping us imagine and understand things better. Just as an artist uses different colours to make a picture more interesting, adjectives make our sentences more vibrant and exciting by describing how things look, feel, taste, and more. Behaviour Expectations •
Students to remain in their assigned seats for the duration of lesson •
Students to be completely silent while the teacher gives instructions •
Pax hands and books to remain closed until teacher instructs to open •
Max and Daniel are not to sit together •
EAL/D students to sit close to the IWB Assessment
•
Strategic whole class, paired or individual discussion EAL/D students paired with peers who have strong language skills •
Anecdotal observation and recording of student participation •
Completed work samples EAL/D students will be given options to complete samples such as verbal presentations, or using technology •
Annotated work samples
KLA: Details 4 of 5 The stars lit up the sky, change to the shiny stars lit up the sky.
(example) -
Teacher will display the picture for the boat journey on the IWB -Teacher will ask students for the adjectives of how Anh may have been feeling at this time and write them around the picture. -Students will then be provided with pictures from the four main events of the story -
Students will be instructed to complete the adjective activity on the remaining three pictures, can discuss with peers at their workspace quietly -Students will work in pairs or small groups, enabling those with better English skills to support their peers. The teacher will emphasise collaboration and communication. - The teacher will circulate around the classroom, offering support and guidance, ensuring that students are making steady progress and providing help with any queries or challenges they encounter. -Teacher will facilitate a discussion about what adjectives students used on each picture. Conclusion
-Teacher will direct students to close books and have pax hands and full attention to the IWB and watch the Anh Do interview to the 9min mark. Teacher will add Chinese subtitles to the interview https://www.youtube.com/watch?v=HNI6aRwXFwY -If time permits teacher can lead a guided discussion about what students thought, did they learn anything new from the interview. Anh Do's feelings when the storm hit his boat during his immigration journey to Australia could be described with adjectives like: Bilingual vocabulary lists will be provided alongside learning material, in addition to online dictionaries 1. Terrified: Anh might have felt extreme fear and anxiety due to the unexpected storm. 2. Helpless: The storm could have made him feel powerless and unable to control the situation. 3. Anxious: He might have experienced a sense of unease and worry about the safety of himself and others. 4. Panic-stricken: The sudden storm could have caused him to feel overwhelmed by panic. 5. Vulnerable: The storm's impact might have left him feeling exposed and vulnerable to the elements. 6. Desperate: Anh could have felt a sense of urgency and desperation to find safety and shelter. 7. Dreadful: The storm's severity could have caused him to feel a deep sense of dread and foreboding. 8. Nervous: The uncertainty and danger posed by the storm could have made him feel nervous and apprehensive. 9. Fearful: Anh might have experienced strong fear and apprehension due to the life-threatening situation. 10. Isolated: The storm's isolation from help and support could have led to feelings of isolation and aloneness. These adjectives convey the emotional intensity and complexity of Anh Do's experience during the storm on his journey to Australia.
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I developed the initial lesson plan during my EDUC206 practicum. It was designed as an integral component of a cross-curricular unit that combines History and English, focusing on narratives of human migration. To adhere to a concise two-page restriction, I have condensed the plan accordingly. In the envisioned classroom, there are three English as an Additional Language or Dialect (EAL/D) students from China. Despite their familial connection to one another, these students find themselves at distinct stages of language acquisition, as classified by the NSW Department of Education (Centre for Education Statistics and Evaluation, 2019). Two students are situated within the initial or beginning phase, while the third is positioned within the progressing developmental phase. I will employ a culturally relevant pedagogy, coupled with genre pedagogy and multimodal learning approaches, to create an engaging and interactive learning environment. This comprehensive strategy aims to enhance students' success in achieving learning goals by ensuring that content is not only academically achievable but also culturally meaningful and accessible and thus caters to diverse learning styles and backgrounds. By incorporating various multimedia elements and pedagogical methods, I aim to empower every student, fostering their capacity to excel and make steady progress in their educational journey. 1. Representation of Diversity Educators must prioritise critical awareness when promoting diversity within their educational practices, especially in culturally diverse classrooms. Keddie et al. (2012) explored the experiences of educators in a regional Queensland secondary school, navigating Indigenous education and cultural diversity, a matter particularly pertinent for the inclusion and representation of English as an Additional Language or Dialect (EAL/D) students. This underscores culture's dynamic nature, viewing it as an ongoing social practice rather than a static concept, opening avenues for innovative strategies that challenge cultural divisions, creating an environment where diverse backgrounds are genuinely celebrated. Just as in the 1980s, some parents who adopted children from different cultural backgrounds chose not to acknowledge their Asian heritage (Beeby, 2008), inadvertently illustrating a
common misconception about diversity. This approach underlines the significance of embracing and celebrating cultural differences to foster inclusivity. To truly represent diversity, it's essential to appreciate and respect unique backgrounds and identities. Incorporating bilingual language usage, not as an isolated element but as an integral aspect of daily classroom routines and communication, reflects our commitment to embracing diversity (Shade et al., 1997). To create an inclusive atmosphere, I have taken steps such as displaying greetings and meanings in Chinese alongside English words, helping students connect their existing language skills with English for improved expression. Additionally, encouraging students to share their cultural traditions and practices fosters inclusivity. Cultural biases can inadvertently infiltrate teaching methods and strategies, especially concerning racial and ethnic stereotypes. Educators must avoid making unfounded assumptions, such as presuming that students from specific cultural backgrounds inherently favour particular learning styles or activities. These assumptions are drawn from perceived cultural attributes and aren't necessarily grounded in biology or individual variances. Acknowledging and rectifying these biases is a pivotal step in planning appropriate lessons (Poynting et al., 1995). Culturally responsive teaching strategies involve integrating students' backgrounds into discussions and activities (Cummins & Chow, 2003). This approach resonates with students from diverse cultural backgrounds, enhancing their engagement and understanding. Avoiding rugged individualism, as identified by Dalton, is crucial. Rugged individualism refers to a mindset where individuals prioritise their own self-reliance and independence to an extreme degree, often to the detriment of community bonds. This approach can lead to isolation and detachment from the community, hindering empathy and a full understanding of the impact of our actions on others (Dalton, 2003). In summary, educators should prioritise critical awareness and innovative strategies to embrace diversity, with a focus on inclusive practices. This includes incorporating bilingual language usage and culturally responsive teaching strategies while avoiding isolationist tendencies.
2. Integration of various languages and dialects of English Ladson-Billings (1995) emphasises the importance of incorporating students' home language into the classroom as a means to foster greater academic success. This idea holds particular relevance for EAL/D (English as an Additional Language or Dialect) students, who often find comfort and familiarity in using their native language in specific contexts. Beyond academic achievement, the integration of students' home language also carries significant cultural implications, aligning with the principles of Culturally Relevant Pedagogy (CRP). CRP, represents an approach to teaching that recognises and celebrates the cultural diversity of students. Within CRP, linguistic power and diversity assume central roles. Linguistic power refers to the ways in which language can either perpetuate or challenge power dynamics between different cultural groups. This recognition of linguistic power highlights the socio-
cultural significance of language and how it influences relationships among individuals and communities. On the other hand, linguistic diversity refers to the myriad of linguistic practices and dialects that coexist within a given cultural group, reflecting the rich tapestry of language within a community. In my classroom, I am committed to the principles of CRP, understanding that linguistic power and diversity are integral to creating an inclusive and equitable learning environment. As part of this commitment, I will employ various strategies such as bilingual greetings to acknowledge and honor the diverse linguistic backgrounds of our students. Additionally, I will provide bilingual vocabulary lists and offer Chinese translations for adjectives and their definitions, aiming to enhance linguistic comprehension and creating an atmosphere of respect for diverse linguistic practices. As a teacher, I will consider who I group with the EAL/D students. When students are working in small groups or pairs, it is essential that stable discussion groups are created. This approach not only fosters a conducive learning environment but also helps build trust between peers and sensitivity to cultural differences (Tateishi, 2000).
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When forming these groups, I will consider several factors, including language proficiency levels, cultural backgrounds, and individual learning needs. By carefully considering these elements, I aim to create groups that encourage effective communication and collaboration while respecting the diverse perspectives and experiences of each student. In these stable discussion groups, students have the opportunity to interact with their peers regularly, allowing them to become more comfortable expressing themselves and sharing their thoughts. Additionally, working with the same group over time promotes a sense of belonging and support, which is especially crucial for EAL/D students who may initially feel isolated due to language barriers. Moreover, these stable discussion groups provide a platform for students to develop sensitivity to cultural differences. By engaging in open and respectful discussions with peers from various backgrounds, students can learn from one another and gain a deeper understanding of different cultures, perspectives, and experiences. This not only enriches their learning but also prepares them for a more inclusive and diverse world beyond the classroom (Christensen, 2009). Through these practices, I aim to create a dynamic classroom environment where linguistic diversity is celebrated and where all students feel valued and respected for their cultural identities and linguistic backgrounds. By recognising and embracing linguistic diversity, CRP seeks to enrich the learning experience for all students, acknowledging the role of language in shaping cultural identity and power relations. In doing so, we work towards a more inclusive and equitable educational experience that fosters both academic success and a deeper appreciation of cultural diversity among our students. 3. Integration of explicit linguistic scaffolding The integration of explicit linguistic scaffolding is essential for effectively teaching EAL/D students. In response to the initial lesson plan's shortcomings, I have scaffolded the content by incorporating bilingual greetings and explanations for key terms. At the beginning of the lesson, I introduced Chinese greetings, aligning with the principles advocated by Chow and Cummins (2003). Embracing multilingual and multicultural pedagogies enriches the learning experience for culturally and linguistically diverse students, fostering a deeper comprehension of diverse
cultures, enhancing communication proficiency, and enriching cognitive development. This approach intentionally exposes children to diverse perspectives, experiences, and languages, helping them develop empathy and a deeper understanding of individuals from varying backgrounds, while also creating an inclusive and welcoming school environment benefiting all students. Gibbons (1991) highlights that both first and second language learners initially rely heavily on memorised phrases and established language patterns during language acquisition. As they acquire new words or expressions, they gradually replace these memorised phrases. To facilitate this scaffolding process, I will break down tasks into manageable steps, as I have done in the events sequencing, providing clear guidance for students. Learners can acquire English language through teacher or peer modeling and exposure to fresh language structures integrated into the specific unit of study. It's essential to provide access to new language, as learners often possess an understanding that surpasses their ability to produce it. In this context, providing bilingual vocabulary lists and translators to EAL/D students is a valuable tool for their language development. The initial lesson plan primarily focused on classroom discussions for sequencing the story's main events. To enhance accessibility and comprehension for EAL/D students, I have incorporated imagery into the lesson, making it more engaging. Additionally, I have turned on subtitles during the interview, fostering a more inclusive learning environment. In summary, I have scaffolded the lesson content to ensure the inclusion of bilingual elements and explanations, aligning with the principles of multilingual and multicultural pedagogies. This approach not only benefits EAL/D students but also enriches the learning experience for all students while addressing and rectifying cultural biases in teaching methods and breaking down tasks to allow for ease of understanding.
References Beeby, B. (2008). The Face in the Mirror. In A. Pung (Ed.), Growing Up Asian in Australia
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EALD.pdf Chow, P., & Cummins, J. (2003). Chapter 3: Valuing multilingual and multicultural approaches to learning. In S. R. Schecter & J. Cummins (Eds.), Multilingual education in practice: Using diversity as a resource
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Ladson-Billings, G. (1995). But that's just good teaching! The case for culturally relevant pedagogy. Theory Into Practice, 34(3), 159-165. https://doi.org/10.1080/00405849509543628 Poynting, Scott, & Noble, G. (1995). Racism and the ‘common sense’ of ‘learning styles’. Education Links
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American Psychological Association. https://doi.org/10.1037/10268-000 Tateishi, C. (2000). Rethinking multicultural education. Educational Researcher, 29(9), 15-20. Tenorio, R. (2007). Race and respect among young children. In W. Au, B. Bigelow, & S. Karp (Eds.), Rethinking our classrooms, Volume 1: Teaching for equity and justice
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24). Milwaukee, WI: Rethinking Schools. Watkins, Megan & Noble, Greg & Wong, Alexandra. (2019). IT'S COMPLEX! Working with Students of Refugee Backgrounds and their Families in New South Wales Public Schools.