Hardy_L_1998029_A3_EDC494
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Curtin University *
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494
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Linguistics
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Apr 3, 2024
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Language and Diversity
EDC494
Lynette Hardy
1998029
Take Home Exam
For Dr Bich Nguyen
Curtin University
1.
What is translanguaging? Would you encourage your students to use their own language
in your classroom in Australia? Discuss giving examples
to back up your response.
Translanguaging is when multilingual students use their linguistic repertoire to learn and
communicate, drawing upon their full knowledge to learn or communicate. Encouraging
students to read, speak, or write in their first language and then translate that to English to
take advantage of concepts learned in their first language. Australian culture is linguistically
diverse and has over three hundred languages spoken nationwide (Australian Bureau of
Statistics, 2018). Allowing for translanguaging has several advantages, including allowing students to scaffold
their understanding using well-known ideas from their first language, confirm their identities,
and promote deep learning and comprehension (Green,2020).
Creating an inclusive classroom is important to me as a teacher. As such, I would encourage
any multilingual students to use their full potential. When students use their first language as
a conduit to learning new concepts in English where these concepts may already have a
basis(The Bell Foundation, 2023), they can learn more effectively. Translanguaging is an evidence-based practice I will utilise to support multilingual students
in my classroom. Australia's diversity is increasing, and when we create inclusive
classrooms, everyone benefits by leveraging our students' cultural and linguistic capital
(Oliver et al., 2020). I could use translanguaging in a classroom during a book study where I
could ask the students to listen to the story in their first language and then discuss the book
in English, allowing the flexible use of language to enable deeper understanding (Gonzalez,
2022).
3.
The Australian Curriculum requires teachers to teach Standard Australian English. To
what extent do you agree with this requirement? Give reasons and examples
to support
your response with reference to multilingual classrooms in Australia. The Australian Curriculum requires Standard Australian English (SAE) (ACARA, 2023) to be
taught in the classroom because this is Australia's primary language and is needed for the
student to be proficient academically and professionally and navigate life independently in
this country. Teaching Standard Australian English in a multilingual classroom helps build a
common linguistic basis among students from different origins, which can aid in bridging
cultural divides and encourage understanding. For instance, using Standard Australian
English when teaching a math class exploring complex concepts ensures that all students
learn the same content and can support one another. There has been some criticism (Turner & Cross, 2015) of the monolingual nature of the
curriculum and its lack of understanding of the relationship between learning and students as
people, even though at least 25% of students come from a multilingual background. While
SAE enables students to move through the curriculum, it does not take advantage of the
diversity of today’s classrooms, missing out on important cultural and linguistic diversity that
students bring with them. I partly agree with the need to teach SAE; however, strong
evidence supports the classroom practice of incorporating students' sociocultural knowledge
(Gowett et al., 2017). Using translanguaging to support students from diverse linguistic
backgrounds not only helps EAL/D learners but also broadens the worldview of
monolinguals, creating an inclusive classroom that celebrates diversity (Sclafani, 2017). Part 2
Not knowing about the diverse ways in which people communicate means that we
are limited in our ability to interact effectively in multicultural and multilingual settings.
This ignorance can also lead to judgements and prejudices.
Do you agree with this statement? Discuss with reference to the many diverse linguistic and
cultural examples/scenarios and areas of possible cross-cultural breakdown considered in
the unit and including reference to multilingual classroom situations in Australia where
possible. (
Try to consider speech styles and cross-cultural areas that you have not
already discussed in Part 1 if you can
).
Our multicultural Society is increasingly becoming more connected, making effective communication vital for successful interactions. A lack of understanding regarding the myriad
of ways people communicate limits our ability to interact effectively in multicultural and multilingual settings (Turner & Cross, 2015) and hinders a culturally responsive pedagogy. Including explicit language instruction for all learners is essential to good classroom practice and even more important to EAL/D learners to enable them to understand the lesson's content (Dobinson & Nguyen, 2018). ACARA (2011, as cited in Dobinson & Nguyen, 2018) suggests areas of particular concern would be parts of speech, including prepositions, colloquialisms, and abbreviations, with teachers needing to pay close attention to these areas.
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Prejudices can develop when interactions are seen through an ethnocentric lens, overlooking cultural differences in communication styles. Teachers may unintentionally view the language
of non-native English speakers as deficient rather than simply different. According to Michèle de Courcy, sociolinguistic factors and how a community's language is perceived by its own and other communities can significantly impact educational experiences in immersion and bilingual programs. Therefore, promoting multilingualism in schools isn't just about language but also about addressing prejudices and endorsing pluralism (de Courcy, 2005)
. The problem is not only related to language but also involves various non-verbal communication of norms, values, and expectations. For example, some cultures prioritise group harmony over individual opinions, affecting classroom participation. Understanding these differences is
crucial; otherwise, a teacher might mistake a student's silence for lack of interest instead of showing respect (Joyce, 2012)
.
By strategically incorporating students' home languages in the classroom, we're not just teaching curriculum content but nurturing confident, culturally aware individuals who can navigate and contribute to a diverse society. Using students' home languages can foster a sense of belonging and identity within the classroom (Dobinson & Nguyen, 2018).
References
Australian Bureau of Statistics. (2018). Media Release - 2016 Census: Multicultural
. https://www.abs.gov.au/ausstats/abs@.nsf/lookup/media%20release3 Australian Curriculum Assessment and Reporting Authority (ACARA) (2011). English as an Additional Language or Dialect: Teacher Resource. Retrieved from https://acaraweb.blob. core.windows.net/resources/EALD_Teacher_Resource_-
_Advice_for_Teachers_of_ EALD_Students.pdf The Bell Foundation. (2023, December 13). How to provide multilingual support in the classroom
. https://www.bell-foundation.org.uk/eal-programme/guidance/classroom-
guidance/multilingual-support/ de Courcy, M. (2005). Policy challenges for bilingual and Immersion Education in Australia: Literacy and language choices for users of Aboriginal languages, Auslan and Italian. International Journal of Bilingual Education and Bilingualism
, 8
(2–3), 178–187. https://doi.org/10.1080/13670050508668605 Dobinson, T., & Nguyen, B. (2018). Teaching Young EAL/D Learners in Mainstream Contexts. In Teaching Young Second Language Learners
(1st ed., pp. 49–68). essay,
Routledge. English: About the learning area . Learning areas | V9 Australian Curriculum. (2023). https://v9.australiancurriculum.edu.au/downloads/learning-areas#accordion-
b71b085f07-item-49001e70bc Gonzalez, V. (2022, December 13). How to use English learners’ primary language in the classroom
. Edutopia. https://www.edutopia.org/article/english-learners-primary-
language-school Gowett, C., Niesche, R., & Walker, R. (2017). Learner Diversity and School Practices. In B. Gobby (Ed.), Powers of Curriculum: Sociological Perspectives on Education (pp. 353–371). essay, Oxford University Press.
Green, K. (2020, January 15). Let them speak: Translanguaging in the classroom: News at curtin
. News at Curtin | Curtin University, Perth, Australia. https://www.curtin.edu.au/news/let-them-speak-translanguaging-in-the-classroom/ Joyce, C. (2012). The Impact of Direct and Indirect Communication. The Independent Voice, The Newsletter of the Independent Ombudsman
. Oliver, R., Wigglesworth, G., Angelo, D., & Steele, C. (2020). Translating translanguaging into our classrooms: Possibilities and challenges. Language Teaching Research
, 25
(1), 134–150. https://doi.org/10.1177/1362168820938822 Sclafani, C. (2017). Strategies for educators of bilingual students: A critical review of literature. International Journal of Education and Literacy Studies
, 5
(2), 1. https://doi.org/10.7575/aiac.ijels.v.5n.2p.1 Turner, M., & Cross, R. (2015a). Making space for multilingualism in Australian schooling. Language and Education
, 30
(4), 289–297. https://doi.org/10.1080/09500782.2015.1114627 Turner, M., & Cross, R. (2015b). Making space for multilingualism in Australian schooling. Language and Education
, 30
(4), 289–297. https://doi.org/10.1080/09500782.2015.1114627
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