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learning journal
This learning journal will explore my thoughts, ideas and deficiencies
surrounding the teaching of EAL/D learners via their differing cultural
backgrounds and linguistic approaches through a summary of the
knowledge I have gained and displayed on the discussion board. My
various discussion board posts have covered previous experiences in
teaching EAL/D students, Indigenous education via the Going Back to
Lajamanu video, developing a learning activity for EAL/D students
learning through differences in ways texts are constructed, assessment
strategies and a summary of the most important learnings this semester.
However this journal will focus on what I believe to be the five key ideas I
have covered in my discussion board posts being the different learning
styles,
understanding
cultural
backgrounds,
inclusive
classroom
This understanding gives rise to the teacher being able to display a shared
understanding with the student regarding their cultural background as
they both will need to communicate across cultures to help develop the
students English language to aiding them in adapting to new cultural
beliefs (ONeill and Gish, 2008, p. 3). To accomplish this both the teacher
and student will need to develop a basic understanding of each others
cultural attributes associated with language and various skills to
demonstrate effective communication (ONeill and Gish, 2008, p. 3). This
can be termed as creating cross cultural understanding of which both the
teacher and student are classified as displaying intercultural literacy.
Intercultural
literacy
refers
to
an
individuals
ability
to
interact
In both post 1.2 Going Back to Lajamanu and Learning Journal Activity for
Module 2 (lesson plan) I have mention the importance of understanding
and tried to adjust the learning to accommodate Indigenous students
learning styles with the inclusion of the 8 Aboriginal Ways of Learning
pedagogical approach . Students from different cultural backgrounds do
exhibit a characteristic pattern of style preferences (Guild, 1994, p. 16) as
it is thought that Aboriginal students display difficulties adapting to the
western formal school due to the different fundamental approaches used
in obtaining knowledge (Ryan, 1992, p.161). If students cultural
backgrounds and related learning styles are not considered while
developing students learning activities with no thought to lesson
differentiation based on the students learning needs the student may find
it difficult to make meaning of the activity and connect to their world view.
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various
levels
in
their
learning
through
students
modelling,
with
Genesee
1998,
2001,
as
cited
in
Simpson
&
learning
environment
that
students
are
accustom
to.
These
differentiation strategies can be utilised for most if not all activities where
the teacher will firstly discuss in the students L1 to get the gist of it then
move on to learning it in the L2 to help connect to the learning. Another
area of importance when teaching EAL/D students is the planning of
lessons and being able to modify lessons to create an inclusive curriculum
for EAL/d students.
adjustments
and
differentiation
of
student
learning
through
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The implication for teaching is for the teacher to develop the Systematic
collection and analysis of evidence of students development in reading,
writing, speaking and listening /viewing with a focus on Standard
Australian English language and literacy acquisition. Explicit teaching
using a range of instructional strategies based on students needs,
targeting groups and individuals for specific and relevant instruction. Data
gathering to assist the analysis of student learning needs and /or
planning, monitoring and reporting. Ongoing assessment, monitoring and
reporting of student progress, systematic reviewing, adjusting and replanning to facilitate further progress (Det.wa.edu.au, 2015). A teacher
can
provide
alternative
instructional
adjustment
representations
of
learning
like
modelling,
materials,
scaffolding,
identifying
key
learning
needs
to
take
place
in
an
inclusive
classroom
environment.
teaching
strategies.
Fostering
culturally
inclusive
learning
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References
ACARA see Australian Curriculum, Assessment and Reporting Authority
Acara.edu.au,. (2013).Student Diversity and the Australian Curriculum:
Advice for principals, schools and teachers |ACARA. Retrieved 28 may
2015, from
http://www.australiancurriculum.edu.au/StudentDiversity/Pdf/StudentDiver
sity
Barker, M., Frederiks, E. and Farrelly, B. (n.d.). GIHE Good Practice
Resource Booklet on Designing Culturally Inclusive Learning and Teaching
Environments. Extract. 1st ed. [ebook] Available at:
http://www.griffith.edu.au/__data/assets/pdf_file/0011/184853/Creating-aCulturally-Inclusive-Classroom-Environment-mcb2.pdf [Accessed 28 May
2015].
Det.wa.edu.au, (2015). Aboriginal Literacy Strategy - EAL/D - The
Department of Education. [online] Available at:
http://det.wa.edu.au/curriculumsupport/eald/detcms/navigation/englishas-an-additional-language-or-dialect-for-aboriginal-students/aboriginalliteracy-strategy/ [Accessed 28 May 2015].
Education.com,. (2014). A Teacher's Guide to Differentiating Instruction |
Education.com. Retrieved 28 May 2015, from
http://www.education.com/reference/article/Ref_Teacher_s_Guide/
Going Back to Lajamanu (2009, September 14). [television broadcast].
Retrieved from
http://www.abc.net.au/4corners/special_eds/20090914/language/
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After watching the Going Back to Lajamanu video couldnt help but to
think where is the empathy and common sense. There are many issues
surrounding Bilingual education and its importance. I do believe it
unfortunate that the Bilingual program has been basically scrapped as a
knee jerk reaction to high stakes testing which does not take into account
EAL/D learners, cultural differences, remoteness and funding as a means
to assess its effectiveness. Are we as a nation looking for better results at
the expense of Indigenous language, culture and identity?
At the start of the video reported Debbie Whitmont mentioned that 4 out
of 5 students from our remotest schools didnt meet the basic standards
for English literacy with the NT government blaming Bilingual education
(Whitmont, 2009). This point is valid as it pertains to teacher education
and training with many graduate teachers coming to the position without
explicit ESL skills and knowledge of the community and its culture (ABC,
Going back to Lajamunu, 2009). With language and culture being
inexplicitly intertwined (Brown, 1994, cited in Oneill & Gish, 2008) it is
important that all educators of children need an awareness of students
cultural backgrounds and diversity to competently develop students
English skills, combined with a specialist knowledge of language and
culture to assist ESL learners (Oneill and Gish, 2008), making them
interculturally literate (Heyward, 2002 cited in ONeil & Gish, 2008).
Teachers will need to change their practices to suit the different learning
styles of indigenous students based on cultural consideration.
The issue of learning styles came up for me when it was mention that the
Indigenous SSOs have gone from invaluable input in curriculum delivery
to being a translator. Ryan states that If schools are to meet the needs of
aboriginal students, so the argument goes, then either schooling practices
must be made to square with the learning styles of aboriginal students, or
aboriginal students must be given assistance to acquire new ways of
learning. Who would have a closer connection with the students learning
styles through connection to culture and curriculum than the SSOs that
were planning and delivering curriculum. It actually saddens me to see
that they can see their own culture slipping away right before their eyes.
The traditional English cognitive approach assessed by Ryan (2009)
would seem to hold the least promise for aboriginal students , also with
former principal Christine Nicholls stating that Most people she knows in
education realise it takes a number of methods to achieve something as
difficult as literacy not just one single method with the tradition English
style of question and answer routine somewhat foreign and can lead to a
lack of participation due to students unfamiliarity with the exchange
process (Simpson & Wigglesworth, 2008). A methodology to combat this
Ryan (2009) suggest that by adjusting communicative and interactive
modes and expectations in the classroom to mesh with aboriginal ways
will not necessarily guarantee student success, it can improve
relationships between students and teachers, validate students' heritage,
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motivate them to learn, and provide them with tools to master school
discourse. With the teachers willingness to incorporate students different
learning styles and community engagement they will develop an
appreciation and understanding of the code switching bilingual
environment they are in.
All of the children in the Going Back to Lajamanu video live in a bilingual
community in which intra-sentinel code switching is common place. For
example when the school bus driver was trying to round up the children
for school he swapped between Walpiri and English while encouraging
them to jump on the bus for school. Many of the community members
interviewed like Joe James Japananka fear that if the next generation may
lose the ability to speak their own language that not only will they lose the
language but as importantly their culture. With Oller (et al., 1997 as cited
in Simpson and Wigglesworth, 2008) stating Research suggests that
children growing up in bilingual situations develop both languages at a
similar rate to their monolingual peers. The risk of losing an Indigenous
culture, language and identity due to a rushed policy change should
concern us all.
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Hi All,
I think this activity would lead to better learning outcomes for
EAL/D students. Not sure if it is the right format.
Jamie
Cordy_J_S206946_ELA201_DB Post.doc (2.66 MB)
Cordy_J_S206946_EL
A201_DB Post.doc
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