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Essay: Critical reflections on a professional

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

strategies, developing baseline data and developing inclusive lessons


through quality planning. The relevant discussion board post are learning
journal activity 1.2, 2 and 4 which can be found in the appendices.

To be considered a competent and effective teacher of EAL/D students the


need for an understanding of a students cultural background is
paramount as mentioned in my discussion board post Going Back to
Lajamanu. If a teacher does not understand a students cultural back
ground they will only be able to teach the students based on their own
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personal history and back ground (Going Back to Lajamanu, 2009). A


problem with this approach is the student will not be able to connect to
their own world view hence missing a learning opportunity.

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

appropriately and effectively with members of other linguistic and cultural


backgrounds (Diehl & Prins, 2008; Fantini, 2000; Heyward, 2002 as cited
in Wiggins, 2012, p.552).

An implication for teachers may be asking students to complete an oral or


written activity where the students are given a topic they have no prior
knowledge of, such as having an Indigenous EAL/D student from a remote
outback community being told to develop a narrative around the
Australian surf culture. The teacher will lose many multi-level teaching
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strategies afforded to them. A differentiation approach to writing in this


scenario would be to allow the student to choose a topic they know well
and can connect culturally to, with the teacher able to use scaffolding,
modelling strategies to help develop the SAE learning requirements such
as the parts that make up a narrative, introduction, body, and conclusion,
while developing their verbal skill by sharing their narrative ideas aloud.
Hence utilizing an intercultural literacy approach and allowing the student
to work at their own level with teacher scaffolding. For a teacher to
display intercultural literacy there will need to be an understanding and
accommodation of students various learning styles.

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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For example a number of researchers and reviewers contend that many


groups of aboriginal people think and learn holistically. By contrast,
schooling breaks down the whole into pieces (Ryan, 1992, p.166). This
however should not be the sole method of teaching EAL/D students with
different learning styles as there are also benefits for students to adapt
to the use of other styles. This helps to ensure that students are exposed
to a wide of inputs (ONeill and Gish, 2008, p. 108).
One implication for teaching is accommodating the various learning styles
through program design. For example when teaching students to write
narratives you can use a kinaesthetic and verbal approach by having
student orally share their draft story by using the hoops method
(described in assignment 1). Where students start at hoop 1 introducing
their story them move on to hoop two discussing the body and to the final
hoop for the conclusion. This will help the student to develop their orals
skills as well as connecting to the SAE standard content all other students
are exposed to while using their preferred learning style to do so. This
activity creates an inclusive environment where all students can access it
at

various

levels

in

their

learning

through

students

modelling,

collaborating and scaffolding each other in developing and displaying SAE


achievements standards. In this case the importance of the students L1
supporting the acquisition of L2 SAE cannot be understated.

In my Going Back to Lajamanu post I stated how I thought the government


scrapped the bilingual education in the NT due to high stake testing
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results and the importance of bilingual education. The importance of


students utilising the knowledge of their first language to attain a second
language cannot be understated. Simpson & Wigglesworth (2008, p.17)
state that Childrens early language development is strongly influenced
by what they hear around them with a common attribute being intra
sentential code-switching. With Oller (et al.,1997, as cited in Simpson &
Wigglesworth, 2008, p.17) stating children growing up in bilingual
situations develop both languages at a similar rate to their monolingual
peers

with

Genesee

1998,

2001,

as

cited

in

Simpson

&

Wigglesworth,2008, p.17) suggesting that they are able to separate the


different languages from an early age. Silburn (2011) states that The
opportunity to learn at year level academic work in L1 benefits minority
language children in their long term achievement as well as successful
acquisition of a second language with Thomas and Collier (1997) and
Ramirez (1991) stating L1 cognitive and academic achievement is a
predictor of L2 academic success (as cited in Silburn, 2011, p.35). This
combined with Teaching L1 language and literacy first, followed by
instruction for English reading and writing and promoting bilingualism
improves student achievement (Apthorp et al, 2002 as cited in Silburn,
2011, p.35).
Implication for teaching in a bilingual environment such as in some
remote areas of Northern Australia are to create a classroom environment
that is conductive to participation and meaningful oral interaction with the
teachers guiding instruction, scaffolding when necessary and provide
independent activities suited to the students level when the student is
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ready. This can be completed with peer collaboration, teacher modelling in


a

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.

In my module 4 post I touched on the need to create an inclusive


curriculum for EAL/D students and the particular importance of planning
for

adjustments

and

differentiation

of

student

learning

through

assessment practices. Planning for students learning should not be done


in isolation with an evidenced based planning and teaching approach best
suited (Det.wa.edu.au, 2015). With a knowledge of students learning and
support needs to make adjustments in relation to curriculum, instruction
and/or environment to enable access to the teaching and learning
program (ACARA 2013, p7). Testing or assessment should take place for
the teacher to gauge what the student can do and inform future lessons
based on this evidence as Teacher judgement is highly respected and a
necessary means of assessing students performance for ongoing
planning and daily pedagogical decision making (ONeill and Gish, 2008,
p. 212).

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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

vocabulary for explicit instruction, prompting, and formative assessment


to provide feedback (ACARA, 2013). This assessment, planning and
student

learning

needs

to

take

place

in

an

inclusive

classroom

environment.

In my module 4 post I alluded to the importance of establishing an


inclusive classroom environment that is supportive of inclusive practices
and

teaching

strategies.

Fostering

culturally

inclusive

learning

environment encourages all individuals regardless of age, gender,


ethnicity, religious affiliation, socioeconomic status, sexual orientation or
political beliefs to develop personal contacts and effective intercultural
skills (Barker, Frederiks and Farrelly, n.d.). Students who feel connected to

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the environment display improved outcomes where as students who lack


a sense of belonging are unmotivated and nonparticipative (Moyer &
Clymer, 2009 as cited in Wielgosz and Molyneux, 2012, p.2) The need is to
create a learning environment that engages EAL/D learners (Hyde,
Carpenter & Conway,2010) as noted by Gibbons (1999, as cited in Hyde,
Carpenter and Conway, 2010, p. 52) as providing appropriate school
experiences and intervention, and high expectations by their teachers
and with providing each student the right to an authentic sense of
belonging to a school classroom community where difference is expected
and valued (Theoharis & O'Toole, 2011 p. 649).

Implications for teacher are promoting a positive environment by student


centred teaching, collaboration and allowing a longer time frame for
student response. Focus on authentic and purposeful language and the
use of EAL/D progression standards when applying for accurate reflection
of EAL/D students learning progression combined with SAE standards
(Hyde, Carpenter and Conway, 2010, p. 62). The environment may include
resources, events and extracurricular activities reflect cultural diversity,
and provide realistic and positive images of various cultural groups;
involvement of EAL/D relatives in the instruction of learning, services,
councillors, multilingual signs/notices and where the students first
language is encouraged and valued (Teachers.ab.ca, 2015). Differentiation
in this class may encompasses varying materials, process and assessment
(Education.com, 2014).
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Throughout the semester the knowledge and content I acquired regarding


teaching EAL/D learners was very important in developing not only my
pedagogical skills but to help me reflect on what and how I see EAL/D
learners, this was accomplished through the discussion board posting and
weekly learnings. I have learned that incorporating someones culture and
researching their beliefs and learning styles will help me in providing real
learning opportunities that these students can relate and connect in
facilitating their learning of SAE. With the goal of providing for their
learning style and exposing them to the other learning styles of the
students in the classroom it will help them to learn in various ways in that
I am able to provide via the knowledge of what they can do through
assessment strategies and differentiation incorporated into the lessons to
improve student achievement of SAE. This should all take place in a
(culturally) inclusive environment where they feel safe and valued with
strategies in place in creating a positive learning environment conclusive
to students 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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Guild, P. (1994). The Culture/Learning Style Connection. Educating for


Diversity, [online] 51(8), pp.16-21. Available at:
http://www.ascd.org/publications/educationalleadership/may94/vol51/num08/The-Culture~Learning-StyleConnection.aspx [Accessed 27 May 2015].
Hyde, M., Carpenter, L. & Conway, R. (eds.), (2010). Diversity, inclusion
and engagement (2nd ed.) Sth. Melbourne, VIC: Oxford University Press.
Chapter 3

O'Neill, S., & Gish, A. (2008). Teaching English as a second


language. South Melbourne, Australia: Oxford University Press.
Ryan, J. (1992) Aboriginal Learning Styles: A Critical Review. Language,
Culture and Curriculum, Volume 5, Number 3.
Silburn, S. (2011). Early years English language acquisition and
instructional approaches for Aboriginal students with home languages
other than English. [Darwin, N.T.]: Menzies School of Health Research.

Simpson & Wigglesworth (2008) Childrens language and multilingualism:


Indigenous language use at home and school. London. Continuum
International Publishing Group
Teachers.ab.ca,. (2015). The Alberta Teachers Association. Retrieved 28
May 2015, from http://www.teachers.ab.ca
Theoharis, G., & O'Toole, J. (2011). Leading Inclusive ELL: Social Justice
Leadership for English Language Learners. Educational Administration
Quarterly, 47(4), 646-688. doi:10.1177/0013161x11401616
Wielgosz, M., & Molyneux, P. (2011). From the margins to the mainstream:
Visval art, EAL/D students and social transitions. TESOL In Context, (3), 115. Retrieved from
http://www.tesol.org.au/files/files/215_meg_wielgosz.pdf
Wiggins, B. (2011). Toward a Model for Intercultural Communication in
Simulations. Simulation & Gaming, 43(4), 550-572.
doi:10.1177/1046878111414486

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Appendices: Discussion board posts


11 March 2015 1:55:23 PM 2 months ago

JAMIE ROBERT CORDY


_2187776_1

PUBLISHED

Learning Journal Activity 1.2


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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.

Australian Broadcasting Corporation. (2009) Four Corners Going Back to


Lajamanu. Viewed March 8, 2015.
Boroditsky, L. (2011) How Language Shapes Thought. Scientific American,
Volume 304, Issue 2.
Gish, A., & O'Neill, S. (2008). Teaching English as a second language (pp.
1-56). South Melbourne: Oxford University Press.
Ryan, J. (1992) Aboriginal Learning Styles: A Critical Review. Language,
Culture and Curriculum, Volume 5, Number 3.
Simpson, J., & Wigglesworth, G. (2008). Children's language and
multilingualism. London: Continuum.

30 March 2015 11:04:28 AM 2 months ago

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JAMIE ROBERT CORDY


_2224253_1

PUBLISHED

Differences in ways texts are constructed


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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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Cordy_J_S206946_ELA201_Assignment2

26 May 2015 12:32:16 PM 2 days ago

JAMIE ROBERT CORDY


_2258523_1

PUBLISHED

Module 4
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1. Please share what you consider to be the most important


thing you have learnt this semester that is related to the
teaching and learning of English as a second language and
that you believe will have an impact on your classroom
practice.

One of the most important aspects that I have learned this


semester is forming an understanding and appreciation of the
EAL/D students cultural background through research or if
possible talking to family and the associated learning styles of
their culture. This is the foundation in connecting with the
student to find out what they know and can do (baseline data) so
I am able to understand what they need to know (learn) in the
teaching of SAE verbal/writing systems. A second aspect is that
this should occur in a positive environment.
Providing all students with and inclusive environment which is
supportive of inclusive practices. The inclusive practices are
important in allowing an EAL/D student the curriculum/classroom
variation needed in developing their SAE. Also this inclusive
curriculum should be such that the students is able to connect to
it personally and make meaning from it based on their knowledge
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systems and world view in which planning should have a large


focus.
Planning is crucial in developing activities or making lesson
adjustments to include an EAL/D student not only in teaching and
learning English but throughout all areas of the curriculum. As
most of us may have experience that limited planning has the
ability to reduce students confidence not to mention a break
down in learning which can increase a students confusion. A
fourth aspect to teaching EAL/D students i found to be of
importance is the utilization of other students knowledge in the
class.
When planning consideration should be made as to activities
being collaborative or individual. Creating a collaborative
environment and activities will help the EAL/D students develop
their listening and speaking skills through explicit discussions
regarding the use of language (metalanguage) to negotiate and
construct meaning. Another benefit of collaboration is the
teacher is able to scaffold and provide instant feedback to the
students.

2. Which reading or resource would you recommend to others


and why (please be specific and provide a reference or web
link as appropriate)

I have found this site to be quite informative, like a one stop


shop. There is EAL/D units of work, worksheets, and various links
to other Australian and international EAL/D sites. It has been
created by 2 teachers with an extensive background in teaching
EAL/D learners in Australia.
http://www.aussieeducator.org.au/resources/teaching/eslresource
s.html

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