Teaching English as an additional language

Teaching English as an additional language

Assignment 2: Professional learning journal

Present your professional learning journal as an essay. You may use either first or third person voice:

  • Analyse and elaborate on the points made or issues raised in the statements
  • Explain how the excerpt does or does not demonstrate your understanding of
  • Intercultural aspects of EAL/D teaching
  • Learning strategies for the teaching and learning of spoken Standard Australian English (SAE)
  • Planning for the teaching and assessment of spoken English
  • Reference your discussion as tightly as possible. Refer to the unit readings as much as possible.

 

The journal must:

  • Discuss intercultural aspects of approaches to teaching and learning including the role of the family and parents in shaping student engagement with English and literacy: a self-reflective, detailed, complex and insightful explanation of the role of family and culture in shaping student engagement with EAL/D
  • Identify the aspects of Standard Australian English (SAE) that might be prioritised when teaching EAL/D learners
  • Plan for effective teaching and assessment of spoken English.
  • Apply acquired knowledge about teaching spoken English in planning to teach spoken Standard Australian English.
  • Demonstrate a range of verbal and non-verbal communication strategies to support student engagement in the English as an additional language context.
  • Carefully argued connections between particular EAL/D learners, assessment of spoken English and teaching strategies. The discussion needs to relate to a specific group of EAL/D learners as opposed to students in general.

 

 

Structure

 

  • Introduction

Introduce the topic and provide background information (teaching English in primary and secondary schools as an additional language in Australia).

 

  • Activity 1.1 Statement

“Unfortunately, I stereotype people from particular groups. I don’t like doing it because I’ve experienced others doing it with me and it wasn’t a pleasant experience. However, I think it’s inevitable to do it. For example, following the previous example about Morocco, I had stereotypes about all the Muslims being disrespectful and careless of non-Muslim people. However, after spending some time among them I realized this was pure stereotyping.

Also, language practices can definitely reinforce stereotypes. For example, the use of certain words can reinforce stereotypes such as ‘educated’ (high socio economic status) or ‘uneducated’ (low socio economic status)”.

 

Activity 1.1 Analysis

Explain how the excerpt does or does not demonstrate understanding of:

  • intercultural aspects of EAL/D teaching and learning
  • strategies for the teaching and learning of spoken SAE
  • planning for the teaching and assessment of spoken English

 

How does the excerpt relate to the readings and the concept of stereotyping and cultural differences in regards to learning?

 

Activity 1.2 Statement

“Ryan (2007) advocates for an interactive learning style (as is characteristic of bilingual education) as opposed to an approach that assumes that all aboriginal children have similar learning capacities and should thus be educated different from non-aboriginal children. For him, an ideal approach validates the children’s heritage by adjusting the classroom environment for it to mesh with the aboriginal ways. Vigotsky also indicated that at the zone of proximal development of a child’s development, he or she is able to learn most by moving from things she cannot do alone to being able to do them alone with the support (scaffolding) of a teacher. This transition cannot occur effectively if the aboriginal children’s native language is eliminated from the education system”.

Activity 1.2 Analysis

Explain how the excerpt does or does not demonstrate understanding of:

  • intercultural aspects of EAL/D teaching and learning
  • strategies for the teaching and learning of spoken SAE
  • planning for the teaching and assessment of spoken English

 

 

Module 2 Statement

“The outcome I’ll be focusing on is: oral language development by helping the children build their vocabulary around feelings. The idea is to do this activity in a Yr 1 classroom based on the following outcome from the Australian Curriculum:

Explore different ways of expressing emotions, including verbal, visual, body language and facial expressions (ACELA1787)

The activity will be a “Feeling’s game”: I will ask two volunteers to stand outside the classroom door. While they are outside, ask another volunteer to take a feeling word from a container and read it aloud. Then, I will ask all the children to act as if they all feel that way. Then I tell the two volunteers to return to the classroom and ask them to guess how the class is feeling”.

 

Module 2 Analysis

Explain how the excerpt does or does not demonstrate understanding of:

  • intercultural aspects of EAL/D teaching and learning
  • strategies for the teaching and learning of spoken SAE
  • planning for the teaching and assessment of spoken English

 

Analyze if the activity is appropriated for EAL/D students supported by evidence from the readings.

 

 

 

Module 3 Statement

“When using a formative assessment, students may feel less pressure when reading their story.  This can allow students not to be too overwhelmed with reading their story and focus on the grammar and language pronunciation and not on being assessed. However, as the teacher is trying to listening to every student, may not be able to gain a full understanding of where the students are at as cannot be listening to one student the whole time and may miss some areas the other students are really struggling on. Also It is very hard as a teacher to place formative assessment on paper for parents to overall see the improvement. It is easier to show parents paperwork with what the student started with, and then an overall new result to show improvement”.

 

Module 3 Analysis

Explain how the excerpt does or does not demonstrate understanding of:

  • intercultural aspects of EAL/D teaching and learning
  • strategies for the teaching and learning of spoken SAE
  • planning for the teaching and assessment of spoken English

 

Analyze if the type of assessment described in the statement is supported and why or not and why not by the literature.

 

For this analysis use the attached document titled ‘8’ (Assessing students English language and literacy performance).

 

Conclusion

Summarize main topics covered.

 

 

 

 

 

p(7)

Place your order now to enjoy great discounts on this or a similar topic.

People choose us because we provide:

Essays written from scratch, 100% original,

Delivery within deadlines,

Competitive prices and excellent quality,

24/7 customer support,

Priority on their privacy,

Unlimited free revisions upon request, and

Plagiarism free work,

 

Order Similar Assignment Now!

  • Our Support Staff are online 24/7
  • Our Writers are available 24/7
  • Most Urgent order is delivered within 4 Hrs
  • 100% Original Assignment Plagiarism report can be sent to you upon request.

GET 15 % DISCOUNT TODAY use the discount code PAPER15 at the order form.

Type of paper Academic level Subject area
Number of pages Paper urgency Cost per page:
 Total: