ELA 2O1

Assignment One: Action Plan

Katie Lindsey: S236397

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Introduction This assignment will explore the relationship between intercultural teaching and

learning for English as an additional Language/dialect (EAL/D) students and teaching

approaches that can be used to facilitate the learning of Standard Australian English

(SAE).

To be able to cater to EAL/D learners one must first understand intercultural learning

and teaching as an imperative step for individuals to appreciate both the richness and

the diversity of other cultures. Obtaining intercultural understandings will assist in the

formation of cultural intelligent beings within and beyond the classroom. Moving

beyond a static approach to learning isolated facts about just one culture is so

important. This can prove challenging for EAL/D learners and teachers, as moving

beyond familiarity requires both a great deal of time, practice, and moving beyond

comfort zones. To become a culturally inclusive classroom it is crucial that we

acknowledge and appreciate the cultural and linguistic diversity whilst encouraging

students to learn from and gain respect for their own cultural traits as well as new

ones.

Teachers will firstly be required to observe EAL/D learners and then build on that

knowledge to create an ‘action plan’ regarding how best to accommodate and cater to

their various learning styles. EAL/D Students will require additional support to

develop proficiency in English and adapt and learn in a way that may not always

prioritise their complex cultural differences.

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Intercultural aspects of approaches to teaching and learning

The implementation of various theoretical and practical teaching and learning

approaches will assist in the acquisition of intercultural competence. To determine

which approaches are applicable for a particular ESL/D student it is important to first

understand the individual and their prime cultural characteristics.

Before creating an action plan it is imperative to gain an understanding of the learner,

their knowledge, their social circumstances and their culture. Both the ‘culture

general’ and ‘culture specific’ sub-approaches may be useful to develop this

understanding of the learner. The culture general approach focuses on building a basic

understanding of the importance of cultures in general with the learner. This approach

also “examines ways to either neutralize the impact of culture so that it does not get in

the way of communication or to assist communication within culturally diverse

groups without stereotyping or discriminating”. Cultural specific on the other hand,

relies on the focus of a particular culture, in this case the learner’s culture and then the

English culture. Conestoga University further explains that this requires “comparing

the culture to their own cultural background or a particular nation’s predominant

culture, so that they can avoid communication challenges” (Conestoga College, 2010).

An effective approach that can follow in evaluating a learner and then developing an

action plan would be the ‘EAL/D Learning Progression’ approach. Developed by

Australian Curriculum, Assessment and Reporting Authority (ACARA) this approach

can be described as “a progression of English language learning typical of students

learning English as an additional language or dialect that has been developed

primarily for teachers who are not EAL/D specialists” (ACARA, 2014).

Combining the outcomes of these two introductory approaches will result in a

thorough understanding of the learner, their specific cultural and learning needs and

focal points / approaches necessary for the action plan.

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After evaluating the EAL/D learner(s) further intercultural approaches can be

embedded into an action plan that is designed specifically for the learning needs of

that individual(s).

Senior professor Donna Humphrey’s approach is a complimentary combination of

four sub-approaches including Cultural Criticality, Emic & Etic Perspectives,

Experiential Learning and the Dynamic Process. Humphrey explains that a

compilation of the four sub-approaches “brings about a concept of learning which is

up-to-date, compatible with current approaches to language learning methodology and

is tailored to the development of effective intercultural communication skills” (D.

Humphrey, 2015).

Breaking down and embedding each of the four sub-approaches into an action plan

for intercultural teaching and learning will ensure that an all encompassing

opportunity is being offered to assist and form a competent EAL/D learner. The

approaches can be applied in any order that is relevant to the teaching context,

however an example is to firstly implement the Cultural Criticality approach,

followed by the other three.

Cultural Criticality:

The Cultural Criticality approach regards cultural differences as barriers. Proponents

of this approach advocate for the understanding, critiquing and respect of these

barriers. The approach “promotes training to bridge the inevitable cultural gap” (Humphrey etl, 2015).

Emic & Etic:

Harvard University explains that The Emic and Etic approach (which breaks down

into two sub-approaches) refers to the research of human beings. Emic, which is often

referred to as “insider” or “bottom-up” requires the researcher (teacher) to “put aside

prior theories and assumptions in order to let the participants (student) and their data

speak to them and to allow themes, patterns, and concepts to emerge”. Etic on the

other hand, refers to an “outsider” or “top-down” approach in which “a researcher

(teacher) takes an existing theory or conceptual framework and conducts research to

see if it applies to a new setting or participant (student) (Harvard University, 2008).

Experiential Learning:

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The Experiential learning approach is quite self-explanatory. Humphrey argues, “It is

not sufficient to read books about culture, to listen to lectures about other cultures, or

to deal with the subject on a purely cognitive and intellectual level. It is necessary for

an individual to experience being confronted with new and unknown situations, to

experience insecurity, fear, rejection as well as security, trust, sympathy and empathy.

It is also necessary to learn from and with people from other cultures” (Humphrey etl,

2015).

Dynamic Process:

Humphrey defines the dynamic approach as being one that “involves learners

investigating culture and communication from a perspective that sees culture and

communication as dynamic, ever changing, multi-layered and complex” (Humphrey

etl, 2015).

If the four approaches are combined and integrated into an action plan the student’s

strengths and weaknesses throughout each of the approaches and overall can be easily

monitored. The framework provides an equal balance of perspectives within the

programme so students are able to interpret and form their own opinions on a diverse

range of material. Students will also have the opportunity to be provided with and

experience an in depth programme of study in which success is probable.

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Evaluate the language needs of a group of EAL/D learners

(The Pseudonyms Izabela and Jazmine are given to two girls I taught during a

practicum placement)

In a transition class of fourteen pupils only two are EAL/D learners. Izabela and

Jazmine are five-year-old identical twins from Thailand, with their first language

being Thai. Their family decided to move to Australia one year ago after a job

opportunity arose for the twin’s father, who is the only family member who can speak

fluent Standard Australian English (SAE). The twins went to the schools adjoining

primary school last year and therefore have obtained the equivalent schooling as most

of their transition class mates. Although Izabela and Jazmine attended preschool in

the Northern Territory, and have an understanding of the English language (all be it

limited), they still struggle with the SAE listening and speaking skills.

Through an evaluation of the EAL/D students I have determined Donna Humphrey’s

combined sub-approaches are relevant for the action plan. I have also compared both

students to the ‘EAL/D Learning Progression: Stage of Schooling approach’ and have

found the following:

Izabela and Jazmine are very similar in their language, cultural and academic abilities.

It has been determined that both students are within the phase ‘Beginning English:

Some print literacy in first language (Foundation year-Grade 2) of the EAL/D

Learning Progression – Stage of Schooling approach (See figure 1 for a description).

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Description of Beginning English: Some print literacy in first language:The Beginning English phase of learning describes the development of reading/viewing and writing behaviours typical of students with little or no experience of literacy in language.

• Students are beginning to learn English.

• Students can speak another language other than English and have an age-appropriate level of print literacy in their first language.

• Students will begin to engage with simple language tasks of the curriculum, particularly with targeted contextual support (e.g. visuals and gestures).

• Students require intense concentration and are likely to tire when listening to and speaking SAE constantly.

• High levels of explicit teaching of specific EAL/D skills are required from the classroom teacher.

• These students are capable of understanding the concepts of the curriculum for their year level.

• Students find it difficult to show achievement as described in the achievement standards for their

Figure 1: EAL/D Learning Progression: Beginning English phase description (ACARA, 2014)

Through the evaluation process it has been determined that a prime focus for

progression will be listening to and speaking SAE in the action plan. The Australian

Curriculum describes supports this focus as a “particular challenge for EAL/D

students is that they need to concurrently learn English, learn through (or in) English,

and learn about English” (ACARA, 2014).

Speaking:

Although both girls can speak basic SAE English, it is often broken and not

proficient. At times it is difficult to understand both students as they have thick Thai

accents and rush their sentences. Both students become frustrated when they are asked

to repeat sentences and this affects their social and school-based learning. The NT

Department of Education suggests that “focus should be placed on developing control

over SAE phonology, word and sentence stress, rhythm and intonation and the

information conveyed by these systems” (NT DET, 2014).

Listening:

Both students understand spoken SAE and exhibit appropriate listening behaviours.

Over long periods of time both Izabela and Jazmine become restless and become

disruptive. Particularly during story time, if they become uninterested or do not

understand the context they will move around the room and disrupt other class

members. Both students are able to follow teacher direction and understand most of

what is being asked of them.

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Description of Beginning English: Some print literacy in first language:The Beginning English phase of learning describes the development of reading/viewing and writing behaviours typical of students with little or no experience of literacy in language.

• Students are beginning to learn English.

• Students can speak another language other than English and have an age-appropriate level of print literacy in their first language.

• Students will begin to engage with simple language tasks of the curriculum, particularly with targeted contextual support (e.g. visuals and gestures).

• Students require intense concentration and are likely to tire when listening to and speaking SAE constantly.

• High levels of explicit teaching of specific EAL/D skills are required from the classroom teacher.

• These students are capable of understanding the concepts of the curriculum for their year level.

• Students find it difficult to show achievement as described in the achievement standards for their

Identify and explain the prioritised ‘ curricular ’ aspects of SAE when teaching EAL/D learners

It is important to prioritize curricular aspects of SAE as EAL/D students “require

additional support to develop proficiency in SAE, which is the variety of spoken and

written English used formally in Australian schools” (ACARA, 2 014).

As well as comparing Izabela and Jazmine to the ‘EAL/D Learning Progression

stages’ the Northern Territory Curriculum Framework also outlines various phases to

determine where the learner is currently at academically and where they need to

progress to. It appears that both students are ‘Phase One Learners’ (BL1) in both

speaking and listening to SAE (see figure two).

Figure 2: ESL Levels for Listening and Speaking

The Northern Territory Curriculum Framework express that teachers of EAL/D ‘Phase

1’ learners need to focus on developing and progressing the following ‘curricular’

aspects:

• Confidence

• Initial skills in English language use within the culture of the school and the

community - this takes precedence over mainstream content learning

• Initial skills in learning-how-to-learn skills, e.g. managing the classroom

environment, social skills and early literacy skills (NTCF, 2013).

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Action Plan ActivityRationale:

The following action plan has been designed to improve the listening, focus and memory skills of the entire class (14 pupils). The fictional

children’s story ‘Hush! A Thai Lullaby’ was specifically selected to elicit enthusiasm from Thai EAL/D learners Izabela and Jazmine as they

draw on cultural familiarity and characteristics throughout the pictures and text the story. The lesson will be taught explicitly and then

students will be required to independently retell / recap the storybook to me (the teacher). Students will be assessed on their listening and

speaking SAE abilities.

Year Level: Foundation (Transition) Subject Area: English

Objective: Listen to and retell a story

Identify some features of texts including events and characters and retell events from a text (ACELT1578)

Curriculum Links:• Recognize that texts are created by authors who tell stories and share experiences that may be similar or different to students ’ own

experiences (ACELT1575)• Identify some familiar texts and the contexts in which they are used (ACELY1645)• Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations (ACELY1646)• Share feelings and thoughts about the events and characters in texts (ACELT1783)• Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and

eye contact (ACELY1784)• Recognize some different types of literary texts and identify some characteristic features of literary texts, for example beginnings and

endings of traditional texts and rhyme in poetry (ACELT1785)• Retell familiar literary texts through performance, use of illustrations and images (ACELT1580)

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Cultural diversity / EAL/D members of the class:

This transition class has a total of 14 pupils between the ages of 4 and 6 years old. 2 students within the class are EAL/D learners, with their first language being Thai. Both EAL/D students are behind the national benchmark for learning and are ‘Phase One Learners’ (BL1) according to the Northern Territory Curriculum Framework bands.

According to the /EAL/D Learning Progression: Stage of Schooling approach’ both EAL/D learners are situated within: ‘Beginning English: Some print literacy in first language (Foundation year-Grade 2).

Lesson: Approach:Students will be introduced to the children’s story “Hush! A Thai Lullaby” by Minfong Ho and Holly Meade. As the class sits on the class mat I will discuss features of the book and how it embeds the Thai culture. I will remind the class that Izabela and Jazmine are from Thailand and advise the girls to let us know of any similar animals / characters arise.

I will advise and frequently remind students that this is a listening activity and they will need to concentrate throughout the entire story as later they will be tasked with independently retelling the story.

As a class we will firstly analyse the cover, illustrations and text structure as we read through the story whilst also commenting and drawing on characters, personal experiences and the set-ting. We will also analyse the Thai culture and how it compares with our own.

I will encourage interacting throughout the story and specifically urge (with the help of the mentioned approaches) the EAL/D students to provide their input on the story and how it was similar / different to their life in Thailand and their lives now.

At the conclusion of the story I will go through each story page with the class and mention the animals that appeared as they did in the story. We will use the terminology “beginning, middle

The cultural criticality approach:As a class we will draw on differences be-tween what our backyard might look like com-pared to what the one in the story looks like. – Critically comparing and understanding differ-ences in cultures.

The 'emic' and 'etic' approachI will ask Izabela and Jazmine if their old home in Thailand looked anything like the one in the book and compare it to common Aus-tralian backyards. – Gaining an insiders e / outsiders perspective.

The dynamic process approach We will continue the class discussion by talk-ing about how everyone’s backyard looks dif-ferent, not only in Australia and Thailand but even our next-door neighbor’s may look com-

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and end and I will write these words on a white board so that students can draw on them for their next activity.

Students will then be instructed to draw 3 different animals mentioned in order from the begin-ning, middle and ending of the story and (if they were able) write a sentence detailing the part of the story and name of the animal. Such as “ The cat snuck past at the beginning of the story and went MEOW”. I will demonstrate a few sentences to the class before they work indepen-dently at their desks.

I will offer assistance with spelling out, writing and prompting with ideas where necessary.

Extension activity:

Early finishers / Advanced students will be instructed to draw and write about an animal that they could find in their own backyards.

At the conclusion of the lesson I will reread the story without any interactions from the class. I will advise them that this will be their last time hearing the story from me and that next time they will be holding the story book and reading / summarising what each page depicts.

pletely different to ours. - Analyzing a broad selection of representations of 'everyday life'.

The experiential learning approach Draw on personal experiences with certain animals in the book and lullaby’s that their family members may have sung to them. - Learn from and with people from other culture

Assessment:

Students will be assessed on their abilities to listen and participate during the story reading and their abilities to retain information and relay the story back using words related to the context of the story efficiently.

EAL/D assessment extension:

EAL/D students will be assessed on the above as well as their proficiency in listening to and speaking SAE.

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Issues that May Arise: EAL/D students may not be able to articulate their familiarity with the story (in SAE) during the explicit lesson. EAL/D students may not be able to retell the story without constant prompting / assistance from the teacher. EAL/D students may become frustrated if peers or teacher are unable to understand them. Other students may become restless / uninterested if they are unable to understand their EAL/D peers and their experiences in relation to

the story. As a teacher I may not have the time or resources to reread or further explain the story with the EAL/D students to ensure they understand

it in SAE.

Gaps in my Teaching Understanding and Knowledge: Lack of in depth knowledge about Thai culture / characteristics Not being a specialist in EAL/D teaching Not having a complete understanding of the curriculum and cross-curriculum priorities to ensure they are being prioritised

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References

Australian Curriculum, Assessment and Reporting Authority. (2012). English as an Additional Language or Dialect Teacher Resource Overview and EAL/D Learning Progression. Retrieved from http://www.acara.edu.au/verve/_resources/English_as_an_Additional_Language_or_Dialect_Teacher_Resource_05_06_12.pdf.

Commonwealth of Australia. (2015). Teaching for Intercultural Understanding: Professional Learning Program. Retrieved from http://www.valueseducation.edu.au/verve/_resources/Values_PLP_module1.pdf.

Conestoga College. (2015). Approaches to Intercultural Communication. Retrieved from http://www.conestogac.on.ca/intercultural-communication/approach.jsp.

Department of Education, Science and Training Australian Government. (2003). Report on Intercultural Language Learning. Retrieved from http://www1.curriculum.edu.au/nalsas/pdf/intercultural.pdf.

Harvard University. (2008). Emic & Etic: Foundations of Qualitative Research in Education. Retrieved from http://isites.harvard.edu/icb/icb.do?keyword=qualitative&pageid=icb.page340911.

International Research Journal of Arts and Social Sciences. (2014). Focus on Thai learners of English: Their self- reports about foreign language learning. Retrieved from http://www.interesjournals.org/full-articles/focus-on-thai-learners-of-english-their-self-reports-about-foreign-language-learning.pdf?view=inline.

Links into Languages. (2010). Intercultural learning and Understanding in the Classroom. Retrieved from http://www.linksintolanguages.ac.uk/sites/default/files/resource/10-min-guide/10%20minute%20guide%20Intercultural%20Understanding.pdf.

LLAS Centre for Languages, Linguistics and Area Studies. (2015). Intercultural communication: a teaching and learning framework. Retrieved from https://www.llas.ac.uk/resources/paper/1303.

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NSW Government. (2014). ENGLISH AS AN ADDITIONAL LANGUAGE OR DIALECT ADVICE FOR SCHOOLS. Retrieved from https://www.det.nsw.edu.au/policies/student_serv/equity/comm_rela/eald_advice.pdf.

NT Department of Education. (2015). Teaching English as a Second Language (ESL). Retrieved from http://www.education.nt.gov.au/teachers-educators/students-learning/tml-program.

NT Government. (2014). ESL Early Childhood and Primary Learners. Retrieved from http://www.education.nt.gov.au/__data/assets/pdf_file/0003/7482/ESLPrimaryLearners.pdf.

Teaching Books. (2015). Teaching Books - Hush! a Thai Lullaby. Retrieved from http://www.teachingbooks.net/tb.cgi?tid=11374&a=1.

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