As pre-service teachers, how do you feel about teaching in a linguistically and culturally diverse classroom? Discuss you perceptions of linguistica
CASE Study 1
As pre-service teachers, how do you feel about teaching in a linguistically and culturally diverse classroom? Discuss you perceptions of linguistically diverse classroom environments.
CASE STUDY 2
We often hear "all teachers are teachers of literacy". Do you agree or disagree with this statement? Why?Read theConversationpiece about teachers, language and literacy teaching (see url and pdf below). What is the key argument put forward by the author? What implications does this have for your own teaching?
Using the teaching channel video below, reflect on the role of explicit academic vocabulary teaching and enriching classroom talk when teaching in linguistically and culturally diverse classrooms.
CASE STUDY 3
Read the strategies below. Which of these do you think could be useful for EAL learners? What challenges/opportunities do they pose?
Translating key concept words into home languages
Having students take notes on a classroom text in their home languages
Having students discuss the key points of a text in their home languages
Displaying core content vocabulary in multiple languages on your classroom walls
Have students write a first draft of an essay in their home language.
(250 words)
CASE STUDY 4
What are the most significant challenges EAL/D writers face in multicultural classrooms in NSW today?
Brainstorm and discuss what it means to be an effective writer and consequences for assessment.
200 words
Assignment 2 Information Due: 11 November 2022
Length: 2000 words
This assignment consists of three parts.
Part 1 comprises four forum reflection entries (600 words)
Part 2 comprises a case study analysis of an EAL learner's performance in an assessment task (1200 words)
Part 3 comprises a short reflection on the role of literacy and numeracy in your teaching area (200 words)
Part 1: Forum entries (600 words) Select four of the best forum entries that you have submitted over the course of this unit. Craft and edit them carefully to showcase how you have engaged critically, theoretically and concisely with key themes and concepts in the course. Note: ensure that you provide at least one key literature reference for each entry. (References cited in this section will not contribute to your overall wordcount.)
Part 2: Case study analysis of student performance on an assessment task (1 100 words) Read through the assessment task carefully and then watch the case study video of one EAL students performance on an oral language task.
Identify and explain four specific errors that impact on the students oral language performance (400 words)
Provide four examples of feedback that you would give the student to help her improve her performance on this task. (Feedback could be verbal, written or both.) (400 words)
Outline four teaching strategies that you would implement to support the student to complete this oral language task successfully (400 words).
Part 3: Reflection
(200 words) Conclude your assignment with a short reflection on the role of teacher literacy and numeracy knowledge in your discipline area (200 words).
Instructions for Part 2: Case study
Step 1: Familiarise yourself with the task
Learning and teaching context
This student is part of a mainstream class and receives EAL support within the class when it is available. The subject is English, Workplace education, and the teaching unit is Applying for a job. During this unit, students have been learning how to read job advertisements, write letters of application and prepare for job interviews. This assessment task is carried out individually (between the student and an interviewer). Students are expected to use formal, spontaneous speech in this assessment task. The task is expected to last between 4 and 8 minutes. Students have already worked on preparing a CV and a letter of application that they can refer to during the interview.
Oral language task specification
This task involves an interactive and relatively spontaneous performance in which students are interviewed about themselves in relation to a hypothetical job. It assesses several areas of English language use, including the use of simple present tense to talk about themselves, their qualities and attributes (such asI am a creative person), use of the past tense or present perfect to talk relevant experiences (such asI was ... orI have playedetc.), modal verbs to talk about the skills they have (such as can or verb phrases such asI am able to). It also assesses students abilities to discuss hypothetical events (such as using conditionals (if I would.., and ways of expressing modality, such as adverbs likeprobably, maybe, or modal verbs such asI mightorI would).
The situation also requires students to use culturally appropriate ways of talking about themselves in a positive way, without being judged to be over-confident, conceited or to be bragging. Indeed, it is a delicate balance, for interviewees are expected to sound positive about themselves, yet not overly confident of their own abilities. The task also provides teachers with information about their students fluency and spontaneity in an interview situation, in which they may be put on the spot by unexpected or difficult questions, within predictable parameters.
This year 8 student was video recorded in the role-play interview with her teacher, towards the end of a unit of work on occupations and applying for jobs. The interview related to imaginary but real world jobs, as the students had been prepared with relevant background knowledge and language. For these students, therefore, this task involved an element of assessment of achievement in learning in the context of the unit of work. The way in which this student performed in the task, is affected by their personality, the degree to which they are gregarious or reserved, the nature of their previous experience in the interview situation, and the extent of their knowledge relevant to the job for which they are being interviewed. So in this context, personal attributes as well as the oral language knowledge and skills of the student affect the performances of the task. Cultural factors can also influence the students performances. The task also provides information about the ways in which the student may have adapted to the expectation in Australian culture that people can talk about and project a positive (but not overconfident) image of themselves in this sort of situation.
Assessment criteria (note, you do not need to assess the student formally. Use this criteria to guide your answers to the assignment questions)
Communication Cultural conventions of language use Text structure Structures and features Vocabulary Pronunciation
HD Explicit articulation of the requirements of the job.
Confident, persuasive presentation
Describes personal qualities, making them sound attractive and desirable
Longer presentation
Fluent presentation, with some pauses
Articulates the purpose of the interaction
Maintains good eye contact with interviewer
Projects confidence
Articulates understanding of job requirements
Uses wide range of words with persuasive connotations (strength, attributes etc)
Strong concluding statement Uses a wide range of sentence structures for a wide range of functions
Combines adjectives e.g. well-developed skills, ways of describing ones experience capacities and attributes e.g. I have (done) , I can I am able to I have experience of and the capacity to act in a hypothetical situation: I would I could. Uses a wide range of adjectives strong, well-developed, sophisticated
Uses adverbs to add emphasis really strong, considerably skilled, etc.
Uses language of self awareness e.g. one of my strongest assets is Clear articulation of sounds
Accurate word stress
Use of sentence stress to give emphasis even if the atmosphere is hot .it will cool the whole house.
Clear linking of sounds
Varied intonation adds interest to what is being said.
D Explicit articulation of the requirements of the job.
Mostly confident, persuasive presentation
Describes personal qualities
Longer presentation
Fluent presentation, with a number of pauses
Articulates the purpose of the interaction
Maintains good eye contact with interviewer most of the time
Projects confidence most of the time
Articulates understanding of job requirements
Uses range of words with persuasive connotations (strength, attributes etc)
Concluding statement Uses a range of sentence structures for a wide range of functions
Combines some adjectives e.g. well-developed skills, ways of describing ones experience capacities and attributes e.g. I have (done) , I can I am able to I have experience of . Uses a range of adjectives strong, well-developed, sophisticated
Uses adverbs to add emphasis really strong, considerably skilled, etc.
Clear articulation of sounds, words easily recognizable
Clear linking of sounds
Use of word stress to emphasise positive aspects of the product move it to your room
Cr Articulates the requirements of the job.
Displays some confidence, persuasive presentation
Describes personal qualities
Medium length presentation
Some fluent flow of words, some points of hesitation
Reliance on notes or prompts
Articulates the purpose of the interaction
Maintains eye contact with interviewer at times
Projection of some self-confidence
Statement of job requirements
Uses some persuasive words Uses a moderate range of sentence structures for a wide range of functions
Combines some adjectives e.g. well-developed skills, ways of describing ones experience capacities and attributes e.g. I have (done) , I can I am able to I have experience of . Generally intelligible
Some errors of sounds in words e.g./ pronounced /d/ in elegant,
Some stress errors per cent (per cent rather than per cent)
P Articulates some requirements of the job but doesnt elaborate on these.
Displays some moments of confidence, but not sustained
Limited description of personal qualities
Short presentation
Frequent points of hesitation
High reliance on notes or prompts
Some attempt to articulate the purpose of the interaction
Limited eye contact with interviewer
Limited projection of some self-confidence
Statement of job requirements
Uses a limited range of persuasive words Uses a limited range of sentence structures for a wide range of functions
Uses simple adjectives e.g. good skills, strong ability. Uses a limited range of adjectives and adverbs.
Intelligible, but with some effort for listener
Hesitation and errors with unfamiliar technical words, such as watts and decibels
Some errors of pronunciation of non-technical words loud /laud/ sounds like low- ed /ld/.
F Inadequate articulation of job requirements.
Displays limited confidence.
Limited description of personal qualities
Short presentation
Frequent points of hesitation
High reliance on notes or prompts
Inadequate attempt to articulate the purpose of the interaction
Limited eye contact with interviewer
Little to no projection of self-confidence Little/ no statement of job requirements
Inadequate range of persuasive words Inadequate range of sentence structures and adjectives. Inadequate range of adjectives and adverbs.
Unintelligible
Frequent hesitation
Multiple errors of pronunciation.
Step 2: Watch the case study
Now watch the video of the students performance on this task (posted as an MP4 video under Assessment 2 on iLearn).
Make notes as you watch, in response to the assessment questions. You may need to watch the video 3 or 4 times.
Step 3: Complete your case study analysis of the students performance on the task
Identify and explain four specific errors that impact on the students oral language performance (400 words)
Provide four examples of feedback that you would give the student to help her improve her performance on this task. (Feedback could be verbal, written or both.) (400 words)
Outline four teaching strategies that you would implement to support the student to complete this oral language task successfully (400 words).
Use the following scaffolds to guide your writing of this section:
Part 1: Identify and analyse four specific errors that impact on the quality of her oral performance (400 words)
Sentence Analysis
Example
Q:What skill do you think you could bring to our workplace?
A: Hardworking umm to like support people.
Example
The student is either not aware of, or not confident in using modal verbs as structures for discussing hypothetical or conditional future events
Part 2: Provide four examples of feedback that you would give the student to help her improve her next oral language performance (Feedback could be verbal, written or both.)
Feedback type Feedback explained
Example
Verbal ExampleAsk the student to review the video of their interview. Tell them to note the tenses used in hypothetical questions by the interviewer and the verb tense they used in their answers.
Part 3: Outline four teaching strategies that you would implement to support the student to complete this oral language task effectively
Teaching approach/strategy Description
Example
Review the use of modals in describing hypothetical situations Example
Put students in pairs. Student A describes an unreal or unlikely event following the promptwhat would you do ifStudent B responds in a single sentence using a modal verbI would, I could, I might, I shouldetc. the students audio record their interactions, listen to them and suggest other responses they could have made.