Lauren Brine Student ID: 110231802

Assessment 2: Project EAL/D Learners

Introduction

Australian classrooms are culturally rich, with students bringing an expansive range of history and
experience into their learning. The breadth of multiculturalism in Australia is clearly highlighted in
the 2016 census which establishes how 21 percent of the population speak a language other than
English at home (Australian Bureau Statistics 2017). Students in the classroom who speak a language
other than English, otherwise known as EAL/D learners in the Australian Curriculum, bring a diverse
range of cultural and educational backgrounds into their learning that educators can draw on in
scaffolding and building English language skills needed in all aspects of the Australian Curriculum
(Australian Curriculum Assessment and Reporting Authority 2014, p.6). In the majorly English based
classroom Hyde, Carpenter and Doyle outline how EAL/D learners need a range of inclusive
strategies that support their development in all aspects of the classroom (Hyde, Carpenter & Doyle
2019, p.49). The need for supportive inclusive pedagogical practices is highlighted in the Australian
Early Developmental Census (2015) where 94.1 percent of all EAL/D students in Australia are
developmentally vulnerable in one or more school domains (Australian Early Development Census
2015). When analysing and exploring effective ways to integrate and support EAL/D students in the
classroom it is imperative that educators comprehend what this inclusivity means in their students
individual context. Founding documents of Australian education emphasise how every young
Australian should be granted access to an education which removes any barriers that effect their
participation and progress in their learning (Berry et al. 2019, p.5; Hyde 2019, p.7) The Australian
Curriculum stresses the importance of a combination of explicit, contextual and supportive
pedagogical strategies to develop EAL/D learner’s language comprehension in the educative
environment (ACARA 2014, p.28). This is further seen in the Early Years Learning Framework which
encompasses the role of educators supporting the development of the learner’s confidence in their
learning and participation in the classroom environment (Australian Government Department of
Education, Employment and Workplace 2009, p.36).

For the purpose of this essay the discussed strategies will be catered to a specific early year’s context
to effectively incorporate an inclusive Literacy lesson plan that supports an EAL/D learner. Ace is a
Chinese Reception student who speaks Mandarin at home and has previously been identified in the
Emerging English phase outlined in the Australian Curriculum. Ace is currently in Reception and has
shown great achievement in print literacy with the aid of explicit and focused language strategies
(ACARA 2014, p.36). In previous assessments of his language learning Ace’s reliance on visual
scaffolds, key words and repetitive spoken English was identified and noted for further support and
scaffolding in future activities (ACARA 2014 p.7). From a social context Ace has a couple of close
peers that he often works with when in need of assistance.

Whole group activities and discussions

Whole class discussions are a prevalent pedagogical literacy practice in mainstream classrooms
around Australia, however, De Courcy and Farndale stress that this strategy could be deficit for
EAL/D learners (comps. De Courcy & Farndale 2019, p.55). EAL/D learners can suffer from ‘language
Lauren Brine Student ID: 110231802

shock’ in any classroom discussion as they need to use the dominant English Language in high risk
settings in front of peers (Miller & Endo 2004, p.787). This anxiety can be observed in the reluctance
of EAL/D learners to participate in whole groups discussions that require a level of comprehension
and social language understanding to engage in the activity. The language shock of EAL/D learners
can be clearly seen in early literacy lessons in mainstream Australian classrooms. In literacy
discussions educators frequently pair teacher-read narratives with prompting questions and
comments for students to reflect and answer on, consequently, from an EAL/D student perspective,
these loaded speech functions can be detrimental to their engagement in the learning task
(Derewianka & Jones 2016, p.243). Derewianka and Jones, in their book on teaching language in
context, emphasise the heavy speech functions teachers use in their questioning that EAL/D learners
are not familiar with and, therefore, do not know how to respond to (Derewianka & Jones 2016,
p.243). To accommodate for this ‘language shock’ in whole group discussions educators can
implement a range of explicit and scaffolded strategies that can build the confidence of the EAL/D
learner in the English literacy based classroom. In the early classroom context given, Ace requires
contextual scaffolds during whole group discussions which support his comprehension of speech
functions in both text and verbal format (ACARA 2014, p.36). These contextual scaffolds can include
visual diagrams that aid Ace in connecting important elements of the narrative text genre to his
current understanding of the English language to express emotions or events (ACARA 2014, p.36).
When reading the narrative text to the whole class the teacher can differentiate for the EAL/D
learner by implementing a small whiteboard that the educator can use to visually display any new
terminology or to reinforce any key words (The Bell Foundation 2017, p.11). In the classroom the
educator can further prepare Ace for the whole group discussion by supplying him with a copy of the
book to read and examine before the class reads the narrative. This pre-read supports Ace in
familiarising himself with the visual pictures and key words in the text that can develop his prior
understanding. As highlighted in Storch’s text, EAL/D learners, like Ace, benefit from the utilisation
of small group conversations with peers where they can utilise their learned English language
formulas in a low risk setting (Storch 2007, p.143). This could be implemented in the classroom by
the teacher supplying the prompting questions to the small groups after the first reading of the text
by the teacher. Each group could be given a particular page of the book which they will then decode
using the educator’s questions. Through this the EAL/D student has a concrete visual reference to
refer to during the small interaction. This particular strategy, titled ‘The Conversation Station’ by
Fellowes and Oakley, can be focused on particular topics and themes that relate to Ace’s interests
bringing a further student centred structure to his learning (Fellowes & Oakley 2017, p.100).

Resources

- Urban Lyrebirds (http://www.urbanlyrebirds.com/)

- FluentU (https://www.fluentu.com/blog/educator-english/esl-group-activities/)
o An English Educator Group Blog which covers an array of strategies that
teachers can implement to support EAL/D students in collaborative
work.
Lauren Brine Student ID: 110231802

Abstract concepts

Abstract concepts that encompass qualities or ideas that cannot necessarily be touched, such as
emotions, can be an issue for EAL/D learners in the dominant English classroom (Fellowes & Oakley
2017, p.402). When learning a second language students rely heavily on visual and repetitive
experiences which reiterate key language standards, a particular strategy that can be difficult with
these abstract concepts. EAL/D students come into the classroom with their own cultural
understanding of the role language plays in different learning contexts and it is the role of the
educator to draw on this knowledge to connect important Australian Curriculum standards in a
meaningful way for the student. In the context of literacy work within the classroom both Cortazzi &
Jin and the Australian Curriculum stress how educators can implement a range of scaffolding
strategies that can support EAL/D learners, like Ace, in developing deeper understanding of abstract
concepts (Cortazzi and Jin 2007, p.652). Educators should implement simple statement plots that
explore abstract concepts, such as emotions, with basic foundational ‘why’ questions which enable
the student to explore the emotions of the narrative characters (Cortazzi and Jin 2007, p.652). These
simplistic questions can serve as an important connection between the EAL/D students
understanding of a particular emotion in their mother language to the English literature. As
highlighted in Ace’s individual context, these emotional concepts require a level of facilitated
scaffolding from the teacher. Resources such as, Kimiochis, and pictorial activities can give EAL/D
students a visual means of representing their thoughts and growing understanding of their second
language in the classroom (Vygotsky 1978, p.112 cited in, Adoniou 2013, p.263). Moreover, the
Australian Curriculum stresses the importance of role play in outlining abstract concepts that are
heavily utilised in literature as an explicit strategy that develops the EAL/D student’s awareness of
the role these play in different contexts and relationships (ACARA 2014, p.26). Incorporating
multimodal aspects into all learning areas of EAL/D learners is effective in connecting abstract
concepts with the student’s current cultural knowledge and understanding (Stein 2000, p.334). In
Gardner’s theory of multiple intelligences they iterate how the utilisation of alternative learning
modes, through technology, pictures and music, can scaffold abstract concepts without relying
heavily on linguistic description (Stein 2000, p.334).

Resources

- Kimochi’s
o A range of toys that express a range of abstract emotions.
- Interactive Whiteboard

Social Language

As EAL/D students develop their second language in the English classroom the educator must be
aware of the complexity of English language in alternative social settings, a particular skill which the
Department of Education and Children’s Service emphasise in their definition of critical literacy
(Department of Education and Children’s Service 2001, p.35 cited in Davina 2011, p.183). The
Australian Curriculum document on EAL/D students emphasises the struggle these students may
have with the social registers of English, further iterating how to is the role of the educator to
scaffold and support the EAL/D student in developing the different social and cultural contexts of the
Lauren Brine Student ID: 110231802

English language system which extends beyond the confines of the educational environment (ACARA
2014, p.7; Gass 2008 cited in Adoniou 2013, p.262). The importance of students having the
opportunity to develop their language in social interactions is stressed by Vygotsky in his social
interactionist theory (Halle et al. 2014). In relation to Ace’s struggle with written work in the
classroom the educator could build his ability in more social contexts through the implementation of
drawing activities in the classroom (Adoniou 2013, p.264). Drawing activities in the classroom
enables the educator to acknowledge and integrate Ace’s cultural context in social constructs that
offer an alternative method of communication (Adoniou 2013, p.264). Furthermore, the educator
could implement a range of role play scenarios that provide an opportunity for Ace to communicate
without necessarily relying on his current oral language abilities (Victoria State Government 2019).
The Victoria State Government has a detailed analysis on the benefits of role play for EAL/D
students, expanding on the confidence and social situation practice that the educator can explore
with this strategy (Victoria State Government 2019). In relation to social language development in
the classroom the educator could pair Ace with another peer when engaging in activities
(Greenwood, Terry, Arreaga-Mayer & Finney 1992 cited in Bowman-Perrott et al. 2016, p.360). This
peer tutoring will give Ace the opportunity to positively interact with another student who would
utilise more appropriate informal oral language that could be adapted to different contexts (ACARA
2014, p.14). Barrier Games, as discussed de Courcy and Farndale, are group based activities that
enables Ace to utilise a range of different language functions as he interacts with his peer to solve a
problem (comps. de Courcy & Farndale 2019, p.56). When communicating with his peer Ace will
have the opportunity to engage in more social language, constructing deeper understandings on the
role of the English language in an alternative context.

Resources

- TeachThis ESL/EFL Resources (https://www.teach-this.com/functional-activities-

worksheets)
o This resource has a range of activities, worksheets and games that can
support and extend the social language and social problem solving skills.

Conclusion

In conclusion, to effectively support and scaffold the needs of EAL/D learners such as Ace the
educator must implement a range of student centred pedagogical strategies in the educative
environment. Through the integration of small group work, role play, drawing activities and barrier
games the teacher can ensure that Ace’s needs and struggles are met within a context that builds on
his cultural knowledge and understanding.
 Lesson Plan context:
- This lesson plan is the third in a Literacy Unit on the Narrative Genre
Lauren Brine Student ID: 110231802

No-Bot: LESSON PLAN

Year level: Reception Subject: English (Literacy)

Australian Curriculum and/or EYLF Links:

Listen to and respond orally to texts and to the communication of others in informal and
structured classroom situations (ACELY1646)

Achievement standard/s and/or EYLF outcomes:

Outcome 3.1: Children become strong in their social and emotional wellbeing
Outcome 5.1: Children interact verbally and non-verbally with other for a range of purposes

LESSON CONTEXT MODIFICATIONS/ACCOMODATIONS RESOURCES

Introduction - By having the key structure ‘No-Bot: The

terminology on the board Ace as Robot with no
- Have a student led the opportunity to both listen to bottom’ by Paul
discussion on the basic the words and clearly observe Linnet and Sue
structure of a story what the word looks like. Ace, Hendra
(beginning, middle and along with all the children, will
end) with the key have their own small Access to
terminology placed whiteboards with them where interactive
onto the board they will be able to copy down whiteboard
- Teacher will introduce these key terminologies.
the book ‘No-Bot: the - The teacher will allow the Small
robot with no bottom’ students to discuss their ideas whiteboards,
to the class – getting on what the book may be about whiteboard
the children to in small groups of three or two, markers and
brainstorm some ideas having the cover page displayed erasers for
on what the book could on the interactive whiteboard. students
be about. Ace will benefit from this small
- Once students have group work as he is able to Large whiteboard
had the opportunity to utilise his second language for teacher use
outline their ideas the English in a situation that has
teacher will begin low risk.
reading the book from - By reading the book on the
the interactive interactive whiteboard the
whiteboard teacher supports Ace in
following the story, the larger
text aiding him in recognising
different words.
- The teacher will have the
Kimochi’s available when asking
prompting questions about the
robot’s feelings after he loses his
bottom.
Lauren Brine Student ID: 110231802

Body of Lesson Tablets

- By enabling Ace the opportunity
- After reading ‘No-bot: to retell the story in his own Pictures of key
the robot with no words the teacher can draw on plot advances for
bottom’ the teacher will his current understanding of the children to use
ask the students to English language in a low risk
write on their setting. With the key Music clips that
whiteboards what they terminologies still displayed on the students can
believe was the the board Ace can experiment use in their role
‘beginning, middle and and be scaffolded to use other play
end’ of the narrative. words.
The teacher will get the - By having the class work in
students to complete small groups the teacher allows
the task either Ace to vocalise his ideas and
individually or in small comprehensions in a low risk
groups. setting that could utilise more
- Once the students have informal language. Furthermore,
written their ideas on the teacher scaffolds Ace to
their boards the utilise more social language as
teacher will scribe them he negotiates and plays an
onto the board. important role in the small
- The teacher will give group.
each small group a - As Ace has the opportunity to
stack of pictures that retell the story the teacher
have been taken from scaffolds him to develop his
the book. The activity understanding of the English
will require the language through roleplay. Ace,
students to place the in his small group, will be able
pictures in order of the to act as different characters.
plot of the book. - Through the utilisation of the
- Once the students have tablet the teacher effectively
placed the pictures in incorporates a level of
order they will have the multimodality that can support
opportunity to retell the Ace in building his
story in their own comprehension of emotions.
words, using a tablet to Paired with the previous
record their voices. discussion with the Kimochi’s
Ace and his group can explore
alternative ways to express
happiness and sadness through
the incorporation of music in
their role play.

Conclusion/reflection Interactive
- By having the class watch each whiteboard for
- At the end of the small group’s video the teacher viewing the
activity the students scaffolds Ace in building his students videos
Lauren Brine Student ID: 110231802

will get to watch each second language. Through

other’s reiterations of observing how his peers retell a
the story known story Ace is able to
develop more informal language
that can be utilised in social
interactions to explain ideas
outside of the classroom.

Word Count: 2,731

Lauren Brine Student ID: 110231802

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