Student Name & Number: Georgia Stewart-s226337

Subject Name & Code: Teaching English as a second language-ELA201

Assignment Number: Assignment 2

ELA201-Assignment 2
Part A
During this course there have been five activities which have been completed and placed into
the discussion board. For these activities to be completed there have been a number of
reading requirements on that subject. Some of these readings have come from the required
texts, but also from other readings recommended by the university. These readings have
assisted with establishing a wider understanding of how to teach English as a second
language. This part of this assignment will provide a summary and synthesis of these
discussion board posts and the key points of understanding relating to intercultural
approaches will be discussed.

The first activity for the discussion board was asking for the sharing of my background
experience in learning another language. As I have only had a very limited experience in this
area, this part of the posting was interesting, as I was able to examine my own thoughts about
what it takes to learn another language. I have realised that it is hard to learn another
language especially when outside of the classroom; you have a limited chance of using this
new language.

Activity two required that an episode of the Four Corners program be watched. This episode
looked at the outcomes of the NT Governments decision to remove the Bilingual teaching
from the schools within the NT. This episode challenged my thoughts and beliefs, as I believe
that all students have the right to learn. This means as a teacher I have to use stories or
cultural practices from the students first language, so that the student can make the
connection to the teaching to their native language, then this has to be the case. When the
native language of a student is removed from the teaching of English to ESL students, these
students are not going to be able to make the connection between applying these new skills in
learning English to the world outside of the classroom. This is because the world outside the
classroom for the student has their native language being spoken, rather than English.

Student Name & Number: Georgia Stewart-s226337

Subject Name & Code: Teaching English as a second language-ELA201
Assignment Number: Assignment 2

Another part of activity two was to discuss one or more aspects of the episode issues which
was raised in the reading of activity one. From watching the episode, it was evident that by
restricting the time allocated to Indigenous language, was limiting the students from being
able to make that connection between the learning of English and their Indigenous language.
The Indigenous support workers stated that previously to this decision, the teacher and
themselves use to work together and plan the lessons, but now that does not happen and they
barely have enough time to teach the Indigenous language. These students are at risk of
losing their native language and eventually this Indigenous language will be lost forever.

Activity three required the reading of the ACARA document, English as an Additional
language or dialect: Teacher Resource (ACARA, 2012). It was then required to pick one or
more of the linguistic and cultural factors that affect EAL/D students learning and then
describe in detail a teaching and learning activity, which is designed to improve a students
learning outcome. The linguistic and cultural factor being used to create a lesson was the
Intercultural understanding factor. The theme of this lesson was on family, and using a story
book written by an Indigenous woman, and the focus of the book was about what it was like
growing up as an Indigenous girl. By using this book and ideas linking the book with family,
gives the Indigenous students within the classroom, the chance to relate to the book and the
other students will be able to see that family can mean different things.

The fourth activity asked for an assessment strategy that could be used to assess the students
achievement of the identified learning outcomes of the lesson in activity three and what are
the advantages and disadvantages with this type of assessment. The main way of assessing
the students achievement of the learning outcome and this is by encouraging the students to
work in teams. This way the ELA student can gain confidence to share ideas without risk of
being made fun of. As the students work within teams, assigning the team a task were the
students are given roles to complete and when it comes time to present their work, each
member can take ownership of their work. The advantage of this type of assessing is that the
teacher can observe the student as they work as part of a team. This will be clear to see if the
student has gained a firm understanding of the task and the English language as a part of the
task and lesson.

Student Name & Number: Georgia Stewart-s226337

Subject Name & Code: Teaching English as a second language-ELA201
Assignment Number: Assignment 2

The final activity was a chance to reflect upon the different things which had been learnt
throughout the course. This course had given me a greater understanding of what it is like for
an ESL student and those old teaching methods need to be changed for new ones. Making
sure that the ESL student is included within the lesson by introducing simple items such as a
text or story or music from their culture, The important part of teaching English as a second
language, is that the teacher is to assist the students with making a connection between the
English taught within the classroom to the language which is spoken at home and how to
apply the new language to their life outside of the classroom. This activity also asked for a
resource to be recommended and the resource chosen was the required text.

ONeill and Gish (2008), state that intercultural understanding as having awareness about the
native language of the student. This requires the teacher to learn about the culture of the
student, so that there is no stereotyping of presumptuous that all students from that culture all
have the same background. It is important that the delivery of the teaching of English as a
second language becomes the framework for the teachers lessons (ONeill & Gish, 2008, p.
64).

Part B
This section of the assignment is where two of the discussion board posts will be analysed,
discussed and critically reflected on. The analysing will elaborate on the points made or
issues raised in the selected discussion board posts. Also there will be acknowledgement of
the areas of uncertainty or possible gaps in my knowledge and how these can have
implications on my teaching practice.

The first activity to be analysed is activity two, where there were issues raised by the
removing of the Bilingual teaching from the NT schools. As already expressed, my thoughts
on the removing of this style of teaching will put the Indigenous community in a situation
where their native language will be lost within the lives of the students. This activity required
the viewing of the issues rose up within the episode, and ONeill and Gish (2008) state that
3

Student Name & Number: Georgia Stewart-s226337

Subject Name & Code: Teaching English as a second language-ELA201
Assignment Number: Assignment 2

the teaching of English as Australian Standard English is part of the education policies. By
learning the English language, the ESL student will be enabled to learn all subjects in the
curriculum and in the long run be able to a participant in the general public. ONeill and Gish
(2008), continue to state that there needs to be an availability and provision of time and
resources, so that the ESL student is able to succeeding in learning with the proper support
(ONeill & Gish, 2008, p. 106). When viewed within the light of the statements of ONeill
and Gish (2008), the changes within the NT schools, go against the assisting of the
Indigenous students in succeeding to learn English as a second language.

From reading more on this aspect of my understanding regarding this issue, there are clearly a
couple of gaps in my understanding. The first gap within my understanding is that of there
may not be adequate staffing in the area of ESL teachers within the school. Therefore the
responsibility falls upon the mainstream teachers to include the ESL students into the
everyday lessons (ONeill & Gish, 2008, p. 106).

The second gap is that of understanding of the different resources which can be accessed by
teachers and ESL teachers. There are a number of different resources out there, but not all of
them are appropriate for the age group or cultural group which are being taught. Within the
classroom there are numerous different learning types and levels and to find the right
resources which will be suitable all of the students to use. It is important that before using a
resource, it would be beneficial to use it first, before introducing it to the students (ONeill &
Gish, 2008, p. 228-229).

The discussion board post of activity four looked at the ways of assessing the learning
outcomes of the ESL student. The assessment tool that was chosen was that of the student
working within a team and for the team to complete an assigned task. The problem with this
assessment tool is that the teacher can only observe the teamwork performed within the
classroom. When the students work on the task outside of the classroom, the teacher cannot
determine as to whether or not the ESL student understands the lesson or how to speak and
write Australian Standard English.

Student Name & Number: Georgia Stewart-s226337

Subject Name & Code: Teaching English as a second language-ELA201
Assignment Number: Assignment 2

Simpson and Wigglesworth (2008), state that with ESL students, silence can mean different
things depending on their cultural background. With Indigenous cultures silence is used as a
way of showing respect to the other person doing the talking. This is a gap of my
understanding which can have an implication on my teaching practice. By having a better
understanding as to how different cultural groups view silence within discussion situations,
can assist with the designing of the lessons for ESL students. Being able to develop a
communicational style which takes into account the students cultural background will assist
to maximise the students involvement within the classroom discussions and team activities
(Simpson & Wigglesworth, 2008, p. 142-143).

The use of the working within a team also provides the students with the opportunity to be
exposed to the spoken use of English. Gibbons (1991), states that giving ESL students the
chance to be exposed to the opportunity to use their English language skills, by interacting
with others within the team. This also gives the student much needed opportunity to not only
listen to others speaking English, but to learn these new language skills to improve their
English language (Gibbons, 1991, p. 26-27).

By analysing the gaps within the two discussion board activities regarding my understanding
of the different issues in each of the activities, it is clear that by using a willingness to learn
about the different cultural backgrounds of the ESL students. With this knowledge lessons
can be created with a respecting for the cultural differences of the ESL student. My role as a
teacher is to assist the student to learn how to make the connection between the use of
English within the classroom, and how to apply it within their lives outside the gates of the
school. This will provide the ESL student with tools to assist them to succeed in not only
learning English as a second language, but so that they can contribute to the wider society.

Student Name & Number: Georgia Stewart-s226337

Subject Name & Code: Teaching English as a second language-ELA201
Assignment Number: Assignment 2

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.australiancurriculum.edu.au/StudentDiversity/EAL-D-TeacherResource

Gibbons, P. (1991). Learning to learn in a second language. Newtown: Primary English

Teaching Association.

ONeill, S. & Gish, A. (2008). Teaching English as a second language. South Melbourne:
Oxford.

Simpson, J. & Wigglesworth, G. (Eds.) (2008). Childrens language and multilingualism:

Indigenous language use at home and school. London: Continuum
International.

Student Name & Number: Georgia Stewart-s226337

Subject Name & Code: Teaching English as a second language-ELA201
Assignment Number: Assignment 2

Appendices
Activity 2
As I watched the four corners episode, I was filled with mixed emotions. The first emotion
was that of the NT Government turning back the clock on the advancements of Indigenous
education and returning it back to a time where Indigenous education was not heard of. By
removing the bilingual teaching from the NT Schools, the Government is hindering the
students from learning their Indigenous language and connecting it to their everyday life. The
other emotion was of pride in seeing that there was a School, whom wanted to disregard the
NT Governments removal of bilingual education. This Schools focus is on teaching their
students both English and their Indigenous language. As I watched this episode I was
reminded of the fact, as teachers if we are not using different skills to help the students, to
connect what they have learnt within the classroom, and how to apply it to their lives outside
the classroom, and then our work as a teacher is failing to reach these students.
The restricting of the time within the classroom of the Schools within the NT, shows that the
students are not been given the opportunity to connect the lessons of English to their
Indigenous language. The students need to be able to apply what they have learnt to their
lives outside of the classroom. ONeill and Gish (2008), state that teaching students who
come from cultures which have their language background based upon written traditions,
these students can make the connection between the English language and their cultural
language. Whereas the students whom have their cultural language history being spoken and
passed onto the next generation through the spoken language, these students will struggle to
make the connection between the written and spoken language. Removing the use of the
Indigenous language within the classroom as the Elders within the four corners episode are
concerned about, there will be a loss of the native language from the lives of the students
(ONeill & Gish, 2008, p. 11).

Activity 4
While focusing on the learning outcome of Intercultural understanding (ACARA, 2012), for
ESL students, it is important that the teacher gains an understanding of the language which is
spoken within the students home. By having a clear idea as to how the student is able to
make the connection between what they have learnt and what they experience everyday
within their own homes. Even though there may be students within the classroom that share
the same first language, they will not have the same cultural history and this has to be taken
into account when preparing lessons and the assessment task (ONeill & Gish, 2008, p. 64).
7

Student Name & Number: Georgia Stewart-s226337

Subject Name & Code: Teaching English as a second language-ELA201
Assignment Number: Assignment 2

There are a couple of ways of assessing a students learning with this learning outcome is to
first encourage the ESL student to work as part of a team. By working in a team, the student
can gain confidence to share ideas without risk of being made fun of. The second would be to
assign a task for the students to complete as part of a team of 2-3 students. Within the
group/team framework the student is given the opportunity to share more openly than in a
class environment. The ESL students risk taking will be made that much easier, as the
student is able to not draw much attention to any mistakes made (ONeill & Gish, 2008, p.
65).
An advantage of this form of assessment from a teachers point of view, is that by observing
the ESL student working as part of a team, it will be clear to see if the student has gained a
firm understanding of the task before them. By working within the team, the ESL student is
more likely to participate within the team discussions, rather than within a class discussion.
As the ESL students confidence grows by working within the team, so too will their
confidence in try new ways of learning English as a second language.
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.australiancurriculum.edu.au/StudentDiversity/EAL-D-Teacher-Resource

ONeill, S. & Gish, A. (2008). Teaching English as a second language. South Melbourne,
Vic: Oxford.