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Assessment Task 3
EDLA309:
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EDLA309:
and comparing their ideas with their peers. Validated their own thoughts with the thoughts of other students around them can
reinforce the use of oral language and better their literacy development (Gibbons, 2009, p. 7).
Some learners have great difficulty connecting with the written word. Many teachers who specialise in teaching English as a
second language (ESL) students can often recognise students style of writing and whether or not English is their second
language (Saker, 1994, P. 68). Writing is an area where ESL and EAL/D students will often come across problems that ultimately
will put them at a disadvantage compared to other students. Many of these problems stem from students being highly
reluctant writers and refusing to take a shot (Saker, 1994, P. 68). ESL and EAL/D students often view writing as permanent and
for these students once their words have been transferred to paper it could mean that their work could get criticised and
judged (Saker, 1994, P. 69).
Most errors that learners will make when attempting to complete an information narrative is not having the knowledge on how
to structure the piece and a weak understanding of the specific language features (Saker, 1994, P. 69). In order to produce an
information narrative, ESL and EAL/D learners need to have a deep conceptual understanding of the structure and language
features involved in creating this specific text type. The language features needed to develop an information narrative involve;
using descriptive language, first and third person pronouns and tense changes (Wing Jan, 2010, p. 236). Gibbons (1991, p.
106) states most ESL and EAL/D learners have difficulty understanding and using a number of pronouns and tenses within their
writing, therefore reinforcing the choice behind concentrating students attention to these two grammar concepts.
Throughout this session, the students in the teacher focus group will focus on how to identify and write a number of pronouns
and tenses through a cloze/ gap filling activity. Gap filling is a well-known activity that assists ESL and EAL/D learners when
working with and addressing a number of grammar concepts (Jones, 2011, p. 42). Whilst most gap filling activities are normally
students only filling in single gaps, the activity in session three has been adapted so that the gaps are longer i.e. beyond just
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one word. This activity has been adapted to make students aware of the grammatical patterns throughout an information
narrative. Furthermore, gap filling allows students to think about the meaning, context and the potential choices rather than
being confined to just the one possible answer (Jones, 2011, p. 43).
Some students may have trouble connecting with the written word and therefore, results in these students becoming reluctant
writers (Saker, 1994, P. 68). Incorporating appropriate activities and rich experiences for ESL students can ultimately further
their literacy learning and development. Students at a lower level do not need to be taken out of their mainstream classrooms,
they can learn all they need to learn within a whole class environment. Students who work within their mainstream classroom
have the chance to enhance their oral language skills. Having the time to share and clarify with their peers can help students
validate their own thinking (Slavit et al. 2002, p. 119). Students at a lower level or English as a second language are highly
capable students who are in need of some assistance to further their learning.
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References
Barone, D., & Hong Xu, S. (2008). Literacy instruction for English language learners, Pre-K-2. America, New York: Guilford Press.
Fellowes, J., Oakley, G. (2010). Language literacy and early childhood education. South Melbourne: Oxford University Press.
Gibbons, P., (2009). English learners, academic literacy, and thinking: learning in the challenge zone. Portsmouth, N.H:
Heinemann.
Hammond, J., (2012). Hope and challenge in The Australian Curriculum: Implications for EAL students and their teachers.
Australian Journal Of Language and Literacy, (35) 1, p. 223-240).
Hook, E., (2010). ESL students: Learning through talking. Practically primary, 15(2), p.13-15.
Jones, R., (2011). Functional grammar in thee ESL classroom: noticing, exploring and practicing. England, Houndmills:
Macmillian.
Slavit, G., Moore, M., & Maloney, C. (2002). Teaching English and Literature to ESL students. Journal of Adolescent and Adult
Literacy, (46) 2, p. 116-128.
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Saker, J., (1994). Teaching ESL students in the mainstream classroom. Gosford: Bookshelf Publishing Australia.
Wing Jan, L. (2009). Write ways: Modelling writing forms (3rd ed.). South Melbourne, Vic.: Oxford University Press.
My place references
http://www.myplace.edu.au/default.asp
http://www.abc.net.au/abc3/myplace/
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