Classroom Practices to Value Learner Diversity and Support the Development of Oral Language Australian classrooms include students

of diverse linguistic ability and teachers must tailor learning pathways ensuring all become literate. Linguistic diversity refers to differences in learner language development and experiences (Annandale, Bindon, Handley, Johnston, Lockett, & Lynch, 2003). Some examples encountered in Australian classrooms include variations in: age; ability; backgrounds, often leading to diverse home language; prior experiences and familiarity with learning strategies; and geographic location of language experiences (Department of Education Western Australia [DEWA], 2013; Bull & Anstey, 2005). Standard Australian English [SAE], the evolving language function used in formal spoken and written contexts within Australia, is the Discourse used within Australian classrooms, therefore the Australian Curriculum requires learners to be proficient communicators of oral SAE (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2013a). Implementing collaboration and the conditions of Immersion and Demonstration within sociocultural classroom practice fosters learner ability to use and adapt oral language within appropriate contexts, whilst accommodating diverse learning needs and valuing existing differences. Perceptions of literacy evolve as societys needs change. A sociocultural practice which purposefully conveys and constructs meaning using a developed set of capabilities which allow interactions to take place in meaningful social contexts, literacy is continually evolving to reflect societys advances (Green, 2006; Bull & Anstey, 2005, Wishart, 2009; Annandale et al., 2003). Green (2006) and Wishart (2009) identify literacy as a sociocultural practice, explaining communication as an integral element of society and culture. ACARA (2013a) supports this notion, stating that literate students participate effectively within social interactions. Literacy in Information Communication Technologies [ICT] is of utmost importance in a digital world. The Australian Curriculum reflects this by determining teacher understanding and literacy instruction must expand and adapt to support the learners need for digital fluency (Howell; ACARA, 2013b). It is widely agreed that literacy enables individuals to generate meaning by transmitting and interpreting information using a range of skills in appropriate contexts. However, meaning construed is dependent upon personal experiences of the individual involved in the interaction (Annandale et al., 2003; Crevola, 2011; Wishart, 2009; Bull & Anstey, 2005). The nature of literacy supports integrating a range of literacies, including oral language development, into classroom instruction to equip learners for successful interactions within society.

English as Additional Language [EAL] learners are present in many Australian classrooms. Linguistic diversity often presents conflict between home and classroom Discourse, the accepted language use identifying an individual as included in a socially meaningful group (Gee, as cited in Green, 2006). This requires teacher development of a classroom climate and curriculum which guides learners towards linguistic understandings allowing the negotiation of SAE, the Australian classroom Discourse (Green, 2006). However, as the Australian Curriculum states that learner literacy is determined by the ability to communicate effectively within the school context and society, teachers must acknowledge the EAL learner is considered literate in their home Discourse and practices this language form to communicate effectively within home contexts, whilst facilitating awareness of the appropriate context in which to use language forms accessible to the learner (ACARA, 2013a; Allen, 1997; Potter, 2007). This can be achieved by implementing a sociocultural curriculum when planning instruction which enhances oral language development. A sociocultural curriculum presents opportunities to develop a classroom climate valuing linguistic diversity. The sociocultural curriculum integrates the diverse languages and

cultures of classroom learners within instructional experiences (Vogt, Jordan & Tharp, as cited in Potter, 2007). This results in meaningful opportunities for learners presenting diverse languages to engage in SAE use, allowing oral language to be used purposefully to connect language use to student experiences with the intention that learners are encouraged to view oral language as a useful tool to transmit meaning (Allen, 1997; Wishart, 2009). These opportunities allow learners to build SAE upon home languages whilst presenting an example of appropriate contextual use of language forms (Allen, 1997; Bull & Anstey, 2005). Thus, to generate a classroom climate respecting varied linguistic experiences, a meaningful learning tool involves oral class presentations informing of culturally significant or family traditions encouraging use of home language forms. Oral language is acquired through continual observation of language use, supporting classroom environments which surround learners in language. These conditions of learning are Immersion and Demonstration, examples being: Visual presentations concerning linguistic learning undertaken; Aural examples of language in use including audio recordings and literature readings; student identification and oral presentation of examples of explored content; and replacing teacher controlled visual presentations with learner examples as language develops (Cambourne, 1988; Langer Meeks, 1999; Wishart, 2009). The use of visual artefacts such as charts or diagrams provide a scaffold or framework for student referral, accommodating linguistic diversity by assisting language use and promoting student responsibility for application of learning strategies (DEWA, 2013; Cambourne, 1988). Learner interactions with actions and artefacts provide concrete experiences and meaningful

contexts for language use, promoting connected understanding development (DEWA, 2013). Therefore, to foster oral language development and cater for diversity, learning environments should immerse learners in visual and aural demonstrations of language in use. Social constructivism determines that purposeful use in meaningful interactions with peers and knowledgeable others develop language. Applied to oral language development,

constructive feedback regarding language use, modelling and language expansion allows learners to negotiate the meaning of language functions and generate personal linguistic knowledge by building upon the understandings and appropriate language use of peers (Vygotsky, as cited in Crevola, 2011). Affording students with opportunities to engage in purposeful language use, such as integrating literature reading with open-ended

questioning and collaborative discussion, provides a meaningful context for language use whilst creating a rich learning environment exploring diverse contributions of learner understandings and experiences (Crevola, 2011; Bond, 2009). Involving students of varied linguistic ability in collaborative learning enables knowledgeable peers to scaffold the language development of other students by allowing reflection upon appropriate language use followed by assessment and adaption of personal understandings (Reys, Lindquist, Lambdin & Smith, 2012; DEWA, 2013). Subsequently, organisation of classroom work

spaces into groups of three to four mixed-ability students facilitates collaborative learning experiences, enabling discussion and reflection upon learning experience to support oral language development whilst valuing the diverse experiences and knowledge of individual students. As every Australian classroom encounters linguistic diversity, it is crucial that teachers develop instructional repertoire to accommodate these differences. It is clear that classroom management to immerse students in demonstrations of language use, incorporating collaboration and aligning the classroom climate and curriculum to a sociocultural approach fosters the development of oral language (Crevola, 2011; Allen, 1997; Cambourne, 1988). Through appreciation and recognition of the differences which individual students bring to the classroom, a rich linguistic environment will be created to the benefit of all students.

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