Workbook 1 - Create a culturally inclusive learning environment v220530

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University of New South Wales *

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Electrical Engineering

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Jan 9, 2024

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© Language Training Institute (LTi) | Page 2 of 21 © Language Training Institute (LTi) v220701 | Page 2 of 21 Introduction NAT11020001 - Create a culturally inclusive learning environment deals with the relationships between language and culture and learning, and the implications of these relationships for teaching ESL. Not all cultures view education in the same way. In some societies, gender and poverty have a major effect on the availability and level of education provided. As you spend time observing and teaching you will see many responses to education and learning which you may think strange or even flawed, but these responses may be a reflection of the native culture of your ESL students. Learning objectives:  Understand cultural concepts within written and spoken text  Understand cultural perceptions of the roles and responsibilities of learners and teachers  Understand how cultural perceptions can affect education  Develop strategies for dealing with cultural differences  Develop classroom strategies to encourage cultural tolerance  Identify a variety of student individual differences  Provide for students with a variety of individual differences  Understand the principles of adult learning  Create activities for different learning styles and English levels To complete this unit Read Chapter 1 of TESOL Made Practical for All Situations Complete the Workbook tasks in this document. If working electronically, remember to save your document regularly! Submit your completed workbook once you are happy with your answers.

© Language Training Institute (LTi) | Page 3 of 21 © Language Training Institute (LTi) v220701 | Page 3 of 21 Assessment Method and Description The assessment is competency based. This means that you will be graded as ‘satisfactory’ or ‘not yet satisfactory’ in individual tasks and 'competent' or 'not yet competent' for a unit. You need to be assessed as ‘satisfactory’ in all of the assessment tasks relating to that unit in order to be deemed ‘competent’ for the unit. If a you are graded ‘not yet satisfactory’ or ‘not yet competent’ you will be given another opportunity for reassessment and will be provided with specific feedback on areas needing improvement. All students have the right to appeal any assessment decision. See your Registered Training Organisation (RTO) for more information on appeals. All assessment tasks will be retained by your RTO. If you wish to keep a copy of the assessment task then make sure to keep a copy for your records. You must provide clear, concise and reasonable answers / submissions for all of the assessment tasks within a unit. The purpose of the assessment is to see that you: • can communicate understanding and knowledge of unit the content • can apply knowledge and skills you have learnt • can demonstrate that you meet the requirements of the unit (see mapping at the end of this document) Assessment Declaration – Student to complete By signing or typing your name below and submitting your completed Workbook to your Trainer, you agree that: • you understand how the assessment will be conducted (as described above) • you understand that you can discuss any individual needs or difficulties that you have in relation to the assessment with your Trainer or the RTO at any time; • you declare that the assessment tasks you are submitting are entirely your own work. Student Name: Signature*: Date: *Typed name may be used in place of your signature if you use your own account / login details for submission.

© Language Training Institute (LTi) | Page 4 of 21 © Language Training Institute (LTi) v220701 | Page 4 of 21 Assessment Record – Trainer to complete This section is used by the Trainer to show how a student has met the unit requirements. Each of the tasks in this unit has been mapped to the course requirements (see mapping at the end of this Workbook) . When a student is assessed as ‘satisfactory’ in a task, their trainer will record the assessment outcome. This unit is holistically assessed with other units (see TESOL Study Guide for more information). ASSESSMENT OUTCOME Note : Trainer to add rows if a task is assessed more than once (i.e. if it is assessed as NYS and resubmitted). NYS = Not Yet Satisfactory S = Satisfactory Task Date assessed: Assessment Outcome: i.e. Satisfactory or Not Yet Satisfactory Feedback to Student: Workbook Task 1.1 Workbook Task 1.2 Workbook Task 1.3 Workbook Task 1.4 Workbook Task 1.5 Workbook Task 1.6 Workbook Task 1.7 Workbook Task 1.8 General Feedback / Comments to Student: (e.g. Gaps in performance, reinforcement of good performance, strategies for further improvement) Overall Assessment Outcome: (Satisfactory or Not Yet Satisfactory) Assessor Name: Assessor Signature*: Date of Assessment: * Typed name may be used in place of your signature if you use your own account / login details for storing this document.

© Language Training Institute (LTi) | Page 5 of 21 © Language Training Institute (LTi) v220701 | Page 5 of 21 Workbook Tasks – Student to complete Language and culture The following task helps you to look at some of the aspects of your own culture, and recognise aspects that are significantly different from another culture of interest. Differences in culture often become most obvious when we compare how tasks are negotiated. For example, how marriages come about, how careers are chosen, how employment is secured, how grades on assignments are finalised, how relationships are established, maintained and/or repaired, and so on. Different behaviours and processes indicate different underlying beliefs and values. Task 1.1 Consider aspects of your own culture such as the structure of family units, private transport, or enjoyment of outdoors. Other areas could include: social behaviours, greetings, visiting protocol, public address, meetings, gestures, personal appearance, general attitudes, influence of geography and climate, food and eating habits, educational approach and system, work, literature, arts and religion, history and government. a. Complete the below table to list five (5) aspects of your own culture that are obvious or visible. Describe the underlying values or beliefs of each aspects. Tip: The best way to answer this question is to look at your own culture in its most obvious form – along the lines of what is suggested in the task outline shown above, e.g. how marriages come about, influence of climate, etc. There are a lot of aspects suggested but you only need to choose five. Some of the underlying beliefs that drive an aspect of culture will be quite easily recognized e.g. how marriages come about. In Australian culture, we choose our spouses ourselves rather than the choice being made for us by relatives. This is because of the underlying belief that as independent adults we have freedom to make our own decisions. Chosen culture: Aspect of culture Underlying value or belief 1. 2. 3. 4. 5.

© Language Training Institute (LTi) | Page 6 of 21 © Language Training Institute (LTi) v220701 | Page 6 of 21 b. Describe the similarities and differences of the aspects of culture you have listed (in Part A) with those of another culture with which you are familiar. Tip: If you don't have firsthand knowledge of another culture, then you may need to do some internet research of a culture of your choice or think of some experiences on a holiday you had where you noticed some cultural differences. The main thing to remember is that this question is asking you to compare and contrast. Chosen culture: Aspect of culture Similarities and differences 1. 2. 3. 4. 5. c. Choose two (2) examples of non-linguistic or para-linguistic features of communication from your own culture or another culture and briefly explain what they mean in the culture you have chosen Tip: Non-linguistic is body language (no voice), but para-linguistic is voice but not words. TESOL Made Practical For All Situations mentions some of the examples of non- linguistic and para-linguistic features of communication. For example, what does a frown or a giggle express in different cultures? Or the ‘thumbs up / thumbs down’ hand gestures? Draw on your experience and think about common gestures that have a different meaning in your culture. If you wish to increase your understanding of non-linguistic and para-linguistic body language, conduct an internet search using phrases such as: ‘non - linguistic body language’ and ‘para - linguistic body language.’ Chosen culture: 1. Non-linguistic or para-linguistic feature: 2. Non-linguistic or para-linguistic feature:

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