EDUC 503 assignment 1.docx

EDUC 503: Teaching for Cultural diversity – EAL/D students Assignment 1 parts A and B Name: Brooke Shaw Student number: 220248159 Due date: 16 th August 2023 Length: 2115 words

Assignment 1A: Autobiographical essay I attended a public school for my secondary education in Western Sydney and graduated back in 2016. My year was mainly comprised of those of white Anglo-Saxon origin, but I remember a few Asians, Indians, and some aboriginal people. I remember some bullying occurring between some of the students due to racism. There tended to be “jokes” which were really just harmful comments about each other’s races that were used as “banter” but were harmful and after teacher involvement some students got in trouble and were disciplined appropriately as we were always taught to be respectful of others. Despite this the year group tended to get along well at most times and even actively sought out information about other students races and background. I remember we had someone who was born in Australia but had Korean parents who had moved here, and he could speak Korean and taught our class one day in English how to say a few words such as rose in Korean. We even celebrated NAIDOC week at my school, and I remember the aboriginal students in my year would be involved in many of the traditions and activities which we also got to participate in and watch. Personally, I was always interested in the culture and activities of others in my year but had limited exposure due to our limited diversity. If I were to suddenly have several migrant students that were not fluent in English, I would investigate programs or find assistance for their languages/cultures. In terms of curriculum certain parts would need to be adjusted to allow for these students to learn to the best of their abilities and to be able to learn without any barriers which would also involve changes in my teaching method and the ways in which I would deliver the curriculum to these students

would need to be adjusted to suit their individual needs. I would also like to sit with the students and the parents as well as maybe a translator or someone who spoke the same language to see how I could fully assist in ensuring the child gets the proper help and assistance to develop the same as other students who speak English. It would also be wise to introduce the students and their cultures to the class to open it up to diversity and create an equal environment for all learners.

Assignment 1B: Reflective paper Topic 2: EAL/D students Across the world there is increasing diversity as well as increasing recognition of diversity leading to many nations becoming multicultural and adopting a multicultural education scheme (Banks, 2009). In Australia this has led to the development of policies that respond to cultural, linguistic, and religious diversity to enable schools to provide equal education and social outcomes to all students so they can successfully participate in our culturally diverse society (NSWDET, 2022). This is also supported by the Australian Curriculum which promotes the development of inclusive teaching and learning programs by building on student’s interests and abilities through a curriculum that proves all students with equitable access to a curriculum that encourages excellence and high expectations for all students creating a multicultural environment (ACARA, 2023). With the ever-increasing diversity in Australia teachers now need knowledge and understanding of different cultures to create multicultural education and support all their students. It is estimated that Australian students come from more than 2000 different ethnic backgrounds consequently, there are many students for whom English is an additional language or dialect (EAL/D) accessing the Australian curriculum (ACARA, 2023 1A). Due to this schools now need to adopt the NSW multicultural education policy (NSW Government – education, 2005) which states that schools need to foster an attitude of tolerance and openness towards diversity in culture, perspective, and understandings of the world. This can be done in schools by offering programs that develop intercultural understanding, promote positive relationships, and enable all students to participate as active Australian and global

citizens and by offering programs for students learning English to develop their English language and literacy skills so that they are able to fully participate in schooling and achieve equitable educational outcomes (NSWDET, 2022). It is important to cater for these needs to ensure that we are delivering multicultural education and offering all students the opportunity to be successful in their learning and deepen their understanding of others around them (Smolicz, 1999). In reflecting on my autobiographical essay, I noted that there was another student in my year that was able to speak both Korean and English and how that was talked about in my English lessons to immerse us in other cultures. I think however that there was less of a focus on multicultural education back then as there was only one other language offered and there wasn’t much need for extra English lessons or help for many students in my year. This is also seen in Lauren 2023 post on topic 2 where she mentions that she did not draw much attention to the topic and in Zeena 2023 post where she also states that we are moving away from assimilation and going towards ethnic diversity. References: Australian Curriculum, Assessment and Reporting Authority, [ACARA]. (2023, 1a). Meeting the needs of students for whom English is an additional language or dialect. https://www.australiancurriculum.edu.au/resources/student- diversity/meeting-the-needs-of-students-for-whom-english-is-an-additional- language-or-dialect/ Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2023, 1b). Student diversity . https://v9.australiancurriculum.edu.au/student- diversity Banks, J. A. (2009). The Routledge international companion to multicultural education . Taylor & Francis Group.

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