EDUC 503 assignment 1
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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.
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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.
Lauren, I (2023, July 5). EDUC503 Topic 2 [discussion forum]. School of Education, University of New England.
New South Wales Department of Education and Training [NSWDET]. 2022.
Multicultural Education
.
https://education.nsw.gov.au/policy-
library/policies/pd-2005-0234
NSW Government – Education. (2005).
Multicultural education
. Policy Library. NSW Government – Education.
https://education.nsw.gov.au/policy-
library/policies/pd-2005-0234
Smolicz, J. J. (1999). Chapter 2: Culture, ethnicity, and education: Multiculturalism in a plural society. In M. Secombe & J. Zajda (Eds.), J. J. Smolicz on education and culture
(pp. 51–70). Albert Park, Vic: James Nicholas Publishers.
Zeena, R (2023, July 5). EDUC503 Topic 2 [discussion forum]. School of Education, University of New England.
Topic 3: Culturally relevant pedagogy There are several definitions that can explain what culturally relevant pedagogy is, but I think
Ladson 1995 gives a good explanation as they state, ‘culturally relevant teaching as a pedagogy of opposition not unlike critical pedagogy but specifically committed to collective, not merely individual, empowerment’. In other words, it is an approach to learning in which cultural characteristics and perspectives of students are used as conduits to enhance teaching and lead to more effective learning (Morrison et al, 2019). The reason why it is referred to as culturally relevant pedagogy is because it values the different cultural differences and experiences each student can bring to the classroom and how it can impact learning (Morrison et al, 2019). Australia is continuing to develop as a multicultural society meaning that schools are now facing the opportunities and challenges of accommodating a range of cultures and languages (Burridge et al, 2009).
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Due to this increase in diversity in all schools around Australia it is highly relevant to my teaching context as I will be facing it in my schools. As stated in my autobiography I did not have much experience with diversity through my schooling years, but I believe after undertaking this unit I will expand my knowledge more and be able to engage in culturally relevant pedagogy. The reason why culturally relevant pedagogy is advantageous for teachers
is because it allows the creation of meaningful connections between teachers, students, families, and the wider community creating a sense of belonging and trust (Morrison et al., 2019). Whereas on the other hand if culturally relevant pedagogy is not implemented in the classroom or is used in the incorrect way it can lead to tokenism and alienation between students leading to discourse (Nieto & Bode, 2008). My peer Lamers-Janes, 2023 makes a good point on her schooling experience in which she experienced cultural diversity in terms of a smoking ceremony, but nothing was explained or talked about which I relate to in my schooling experience where cultural stuff was shown or demonstrated but never explained or talked about. This was also similarly experienced by my other peer Price 2023 where she also experienced multicultural days, but they were only shown, and nothing was explained, and it was separate to the curriculum that was being taught. After considering my original reflection I believe culturally relevant pedagogy will be essential for my future teaching. `
References:
Burridge, N., Buchanan, J., & Chodkiewicz, A. (2009). Dealing with difference: Building culturally responsive classrooms.
Cosmopolitan Civil Societies Journal, 1(3), 68-83
Cotter, M. (2023a). Lecture Topic 3 [PowerPoint presentation]. University of New England Moodle Site.
https://moodle.une.edu.au/course/view.php?id=27189§ion=6
Ladson-Billings, G. (1995). But that’s just good teaching! The case for culturally relevant pedagogy.
Theory Into Practice
,
34
(3), 159–165.
Lamers-James, L. (2023) Topic 3: Culturally Relevant Pedagogy
[Forum post]. School of Education, University of New England.
Morrison, A., Rigney, L.-I., Hattam, R., & Diplock, A. (2019, August 8). Towards an Australian culturally responsive pedagogy: A narrative review of the literature. Retrieved 4 November 2022, from https://apo.org.au/node/262951 website: https://apo.org.au/node/262951
Nieto, S., & Bode, P. (2008). Chapter 3: Multicultural education and school reform. In Affirming diversity: The sociopolitical context of multicultural education
(5th ed., pp. 42–62).
Boston, MA: Pearson.
Price, J. (2023) Topic 3: Culturally Relevant Pedagogy
[Forum post]. School of Education, University of New England.
Watkins, M., & Noble, G. (2019). Lazy multiculturalism: cultural essentialism and the persistence of the Multicultural Day in Australian schools. Ethnography and Education
, 14
(3), 295–310. https://doi.org/10.1080/17457823.2019.1581821
Topic 4: CRP in action: What is culture anyway? Personally, I believe that culture is what makes people unique and have a sense of belonging in communities due to the values, beliefs, and attitudes that these groups share. This is like Shade et al 1997’s definition of culture which is that ‘culture is a social system that represents
an accumulation of beliefs, attitudes, habits, values and practices that serve as a filter through which a group of people view and respond to the world in which they live’. In my own personal experience, I identify as Australian with ancestry going far back to German and Irish
roots, however due to assimilation I am only in touch with my Australian side and know little about my ancestry even though someone in my family was a convict and that was how my family ended up in Australia.
Culturally relevant pedagogy is highly relevant for my future teaching career because it allows school communities to meet the educational and welfare needs of students and their families as it aids in planning of teaching and learning activities that can be catered to each student to enhance learning (NESA, 2018). This doesn’t essentially mean individualised education but rather that education can be used to create a classroom of cultural validation enabling students to heighten their learning in a positive environment (Shade et al., 1997.) To ensure the success of CRP being used in a classroom context there are several key elements that need to be implemented such as ongoing professional development, access to a wide range of resources as well as open communication with students and their families (Thomas, 2023). Although CRP is a good practice to implement into a classroom to ensure students are motivated in their learning there are several challenges that teachers can encounter when trying to utilise CRP. For example, Zhou et al 2007 states that when an emphasis is placed on cultural differences or cultural attributes of certain students such as Chinese students, without
considering the aspects of educational context can lead to oversimplifying and distorting the differences of these students in the classroom, time constraints and curriculum demands can also make this challenging. Reflecting on my autobiographical essay I don’t remember many support teams being readily available or much cultural immersion in place besides a few random lessons that incorporated
other cultures. This was also mentioned by my peer Keats 2023 who also states that there was
limited open-ended conversations and awareness programs about cultural diversity, and I also
align with what my other peer Dunn 2023 mentioned that their education was centralised
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around the singular dominant culture within the school population which I find to be highly true about my education as well. References:
Doerr, N. (2015). Reproduction of difference through learning about a ‘different culture’: The
paradox of double subject positions and the pedagogy of the privileged. The Review of Education, Pedagogy, and Cultural Studies
, 37
(1), 71–89.
Dunn, Tom. (2023) Topic 4: CRP in action: what is culture anyway? [Forum post]. School of Education, University of New England.
Keats, R. (2023) Topic 4: CRP in action: what is culture anyway?
[Forum post]. School of Education, University of New England.
NSW Government. (2018).
Culture and diversity | Curriculum
. Nsw.gov.au.
https://education.nsw.gov.au/teaching-and-learning/curriculum/multicultural-
education/culture-and-diversity
yh
Shade, B. J., Kelly, C. A., & Oberg, M. (1997). Goal 1: Understanding cultural backgrounds. In
Creating culturally responsive classrooms
(1st ed., pp. 17–38). Washington, DC: American
Psychological Association.
Thomas, S. (2023). Topic 4: CRP in Action: What is ‘Culture’ Anyway?
[Forum post]. School of Education, University of New England.
Zhou, R. Y., Knoke, D., & Sakamoto, I. (2007).
Rethinking silence in the classroom: Chinese students’ experiences of sharing indigenous knowledge
.
https://www.tandfonline.com/doi/pdf/10.1080/13603110500075180
Topic 5: CRP in action: Linguistic Power and Diversity Linguistic power and diversity in terms of CRP refers to the ability to recognize and appreciate the different languages and communication styles that exist within culturally diverse groups. Linguistic power can be defined as acknowledging the value and importance
of diverse languages, giving them equal status and opportunities for expression (Osipuva and lao, 2022). For teachers it involves using daily opportunities to affirm that their students’ lives and that their languages and cultures are unique and are important as well as relevant to what they are learning (Christenson, 1990). On the other hand, linguistic diversity refers to accepting various languages and acknowledging the importance of them. It involves incorporating many diverse languages into educational settings and then challenging the dominant language. For example, Fordham 1999 describes how at Capital High the linguistic practices of a group of African American high school students use their own dialect when compared to the standard English dialect which these students diss and ‘lease’ during the school day. Linguistic power and diversity can be used within the classroom to challenge the notions of their being “others” in the classroom. This can be done because the teachers are accepting and encouraging the students diverse language and communication styles which in turn creates an inclusive learning environment leading to higher engagement. There are several ways that linguistic power and diversity can be used within the classroom which includes the use of translanguaging strategies, where teachers acknowledge and utilize diverse languages to facilitate learning within the classroom (Osipuva & Lao, 2022). Through the utilization of such strategies as above teachers can create a culturally inclusive classroom where all students feel that they are included and that their cultural differences are unique and important and enables students to create meaningful and relevant learning experiences.
After reflecting on my personal experience, I noticed that only once in year 9 English was linguistic diversity used when my classmate was asked to show the meaning of the word rose in Korean which enabled them to feel included in the discussion. This was interesting when
compared to my peer McLeod 2023 who states that at their school, they were offered a 2-
week exchange program to Japan to learn Japanese which was incredibly resourceful and lead
to more meaningful experiences. This contrasts with my other peer Irvine 2023 who states that she did not experience any other languages at her school besides the dominant language English. In conclusion it is interesting to see how CRP and language can be used in the school context to create cultural meaning and inclusion. References:
Henwood, A. (November 21, 2022). CRP in Action: Linguistic power and diversity [Lecture Notes]. School of Education, University of New England.
Christensen, L. M. (1990). Teaching standard English: Whose standard? The English Journal
,
79
(2), 36–40. https://doi.org/10.2307/819097
Christensen, L. (2009a). [Extract] My dirty little secret: I don’t grade student papers. In Teaching for joy and justice: Re-imagining the language arts classroom
(1st ed., pp. 272–
276). Milwaukee, WI: Rethinking Schools.
Fordham, S. (1999). Dissin’ ‘the Standard’: Ebonics as Guerrilla Warfare at Capital High. Anthropology and Education Quarterly
, 30
(3), 272–293.
Osipuva, D., & Lao, R. (2022). Breaking the cycle of failure for culturally and linguistically diverse learners with exceptional needs: Recommendations for improvement of teacher preparation programs.
Education Research and Development Journal, 25(1), 1-25.
McLeod, B. (2023). Topic 5: CRP in Action: Linguistic power and diversity with CRP [Forum
post]. School of Education, University of New England.
Irvine, N. (2023). Topic 5: CRP in Action: Linguistic power and diversity with CRP [Forum post]. School of Education, University of New England.
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