Background context
Since early 2000s, education has gradually become one of largest service industry in Australia (Department of Education). Large number of students from all different parts of the world choose to come to Australia for its high quality education. Some of them are international students while many others are new immigrants. To be more specific, international enrolments occupied 13% of total VCE and IB (Year 11 and 12) enrolments in 2011 (VCAA, 2012) and 27% of the students are from language backgrounds other than English. This number has certainly grown over the last 4 years. It’s a clear indication that there are large number of students who are not native user of English in Victorian secondary schools. Those students came
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As a result, those EAL students will struggle due to lack of understanding in the class and gradually lose their motivation to study when they compare themselves to other mainstream students. According to Fernesten (2008), EAL students often fail to perceive themselves as an user of English, but instead they “reflect the conflict, struggle, and tension of differences in English”. Fernesten then further explained the term “differences in English” implies that EAL students will often compare themselves to native users of English, and have desire to gain “native-like language competence” as their goal. However their desire of achieving ‘native-like competence’ do not enhence their language ability, but instead sets a barrier between EAL students and other mainstream students as they (EAL students) see themselves being different from mainstream students and would often exclude themselves from class participation as they afraid of make mistakes in the class. This has significanrly limited their learning in the class. From the same research, Fernesten (2008) concluded that majority of EAL students “feel inferior to native user of English and see themselves as outsiders”. This will be particularly problematic for schools with large number of EAL enrolments. As a result, many schools have launched various learning support and inclusion policies to accommodate such problems.
Policy & Artefacts
My last placement school is a prestigious
In the case of ELLs their culture and identity are considered constraining factors with respect to academic challenges, but scholars feel that these are due to non-recognition of native cultural dynamics (Gay, 2000; Ladson-Billings, 1995). However, if these aspects are utilized it can contribute to a better learning experience in terms of language and other academic areas. The native cultural background and its linkage has the capacity to motivate and ignite interest in ELLs and it can provide the platform which would facilitate learning new skills and academic content. Research has also shown that measures to improve language skills of ELLs often neglect the interconnected dimensions of the culturally and linguistically diverse (CLD) student biography. In particular, understanding the sociocultural, linguistic, academic, and cognitive dimensions of ELLs is helpful for educators in order to attain higher standards of language proficiency and academic success (Perez and Holmes 2010). For instance, a teacher reflects on her personal experience in these words:
All these strategies gives all students an equal opportunity to practice English, participation and involvement. ELLs students when it’s time to read or participate in class they may be reluctant to speak because of their lack of proficiency in English or feel uncomfortable in an environment where they have to share their ideas. ESL teachers must provide a positive and supportive environment that offers significant influence on student comfort level, success and participation that requiring ELLs to use the language in front of class without force them
Regardless of background, culture, values or traditions, all students in the classroom setting have the right to access a constructive learning experience. The role of the teacher is the most vital in ensuring EAL/D students have the same learning opportunities as their English speaking counterparts. In Australian schools, learning is achieved and demonstrated through English, therefore it is essential for educators to be competent in teaching all students, including those who are bilingual or multilingual, from all backgrounds, with varying
The fact that ELL student’s are given the exact same educational services provided to native English speaker, seem to be very unfair for the ELL student’s and instead of helping the ELL students to succeed academically we are preventing them from succeeding in their classes. When I was reading this section I couldn’t stop thinking about the video that we saw in class, the student was very smart but the fact that he couldn’t understand the material being taught, this was preventing him from showing how brilliant and smart he is. Just imagine how many brilliant ELL students can’t succeed in class because they don’t understand the language of the instruction.
For teachers, I believe they are lacking in having efficient data, practices, and resources. These three categories play an essential role in educating, evaluating, and caring for ELL students. Communication is a huge factor when it comes to instruction in the classroom. In the past research has shown poor communication between teachers, students and families. Schools often lack in providing differentiated methods and tools to teach ELL students. Schools in the past have failed to offer the correct assessments that were needed in order to diagnose each student's needs and measure their individualized learning standards. Educators can easily become frustrated because there is such a wide range of English learners. This means academic levels are different and the educators have not received the proper training or instructions on how to correctly educate ELL students.
The school system do not take in consideration that ELL students not only have a language barrier that prevent them from performing on the standardized tests, but that they are transitioning from a completely different learning environment. ELL students are also classified as poor academic performers because of their language barrier. This language barrier explain the academic achievement gaps between ELL students and native english-speaking students. The test scores are not sufficient proof to argue that ELL students have a gap in academic achievement. This is questionable to the validity of the standardized tests on ELL students.(Youth)
Jaky Troy (2012) mentions, “without knowledge of our language we feel culturally and spiritually diminished.” There are over 250 original languages and majority of indigenous people in Australia belong to one or more of them. Nonetheless majority of them cannot remember or hardly speak it (Troy, 2012). Consequently, many Aboriginals do not speak their languages but rather speak one or more forms of Aboriginal English. This results in Aboriginal students feeling uncomfortable regardless of the amount of good teachers that were there to help them (Troy, 2012). According to (Hanlen, 2002) Aboriginal kids are given next to nothing in terms of learning Western literacy or the English language, resulting in separation from the Mainstream society inevitably leading to marginalisation. When Aboriginal students use Aboriginal English they feel inadequate and inferior. In relation to intelligence, students are said to be or even been given the impression, that they lack and must seek intelligence (Shipp, 2012). Throughout
Many parents believe that it is better not to speak English. When this happens the students will not receive the practice that they really need. The student must know their parents’ language it is imperative to the student’s cultural identity and has to maintain a healthy relationship with their family. Parents’ have concerns about using their native language with their children include: learning another language is too difficult it will delay their language development; the child will not be able to master either language; they will not be as proficient as the students who know one language; confusing the two languages will happen; and they will communicate in English with an accent. The school should address these concerns before the school year begins.
In the UK there are more than one million learners who speak English as an additional language1. This statistic represents a large proportion of the schools population, including Brindishe Manor. There is a considerable amount of children in Brindishe Manor with EAL, with a rising percentage of 30. The school is therefore highly equipped with EAL specialist support and interventions to best facilitate the progress of EAL learners.
The authors of the article explained how important it is to meet the needs of the students with limited English ability in the education system. One of the main point expresses about how frustrating it could be for these students, especially if they were never expose to this sort of environment or language before. Another point that was made in the article, explains how the educational system was not prepared for changes in this sort of population. In most cases, some of the curriculum that is being offered in school cannot be changed to accommodate English Limited Learners, also known as ELLs. Budget is also another issue, as schools are limited to hiring more ELL teachers.
Considering the needs of new immigrant students is now a familiar issue for teachers and schools in Western Australia. As the numbers of immigrants settling in Western Australia continues to grow, so too do the numbers of immigrant students entering Western Australian high schools. The growing number of immigrant students in the classroom presents teachers with new and sometimes difficult challenges. The level to which all immigrant students succeed in high school will obviously influence their educational and occupational success leading to an economic impact on the host country.
The ESL scales have been developed to help teachers clearly understand the level at which each non- English background student is working in all of the language skills; listening, speaking, reading and writing. These skills develop differently, at different stages and the role of the ESL scales is to identify the level and strategies needed to improve the student’s proficiency. “A knowledge of the ESL scales supports all learning areas and enables those involved in education to cater more effectively for students whose first language is not English.”(ESL scales,)
required to learn from the time we enter school and many times beyond the time
As a result of a disconnection of their culture, the forcefully assimilated students have reduced academic. Since these students are in an environment where English is increasingly valued, they struggle from the pressure of understanding not only the content in class, but the people around them. In the article English-Only Movement: Its Consequences on the Education of Language Minority Children, Mei-Yu Lu explains the struggle of students to learning both English and academic subjects. According to Lu, “These essential resources are made unavailable, however, when children are thrown into an English-Only situation where they are expected to learn unfamiliar content in an unfamiliar language. Without the bridge provided by their L1, their chances
Over the years, different things evolve and change from what society is used to. For example, devices were introduced to have a conversation with people miles away; however, as time continued, individuals were able to talk without a wire restricting them from walking out of the kitchen. Over the decades, the style in males and females changed drastically as well. Although people say change is good, some change might have virtuous intentions but they end up being severely detrimental. Colleges should not interfere with the constant flow of education by incorporating a distraction from learning; however, college officials should merely strive for their students to be comfortable not pampered.