What is the most challenging aspect of these scaffolding and learning strategies for students including Neal is the need for overcoming resistance to change. The fear of the uncertain and the need for finding a greater level of ownership in the learning process must transcend just the child and also include the parent is the scaffolding strategies are to be effective (Dawson, Williams, 2008). Studies conclusively show that there is a definite need to ensure a high level of parent involvement in the assimilation process, and that it must become a family-based objective over one that is merely enforced by the Australian school system. Ensuring that there is a high level of parental involvement ensures scaffolding strategies will succeed. The second lesson plan defined includes having a multi-cultural day in class so that students from different nationalities can have their parents in to speak about the specific nature of their own cultures, how their cultures are comparable to the Australian culture, and what is unique and interesting about their culture. This is a strategy for teaching ESL students that is endorsed as a means for increasing assimilation while at the same time increasing learning by having the parents make allegorical references between each culture (Vance, Fitzpatrick, 2007). In the case of Neal, his father, studying veterinary science, could discuss how he chose this as a profession and how daily like in their Maori village is heavily dependent on livestock for their livelihood for example. This would be an excellent learning experience for the other students who may have been raised in urban or suburban areas. To them,...

This could also assist in easing the ethnocentrism both Neal may feel and sense and his classmates as well. The development of teaching strategies specifically aimed at breaking down these barriers with the parents' assistance also gives the parents themselves ownership in seeing their students improve and become more conversant in English. Being able to assist student and their parents internalize learning objectives is crucial if scaffolding (Wallace, 1994) strategies are to be effective in breaking down barriers to learning (Dawson, Williams, 2008). The classroom context must also change after the visits from parents of other cultures, as having continual reminders of the diversity represented in the classroom is crucial for Neal and his fellow students learning English to be successful in accomplishing their learning objectives. For the entire series of strategies to work, scaffolding must be continually relied on to give Neal and students like him and opportunity to see progression in their English language skills and gain a sense of mastery over them.
LESSON PLAN TEMPLATE for the THREE LESSON PLANS

Year 2008

Level: Grade 1

Topic/Theme/Focus: Learning English

Date: October 1, 2008

Language level or brief note on child's language development needs:

The child, Neil, has a fundamental grasp of English yet is more conversant in his native language of Maori. His pronunciation and use of the language is comparable to a preschooler, as he often sounds out words as he says them. Struggling with the syntax and meaning of words, Neal also does not participate in class sessions. He does however have a passion for art work and expresses himself