Critical perspectives on mainstream teaching practices in Australian classrooms

Australian Classroom

Content-based Approach in Australian Secondary Schools

With the globalization of education, classrooms becoming more linguistically and culturally diverse, and students of various backgrounds living abroad, large numbers of these students face interrupted schooling and low English literacy levels (Miller, 2009). In Australia, after only a year of intensive English language, students are mainstreamed. Needless to say, these students face tremendous challenges in not only adjusting to a new environment but facing the challenges of content-based learning (572).The literature review has revealed that when an educator mainstreams his or her approach to create a learning atmosphere in which everyone can communicate helps 2nd language learners to achieve the utmost success.

Second language Iraqi high school learners are under prepared for the rigors of English learning in the classroom. Some of the reasons include the lack of quality skills developed in reading, writing, listening, and speaking which has led to a decline in academic achievement, less time spent on complex assignments, and less cognitive content in the curriculum (Hurley, 2003). The ability to read and comprehend ideas has played a major role in a 2nd language learner's ability to think cognitively. The connection between language difficulties and knowledge structure are clearly evident in the literature, and experienced on a daily basis in multilingual classrooms (Nation 1995-6).

There are a variety of cultural differences between Iraqi and English learners that may make mainstreaming a difficult process for the educator (Sears, 1998). Most important is that the Iraqi students are 2nd language learners in this classroom and this can make mainstreaming in English a difficult experience.

Students in a learning environment can become frustrated quickly if they cannot comprehend the language or communication taking place in the classroom (Hurley, 2003). Frustrated learners often become disinterested in learning and can eventually become disruptive in the classroom (Hurley, 2003). The educator must also offer the 2nd language learners other avenues to help with communication difficulties in a mainstreamed classroom. Tutoring can be offered to the 2nd language learners in the areas of reading, writing, listening, and speaking. Another avenue that may help students deal with the difficulties is to give them a copy of the instruction in both languages; this can serve as a guide to helping them communicate and be a portrayal for communication growth.

It is imperative that the educator mainstreams his or her approach to create a learning atmosphere where everyone can communicate and thus become successful. Students will be more prone to participate in the learning experience when they have a better handle on the communication inside the classroom (Hurley, 2003). When a classroom is mainstreamed the Iraqi students may need special assistance in the areas of communication such as reading, writing, listening, and speaking (Hurley, 2003). A mainstreamed classroom that incorporates multiple languages can overcome communication barriers. One way is to use peer-to-peer learning, in this case a strong English speaking learner paired with an Iraqi student (Sears, 1998).

Section 2: Critical views on Mainstream Teaching Practice in the Australian Secondary Classroom