Creating language learning opportunities across cultural contexts

Educational Situations

List 4 examples of opportunties you have given students to listen to language at school. Ensure that you include one example that reflects the relevance to the student's culture and background.

A Jewish student, who attends Hebrew School classes in the evenings, shared information about the Hebrew alphabet and history about the Hebrew language with the class as part of a student-directed learning session. The entire class practiced reciting the alphabet, and we watched a short film that was in Hebrew with English subtitles so that the students could hear the language in normal use. This student was able to share the language as well as an important part of her culture with the class in a fun lesson.

One student who aspires to be a comic book artist is very enthusiastic about Japanese anime and Japanese "manga" comic books. He brought authentic Japanese anime videos and manga (not the Westernized versions that most students have already been exposed to) to the class. The students were able to hear the language in use in the dialogue of the video as well as in the lyrics from the soundtrack, and the student who brought in the material also practiced reciting a small amount of Japanese.

3- Our class daily does out loud readings individually, in groups, and as a whole. Students are able to hear the differences between common spoken English, formal spoken English, and developed vs. developing reading of English.

4- Students are exposed to Spanish, French, German, and other foreign languages in various multicultural lesson plans, videos, music, and guest speakers that visit the classroom.

2.a) Select a student with particular interests and needs from school.

Name 3 resources that you have used that are appropriate to support language skills for this student.

The student mentioned previously who is very enthusiastic about Japanese language and arts has particular interests in language skills. Because his interest is in learning a non-Western language, it is important that we keep his interest in learning language by focusing on linguistic theories and philosophy that apply to both languages. By using reading material about Japan, the student is kept interested in reading English. The student makes frequent use of the Internet, school library, and the teachers and aides to access information about language.

2.b) Explain why you consider these resources to be appropriate for this student.

The Internet provides a lot of information on the subjects the student is interested in, while the school library use ensures that he is also using school-approved and reviewed language sources. Using the teachers and aides as a resource gives the student guidance and human interaction.

3. Give an example of how particular activities in school link to the development of language skills.

Drama, debate, foreign language clubs, book clubs, and choir are among the school activities that help students develop specific language skills.

4.a) Identify a language programme within school that the teacher uses in there classroom.

The teacher uses a Spanish language programme in the classroom to help expose students to Spanish as a second language.

4.b) How is the programme implemented by the Teacher and Teachers'

Aide?

Students are exposed to Spanish through videos and sound recordings, as well as out loud readings done by the teacher and Aide. Students learn vocabulary words through fun activities, games, and worksheets. Students will earn credits for memorizing Spanish limericks and literary passages to help them develop their ability to memorize and repeat the language. Students are tested on their Spanish learning through periodical skills checks.

5.a) List 3 ways in which you have encouraged a student to understand the language being used within this programme.

I have encouraged students to understand the language by speaking to them in Spanish alone and using nonverbal queues to help them pick up the meanings of words without breaking into the "easier" English. Students are given positive feedback and support for their development with the language, and encouraged to share Spanish reading and audiovisual materials with the class that they bring in.

5.b) understanding of language will vary according to two aspects of development. Record these two elements below.

6.list 3 verbal and non-verbal communication strategies you have used in your workplace that have supported a student's learning programme.

Nonverbal communication strategies to help support student learning include using pantomime and visual clues to help students understand the meanings of both foreign language words and English vocabulary words alike without simply telling them the answer. Verbally, I do not shy away from using new vocabulary words or complicated sentence structure with the students in conversation and lessons so that the students can pick up on the use of these words and grammatical styles through regular exposure. Parallel communication is also an important communication strategy to aid student learning.

14. Why is integration and participation promoted and encouraged in classroom activities?

Students who participate in the learning process learn better than those who do not play an active role in the educational process. Students who are interested in the material are more likely to remember it. When students are an active part of the lesson rather than a passive one, studies have shown learning is more effective.

It is often required that communication techniques/strategies are followes up with further directions. For example: The teacher/Aide uses verbal communication to explain a task to the students. this technique can be followed up by encouraging students to work in small groups with written instructions in front of them. Using a table, insert 4 techniques/strategies and accompanying directions that you have observed and/or used.

1-Students are instructed to each write a short story using today's vocabulary words.... The students are given a lined piece of paper on which to write the story which has the list of vocabulary words and some writing tips.

2-Students are given a history lesson on specific historical leaders.... Information sheets about various leaders are passed out randomly to students and those with the same leaders form into groups to prepare an oral presentation on the person.

3-Students bring in objects for show and tell and give an oral presentation about the object....Then, each student must chose one of their classmate's oral presentations to write a short report on.

4-Students turn in essays about the topic of their choice. The essays are then redistributed to other students for critique and review.

15. Make brief notes to explain your understanding of the overall programme of how language development is encouraged and planned for in your classroom.Use these topics as guidelines and add others if you feel they are appropriate.

Programme specifications (what is the programme aiming to do?) and what opportunities are provided to stimulate students' language development?

The programme is aiming to give students an understanding of the functionality and theory of language, as well as developing their reading, writing, speaking, and comprehension of language skills. Students are given a wide range of language activities to participate in, and they are encouraged to be active in the language learning process.

Appropriate modeling

The teacher and teacher aides utilize effective communication styles and proper language techniques. The teachers can be observed by students to take an active interest in reading and writing and comprehension of language. The teachers ask questions and listen carefully to others.

Communication techniques/strategies

Students are taught to listen effectively and how to make it known to others that they are listening. Students practice communicating through verbal and nonverbal means, as well as through other means such as writing letters.

Programme/school guidelines

Guidelines include respecting the communication styles of the students and providing them with positive reinforcement and support as they develop their language skills.

16. Make brief notes on your interactions with the children and experiences, with your interacting with students to demonstrate the different functions of language

Listening

We develop listening skills in the class by utilizing a "talking stick" to help prevent people from interrupting, and by having students and the teachers repeat back what has been said to make sure they were listening carefully.

Observing

The class takes observation notes to learn more about interpreting events. We have utilized a video series that encourages good observation skills.

Conversations

We practice the art of conversation in class by working with role playing and learning conversation manners.

Questioning

Students are always encouraged to question. No question is treated as a stupid or superfluous one, and teachers question the students as well to show genuine interest.

17. Make Brief notes on you interacting with a student who has specific communication needs.(other than not been able to speek english because they speek other language) How your Teacher encourages the student to participate in the general classroom as much as possible when specialised assistance is unavailable.

One student has a lisp that ranges from barely noticeable to seriously disabling for the student. When the lisp is very bad, he is generally unable to participate in class conversations because he cannot complete any words. However, even when his stutter is too severe for him to speak, he is encouraged to write down questions and comments for someone else to read out loud.

This is all about Comply with Legislation in the Public

Sector Queensland Australia

18. Explain How you can access legislation at your school. Include the DOEM and a school-based policies and procedures that are in our

Queensland schools.

Legislation can be accessed through the administration that can provide information and assistance on any legislative issues.

19. Give two examples of how legislation affects the way in which Queensland schools operates.

Legislative procedures determine many school policies, rules, regulations, and programs and can completely change what is and is not acceptable in the school.

20. How do you check that you have understood a Queensland school-based procedure and that you are applying it correctly?

The Queensland website and printed materials that have been provided have a lot of information on school procedure. Additionally, I can check with experienced workers and my superiors (administration) with any questions or concerns about the application of procedure.

21. What would you do if there appeared to be conflicting legislation?

Give 2 examples of how different pieces of legislation relate to each other e.g OUr school Behaviour Management Plan has been drawn up following the policy Document SM-06 Management of Behaviour in a Supportive

School Environment-School and Discipline.

If there appeared to be conflicting legislation, I would go to experienced school faculty and the administration for clarification on the policies. If there was an actual discrepancy, I would follow procedure for getting the legislation reviewed. Legislation relating to doing things in the child's best interest may be in conflict with that relating to school discipline. Legislation regarding physical contact between teachers and students may be in conflict with policies about communication.

22. Explain briefly how legislation impacts on your conduct and work practices.(remembering you work in a Queensland School)

Legislative decisions must be followed. In circumstances where my natural tendency would be toward one way of doing things, if legislation deems that it be done a different way I must do things according to that policy.

23. LIst ways that you can check that you are acting and working according to Queensland legislation.

1. Check the websites

2. Check the printed materials provided

3. Ask coworkers and other staff members

4. Consult administration or superiors

5. If positive feedback about performance is received

24.List the actions you would take if there was a breach of legislation that you had observed.

First, I would approach the people involved in the breach and ask for clarification about the situation. Then, I would report the incident to the administrative staff for inquiry.

25. How would you report what you belive are inadequate procedures?

I would write up a short report on what procedures I believe are inadequate and why I believe they are inadequate, then I would make suggestions. I would have my report reviewed by peers for suggestions, then present it to the administration.

26. Access the following policies from DOEM:

CM-12 Staff Intranet, Internet and Electronic Mail Usage Policy

HS-17 Child Protection

PLan how you would brief a new Teacher Aide on thses two policies and how they link to other policies. LIst all points and the main points you would include.

First, I would have the new Teacher Aide access the electronic information and encourage the Aide to take notes while reading the information. Then, I would review the information with the Aide. Next, I would ask the Aide "review" questions to ensure that the important points were learned. I would also encourage the Aide to ask me questions to help clarify the information. Finally, we would discuss the information, review notes together, and confirm understanding of the policies.

27. Select any three pieces of legislation that are important in your role as a Teachers' Aide and complete them in a table indicating your practices that are compliant and any that may be non-compliant with the policy. (If you are always fully compliant, list ways which would indicate non-compliance i.e those that you need to gard against).

Dress code - My dress is always professional and adhering to the dress codes, but I have to be careful not to wear my "casual" or "weird" clothes to work even if they would be more comfortable.

Respect - Having respect for my coworkers and the students is very important to me. I must be careful not to get carried away by the assumption that younger people do not deserve as much respect because of their inexperience.

Attendance - Although I have never been truant, I am often running late in the mornings and do not arrive as early as would be ideal to prepare for the class. I must work on improving my efficiency in the morning to get to work earlier.

28. Make notes about one of the pieces of legislation that you accessed in Q27, Make sure of your understanding of how to comply with that legislation. Clarify if there are other pieces of legislation that are integrated with this one, that add to your understanding.

Teachers and Aides must follow standards that have been set for the school. These standards are related to academic performance, behavior, interaction, and so on. Compliance can be determined based on feedback from observers.

29. Make note about you complying with legislation in a particular work practice (e.g playground duty or classroom supervision of the use of equipment)

During playground duty, I remained alert while observing students. When a hostile situation began to emerge, I dissipated it quietly without use of force or unnecessary negativity. Students complied with safety rules and regulations for use of playground equipment and dangerous behavior was stopped. Students did not leave school grounds for any reason.

30. Make brief notes on reporting requirements for apparent conflicting directions and non-compliance, identify the organizational procedures for this in Queensland schools.

Those who observe non-compliance must report them appropriately to ensure that problematic issues are addressed. Consulting those directly above you before going to their superiors is procedure. Do not take issues to the head of the school district before consulting the principal of the school.