English as an additional language Essay

This paper emphasizes the significance of offering appropriate and suitable pedagogies in teaching students. That is strategies that encourage engagement as well as programs that relate to the curriculum of such diverse students. The papers provide an evaluation and analysis of practices in Pymble Ladies College, in addressing diverse students’ needs. 0 English as a Second Language or Additional Dialect 2. 1 Needs and Characteristics of EAL/D Students Teachers have the obligation to adopt teaching techniques that fit the language learning requirements for students who English is not their first language or are not native English speakers. 2 The nature of Learning and Teaching Programs While addressing bilingual skills, pedagogies and programs related to the curriculum should be created from a bilingual perspective, thus encouraging the creation of literacy and language for the second language.

Through avoiding “one size fit all” and “English only” orientations, a bilingual perspective does eliminate monolinguals and enhances learners’ right to utilize the first language to aid themselves in English learning process. Applying a bilingual perspective needs school systems to acknowledge and appreciate students as a whole. EAL/D students require to get mobilized to utilize native languages as a communication resource. Moreover, translanguaging pedagogies are encouraged for EAL/D learners to utilize established linguistic resources to learn new content. Tutors could also encourage the use of translation in communicating ideas which do build confidence and create skills to operate across languages bilingually. Additionally, EAL/D students tend to have less English vocabulary compared to native students, the “Word Generation” program focuses on building confidence in EAL/D students in social life as well as in school subjects.

Word Generation program does promote opportunities to utilize words in writing and also orally as well receiving the explicit instructions in word learning and word meaning strategies (Riley, 2014). This technique aids students in interpreting texts and writing responses and oral conversations which eventually increases the students’ vocabulary and installs confidence in taking part in school activities. Leadership in education addressing social justice and equity in leadership programs could efficiently raise the participation level among youths. In addition, cultural barrier is also a major contributor to the underperformance of indigenous students where misconceptions, stereotypes, and discrimination pointed out in learning settings due to strange cultures (Toks, 2012). This makes indigenous students lose their confidence in forming relationships and communication with teachers and peers, hence making them perceive themselves as different from other students.

Thus, they feel shy and embarrassed to converse with peers and teachers, which could be interpreted as disrespectful and ignorant. 2 The nature of teaching and learning programs To attain improved academic results, the creation of curriculum-associated programs, a culturally responsive pedagogy is needed in which schools should understand the indigenous cultural influences and critically reflect it in teachers practices through rethinking and repositioning cultural stances. By doing this, the practice and policy issues lying in the difference between indigenous and non-indigenous students is addressed via acknowledging and appreciating the legitimacy of cultural heritages: bridging between schools and family and social-cultural realities as well as academic achievement (Gay, 2002). The indulging of indigenous voices in the education decision making results to positive results and improved cultural recognition (Prior, 2013).

Exposure with better fathoming in the local culture, as well as close interaction communities, eliminates misunderstandings as well as deficit perspectives towards the indigenous students hence, ultimately developing a respective and inclusive learning environment that fosters engagements by indigenous students. This also benefits communities in which students’ parents feel at ease as they send their children to the institutions in which teachers respects and understand their cultures. This increases attendances as well as positive engagement (De Plevitz, 2007). Tutors required to exhibit caring behaviors like utilizing inclusive language, developing classroom uniting activities as well as showing high expectation as well as confidence in the indigenous students. Nonetheless, despite the scholarships aiding students in achieving better results, it has been noted that there lack focus and attention on the curriculum associated with indigenous education.

In accordance with MySchool Website, PLC contains beyond 200 indigenous students through one a single indigenous teacher. This exhibits that the school fails to address the needs of indigenous students to engage with the culturally familiar teachers which result in low attendance. Additionally, the lack of training and engaging teachers with indigenous communities and perspectives is also a major factor that could lead to negative outcomes. 0 Conclusion High-quality education for all students ensures improvement not only in the tangible academic results but also in the relational, social and emotional aspects. O’Brien, K. Walsh, M & West, H (2015) Working with Multilingual Learners and Vocabulary Knowledge for Secondary Scholls: Developing Word Consciousness. English in Australia 50(1), pp. Cross, R (2012) Reclaiming the territory: Understanding the specialist knowledge of ESL education for literacy, curriculum, and multilingual learners.

TESOL in context, 22(1), pp. Australian Journal of Teachers Education, 41(2). Pp 32-52 Dockrell, J. Lindsay, G. Roulstone, S & Law, J. (2014) Supporting children with speech, language and communication needs: an overview of the results of the Better Communication Research Programme International Journal of Language & Communication Disorders 49(5), 543-557 English as an Additional Language (n. Indigenous Education. Vol. 40 pp. 69-80 Harrison, N. & Greenfield, M. d) Retrieved from: http://www. pymblelc. nsw. edu. au/learning/indigenous-education/ Menken, K (2013) Emergent bilingual students in secondary school: Along the academic language and literacy continuum. Australian Journal of Learning Difficulties, 18(2), 123-137. Pymble Ladies’ College 2015 Educational and Financial Report (n. d) Retrieved from: https;//www. pymblelc. nsw. (2012) Effects of the know-want-learn strategy on students’ mathematic achievement, anxiety and metacognitive skills. Metacognition and Learning, 8(2), pp.