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EDUC3003: English - EAL/D Learners - Kalantzis-et-al - Heritage Language Education - English Assessment Answer
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Subject Code: EDUC3003
Internal Code: F_AI_EJIJ_FE
Assignment Task: EDUC3003
(2) explain how access and diversity are fundamental in preventing disadvantage when teaching EAL/D learners.
EAL/D learners are already disadvantaged when they come to school because their first language or home language is not English. In order to prevent further disadvantages, there are various methods that can be taken to effectively promote access and diversity. These might include; authentic/personal experiences; academic purpose; Heritage Language Education; and Transitional Bilingual Education. Therefore, it is crucially important to promote adequate access and diversity in classrooms in order to prevent any further delay in their learning.
An EAL/D child might already feel isolated from their surroundings due to their differences in culture and language (Kalantzis et al., 2016). It is important to create a connection with the child on a personal level in order to create an authentic learning environment (Hertzberg, 2012). Authentic experiences allow for the child to create a relationship with their learning and the world. For example, drama, both the teacher and the child are involved in simulated social interactions where the English language is promoted. The child can express themselves in ways that are not just spoken, for example, using their body language or using colour cards to express their emotion.
It is important for EAL/D to have access to the academic content but it is vital that the focus does not solemnly focus on the content but English for academic purposes (De Courcy et al., 2012). For example, classroom embedded learning can be promoted through routine, goals and objectives. Routine is important for access in a classroom because it carries specific roles and duties that the children are assigned to. For example, lunch order, office duties and clean up. This effectively uses the English language in a spoken context as well as creating a repertoire.
Furthermore, the importance of diversity is promoted through Heritage Language Education and Transitional Bilingual Education. Heritage Language Education happens outside school hours by an ethnic community organisation (Kalantzis et al., 2016). It focuses on encouraging the learner to make meaning of their identity, family connectedness and culture (Kalantzis et al., 2016). Thus, diversity is moderately effective in promoting the notion that their home language is of importance to who they are (Hertzberg, 2012). Similarly, through Transitional Bilingual Language Education, the learner is supported to use their home language as a tool to learn in an English School. For example, subjects such as math, science and history will be taught in their native language in the aim to gain the necessary knowledge they will need when the transition is made to English (Kalantzis et al., 2016). Thus allowing for the learner to feel confident and not overwhelmed with the learning.
(2) explain how access and diversity are fundamental in preventing disadvantage when teaching EAL/D learners.
EAL/D learners are already disadvantaged when they come to school because their first language or home language is not English. In order to prevent further disadvantages, there are various methods that can be taken to effectively promote access and diversity. These might include; authentic/personal experiences; academic purpose; Heritage Language Education; and Transitional Bilingual Education. Therefore, it is crucially important to promote adequate access and diversity in classrooms in order to prevent any further delay in their learning.
An EAL/D child might already feel isolated from their surroundings due to their differences in culture and language (Kalantzis et al., 2016). It is important to create a connection with the child on a personal level in order to create an authentic learning environment (Hertzberg, 2012). Authentic experiences allow for the child to create a relationship with their learning and the world. For example, drama, both the teacher and the child are involved in simulated social interactions where the English language is promoted. The child can express themselves in ways that are not just spoken, for example, using their body language or using colour cards to express their emotion.
It is important for EAL/D to have access to the academic content but it is vital that the focus does not solemnly focus on the content but English for academic purposes (De Courcy et al., 2012). For example, classroom embedded learning can be promoted through routine, goals and objectives. Routine is important for access in a classroom because it carries specific roles and duties that the children are assigned to. For example, lunch order, office duties and clean up. This effectively uses the English language in a spoken context as well as creating a repertoire.
Furthermore, the importance of diversity is promoted through Heritage Language Education and Transitional Bilingual Education. Heritage Language Education happens outside school hours by an ethnic community organisation (Kalantzis et al., 2016). It focuses on encouraging the learner to make meaning of their identity, family connectedness and culture (Kalantzis et al., 2016). Thus, diversity is moderately effective in promoting the notion that their home language is of importance to who they are (Hertzberg, 2012). Similarly, through Transitional Bilingual Language Education, the learner is supported to use their home language as a tool to learn in an English School. For example, subjects such as math, science and history will be taught in their native language in the aim to gain the necessary knowledge they will need when the transition is made to English (Kalantzis et al., 2016). Thus allowing for the learner to feel confident and not overwhelmed with the learning.
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