EUB310 Teaching EAL/D Learners

Unit Outline: Semester 1 2024, Kelvin Grove, Internal

Overview

Teaching English as an Additional Language/Dialect (EAL/D) introduces key concepts and skills that are foundational to understanding, engaging, and supporting English language learners in secondary education contexts. This unit helps to support literacy learning and development of EAL/D learners. It relates to teachers’ professional work in knowing diverse learners and planning quality differentiated teaching practice for learners who are acquiring English as an additional language. This unit is at the developed level of the course, and supports the knowledge and orientations that you will explore in other units, in particular in the Cultural Studies: Indigenous Education unit. It also complements curriculum knowledge and skills that you are learning about through other units.

Learning Outcomes

On successful completion of this unit you will be able to:

1. Analyse typical classroom resources to identify language demands and cultural bias/assumptions.
2. Identify EAL/D learner language features and align these with a language proficiency framework.
3. Synthesise complex ideas about second language acquisition and learning, drawn from EAL/D academic and professional literature.
4. Apply pedagogic strategies that support engagement of EAL/D learners including Aboriginal and Torres Strait Islander learners to create inclusive and positive learning environments in discipline areas.
5. Reflect on lesson planning and modify practice to respond to the needs of EAL/D learners.
6. Collaborate with peers to research and produce cohesive pieces of professional communication.

Content

Learning Approaches

In this unit you will learn through engaging in the following:

• Lectures (online);
• Tutorials (face-to -face or online);
• Group work (during face-to -face classes or online); and
• Discussions and self-directed, online learning activities for internal and online students.

The teaching strategies modelled in the unit provide examples of teaching and learning strategies for developing confident and engaged EAL/D learners in secondary contexts.

Literacy and numeracy standards as required by the profession are an inherent requirement of this unit.

Feedback on Learning and Assessment

Formative activities such as in-class and/or online tasks will support and develop your understanding of key concepts and pedagogies to support EAL/D learners. Feedback to you is provided through opportunities for reflection, discussion and peer-feedback in tutorials and in online activities, and also in written form on assignment 1 and 2. Summative assessment tasks will be scaffolded, with formative feedback from both peers and the tutor as you engage in the process of developing your assessment responses.

Assessment

Overview

There are two assessment tasks in this unit:

1. Critique - This task draws on your experiences in workshops analysing texts to identify language demands and cultural bias inherent in classroom resources and applies this to scaffolding suggestions for EAL/D learners.
2. Analysis of student writing samples and lesson plan adjustment - This task connects your learning about band-scales to evaluating student writing and using this to inform differentiation in planning.

Unit Grading Scheme

7- point scale

Assessment Tasks

Assessment: Critique (written)

This assessment includes a critique and modification of regular teaching resources.

In pairs, you will select one commonly used resource from a Yr 7-12 curriculum area (for example, Science, History, HPE etc.), and critique this from the point of view of an EAL/D learner. This will involve looking at the language demands of the resource and the cultural assumptions inherent in it. You will be provided with guidance on how to do this in lectures and tutorials. You will then suggest ways to make the resource more accessible and comprehensible for EAL/D learners, including Aboriginal and Torres Strait Islander students, and ways to make it more culturally appropriate for students from diverse cultural, religious and socioeconomic backgrounds.

This simulates what teachers do in classrooms as they implement teaching strategies that are responsive to the learning strengths and needs of diverse students, including those from diverse linguistic, cultural, religious and socioeconomic backgrounds. This task involves individual work as well as collaboration and decision making with a peer.

This assignment is eligible for the 48-hour late submission period and assignment extensions.

Assessment: Analysis of student writing samples and lesson plan adjustment

Individually, you will evaluate two EAL/D learner writing samples (provided) using a language proficiency framework, for example, the Education Queensland Bandscales, to determine elements of their English language proficiency level. Both learners will be learning Standard Australian English (SAE) while learning regular content in education contexts.

You will then choose a Year 7-12 lesson plan that you have previously developed for a curriculum unit or on professional experience (or a suitable lesson) and modify/adapt it to show how this lesson can be taught catering specifically for the needs of culturally and linguistically diverse learners such as the two learners who wrote the sample texts. The focus will be on practical, EAL/D-informed teaching strategies.

You will also justify your choices using quality literature about EAL/D pedagogy, and include any resources that you consider essential for the lesson to succeed for EAL/D learners.

This assignment is eligible for the 48-hour late submission period and assignment extensions.

Academic Integrity

Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.

Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.

You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.

Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.

Resources

Resource Materials

Recommended text(s)

Hammond, J., & Miller, J. (2015). Classrooms of possibility: Supporting at-risk EAL students. Newtown, NSW: PETAA.

Hertzberg, M. (2012). Teaching English language learners in mainstream classes. Newtown, NSW: PETAA

Risk Assessment Statement

There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace health and safety protocols in relation to computer use will apply.

Standards/Competencies

This unit is designed to support your development of the following standards\competencies.

Australian Professional Standards for Teachers

1 Professional Knowledge: Know students and how they learn

1. Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
   Relates to: Critique (written), Analysis of student writing samples and lesson plan adjustment
2. Strategies for teaching Aboriginal and Torres Strait Islander students
   Relates to: Critique (written), Analysis of student writing samples and lesson plan adjustment
3. Differentiate teaching to meet the specific learning needs of students across the full range of abilities
   Relates to: Critique (written), Analysis of student writing samples and lesson plan adjustment

2 Professional Knowledge: Know the content and how to teach it

1. Content and teaching strategies of the teaching area
   Relates to: Critique (written), Analysis of student writing samples and lesson plan adjustment
2. Content selection and organisation
   Relates to: Analysis of student writing samples and lesson plan adjustment
3. Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
   Relates to: Critique (written)

3 Professional Practice: Plan for and implement effective teaching and learning

1. Plan, structure and sequence learning programs
   Relates to: Critique (written), Analysis of student writing samples and lesson plan adjustment

4 Professional Practice: Create and maintain supportive and safe learning environments

1. Support student participation
   Relates to: Critique (written), Analysis of student writing samples and lesson plan adjustment

6 Professional Engagement: Engage in professional learning

1. Engage with colleagues and improve practice
   Relates to: Critique (written)

Course Learning Outcomes

ED59 Bachelor of Education (Secondary)

1. Knowledgeable: Apply professional knowledge of learning areas, learning and learners.
   Relates to: ULO1, ULO2, Critique (written), Analysis of student writing samples and lesson plan adjustment
2. Scholarly: Consider the ways in which educational theory and research informs and impacts teaching practice.
   Relates to: ULO3, Critique (written), Analysis of student writing samples and lesson plan adjustment
3. Inclusive: Plan for culturally secure, supportive, caring, inclusive and positive learning environments.
   Relates to: ULO4, Critique (written), Analysis of student writing samples and lesson plan adjustment
4. Collegial: Collaborate and connect with professional networks and the wider community.
   Relates to: ULO6, Critique (written), Analysis of student writing samples and lesson plan adjustment
5. Reflective: Reframe challenges into opportunities for capacity building and learning.
   Relates to: ULO5, Analysis of student writing samples and lesson plan adjustment
6. Communicative: Engage and communicate effectively and professionally.
   Relates to: ULO6, Critique (written), Analysis of student writing samples and lesson plan adjustment