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Australia is a multicultural nation; many students in Australian classrooms are English

as second language (ESL) learners. As a group of learners, ESL students are disadvantaged
by the practices of schooling. ESL students are excluded from education due to normalization
and deficit discourse. It is important for schools and teachers to cater to the needs of ESL
students by developing equitable and inclusive practices as to reduce these barriers of
exclusion.

The NSW Department of Education states, ESL students language learning will
benefit from high expectations by teachers and a recognition that their prior language and
cultural learning is a valuable resource for knowledge and skills transfer to the English
speaking context (NSW Department of Education and Training Multicultural Programs Unit,
2004, p.7). When designing curriculum it is important for educators to be mindful of their
positions of power. It is immensely important for educators to use ESL students language
and cultural knowledge as a foundation for learning, not that of the teachers.

When developing curriculum and pedagogy, teachers must be acutely aware of the
effects of normalisation, that is, teaching to what is considered to be norm or normal (Gore,
1995, p.171), and response appropriately to minimise the negative nature of this exclusionary
force within the classroom. It is essential for a teacher to be critical when planning learning
tasks and engagements, as not to exclude students from the learning process.

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Places of education must view ESL students as an asset to the school and classroom
community. ESL students bring diversity and differing perspectives to the learning
environment. The teacher needs to find productive approaches to diversity that build on
students home literacy strengths (Honan, 2006, p.37). The diversity of ESL students needs
to be celebrated and valued within the classroom, and enshrined within the curriculum, and
pedagogical practices of the teacher. Additionally, teachers must accept that all students can
achieve success, and this must be instilled within the classroom environment, as supported by
Lyons, Ford, Arthur-Kelly (2011, p.105).

ESL students need to be immersed within a language rich classroom environment, and
support is provided within the classroom. ESL teaching is most effective where ESL and
classroom teachers are able to work together in the delivery of ESL programs (NSW
Department of Education and Training Multicultural Programs Unit, 2004, p.7). Working in
a team, teachers and ESL teachers will effectively meet the demands of ESL learners when
they address the range of skills, interests and knowledge of students in the classroom.
Teachers and ESL teachers need to provide authentic learning opportunities that offer
meaning and relevance to learning.

In classrooms where gaps exist between proficient language users and ESL students,
cooperative learning is a useful pedagogical approach to use. Pedagogy that facilitates
collaborative activities; where students support each others learning, the opportunity for
growth and development is enhanced (Lyons, 2012, p.108). Learning activities for ESL
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students need to be scaffolded and differentiated, and pedagogical practices of the classroom
reflecting an atmosphere of valuing, creating and sharing of ideas.

These practices outlined reduce the barriers of exclusion for ESL students and creates
productive inclusive learning environments.

2. Authentic Learning

ESL students, like all students, learn best when the learning experience is real and
relevant. Long (2002) in Flynn identifies that teachers must give a clear context for their
lessons in order to engage ESL pupils. Experiences must be relevant and meaningful for the
children in order that both spoken and written languages can develop (2007, p. 179). When
learning is authentic and within a context, students learn from their environment and have an
opportunity to use the tools (language) that they are immersed in to learn from and with.
Students see value in what they are learning, and therefore are driven to learn. Authentic
learning allows for students to develop a deep understanding and knowledge of the
curriculum.

Jim Cummins assertion that for language learners to move from competence in social
language to developing academic language, learners should continue to be supported in their
primary language (Kalantzis and Cope, 2012, p.312). Authentic tasks build upon students
prior understanding from their original language. Students relate their prior knowledge and
build upon it. In doing so, a greater deep to their understanding of a topic is produced, as is a
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greater degree of confidence over the subject matter.

Authentic learning experiences create an atmosphere where native speakers want to
work collaboratively and in one-on-one situation with those who want to learn English
(Bentley, 2013). Real and rich experiences learning experiences lay the foundation for deep
collaborative learning.


3.
a. iPads are an extremely useful tool to aid students learning. iPads can be used as a
creative tool, where students use certain applications to take video clips and voice recordings,
and store these recordings for later use. These clips can then be constructed into a short
video. The iPad when connected to the Internet can share these created clips to a wider
audience as to demonstrate students learning.

b. iPads Applications
Evernote: allows students to take notes, snapshots (pictures), audio recordings, and helps
organize information in an easy way in a digital format.
Google Drive: allows the creator to create word documents and presentations. Students can
share their work, and allow others to edit the document simultaneously; it is an extremely
useful tool that facilitates collaboration.
Videoshop allows students to create movies, and their clips can be trimmed, enhanced, and
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edited. Titles and subtitles can be added. Additionally, sound, music, voice recordings can be
added to the project. The application allows for the end product to be shared and distributed.

c. Applications Used in a Classroom Setting to overcome exclusion
These applications are to be used in conjunction together in an authentic cooperative
learning activity called Common Craft. Common Craft videos are short animations of a topic.
For a video to be created, a written script has to be produced along with pictures representing
main points of the topic. The process involves the recording the script being read out, while
pictures are into a placed into a frame. Finally, a clip has to be edited and published.

The activity requires the Google Drive application to be used by students to create a
written script. Students are grouped in mixed abilities groups, specifically, an ESL student
with a proficient language user. Students collaboratively create a written script together, this
can be achieved by using two iPads simultaneous, as students develop a script, language
development occurs as proficient language users assist the ESL students. While creating the
script, ESL students are speaking and listening as they craft their script, highlighted by
Bentley (2013) as essential ingredient for ESL learning. ESL students gain a deeper
understanding of the topic, as groups create visual/ pictures to ago alongside the script.

Using the iPads video camera, the script is read out and while pictures are placed
under its camera while it is filming. These clips are then saved. The scripts voice recordings
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can be either recorded using the video camera, or by Evernote, if parts of the script are to be
changed or enhanced. These recordings are stored in the iPads memory. Finally, the
application Videoshop is used to edit and craft the recordings. Using the application, students
are able to manipulate and add titles and labels to the clips and arrange the sequence of the
clips to meet their needs. Additionally, sound recordings from the Evernote can be included
in sections of the clip. The final product is then published. The use of these applications
creates a rich task, one that pushes and challenges students out of their comfort zone. The
task also pairs students to work collaboratively, this aids ESL students, and it also creates an
atmosphere where students are working together for a common good.



References:

Bentley, K. (2013, May 28). Unsuccessful esl: Why American schools get it wrong. Retrieved
from http://languages.com/2013/05/28/unsuccessful-esl-why-american-
schools-get-it-wrong/

Flynn, N. (2007). Good practice for pupils learning English as an additional language:
Lessons from effective literacy teachers in inner-city primary schools. Journal
of Early Childhood Literacy, 7(2), 177-198. doi: 10.1177/1468798407079286

Gore, J. (1995). On the continuity of power relations in pedagogy. International Studies in
Sociology of Educatio, 5(2), 165-188. doi: 10.1080/0962021950050203

Honan, E. (2006). Deficit discourses within the digital divide. English in Australia, 41(3),
36-43.

Lyons, G., Ford, M., & Arthur-Kelly, M. (2011). Classroom management: Creating positive
learning environments. (3rd ed.). South Melbourne, VIC: Cengage Learning.

Kalantzis, M., & Cope, B. (2012). Literacies. (1 ed.). Cambridge UK: Cambridge University
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Press.

NSW Department of Education and Training Multicultural Programs Unit. NSW Department
of Education and Training, Multicultural Programs Unit. (2004). English as a
second language (PD20050234). Retrieved from NSW Department of
Education and Training website: https://www.det.nsw.edu.au/policies/
student_serv/equity/comm_rela/d04_23_ESL_Guidelines.pdf

Slee, J. (2012). Hang in there til Easter: Managing classroom behaviour by building
resilient teachers. South Melbourne, VIC: Cengage Learning.
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