Inclusive

Education
Assessment 2: Project
Amy Sugars


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Introduction
Inclusivity is a significant aspect of teaching practice due to the requirement that
educators overcome a range of challenges that may prevent students from
engaging in learning and achieving their full potential (Hyde 2014, p. 4). The
Department of Education and Child Development (DECD) ‘Children and Young
People with Disability Policy’ states that schools must ensure that all students
feel included and can engage in learning experiences therefore, adjustments to
teaching may be necessary in order for this to occur (2017, p. 4; NSW
Department of Education 2016). Adjustments, also known as accommodations or
modifications, to teaching ensure that the needs of all students can be met in
order to improve their learning outcomes (Hyde 2014, p. 356; DECD 2017,p. 4).

The 2016 Australian Census concluded that 21 per cent of Australians did not
speak English as their first language, meaning that as a nation we are culturally
and linguistically diverse (Australian Bureau of Statistics 2017). In an education
setting, students who do not come from and English speaking background are
often referred to as English as an additional language or dialect learners (EAL/D
learners) (de Courcy 2014, p. 49). EAL/D learners come from a diverse range of
backgrounds, including Indigenous Australian students who speak their
traditional languages or Aboriginal English (de Courcy et al. 2016). This diversity
has implications for teaching practice due to the vast range of language
experiences and backgrounds that students bring to the classroom. The
Australian Curriculum, Assessment and Reporting Authority (ACARA) (2017)
highlight the importance of being inclusive of linguistic diversity because
Australian life is heavily reliant on efficient communication, thus emphasizing
the need for teachers to put strategies in place to improve the learning outcomes
for all students.

Policy and legislation

The key message that can be taken from policy documents related to the
education of EAL/D learners and students within other diversities, is the
importance of inclusion and an encouraging, discrimination free school
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community that embraces difference and allows all students to achieve their full
potential (DECD 2017; DECD 2016; NSW Department of Education and
Communities 2014; NSW Department of Education 2016). Although these
educational policies encourage inclusion, many of the documents focus on
strategies that cater for diversity in the classroom, for those who speak English
as their first language, which may lead to a view that the strategies that help
English speaking student will have the same benefits for EAL/D learners (Harper
& Jong 2004, p. 156-157; August et al. 2009). What may be effective teaching
practice for those who speak English as a first language is often ineffective for
EAL/D learners, therefore educators must be aware of strategies to enhance
their learning (Harper & Jong 2004, p. 156- 157).

Critical Issues
There are a number of critical issues for educators to consider in order to be
inclusive of EAL/D learners and enhance their learning. Firstly it is crucial for
educators to understand that EAL/D students will develop their ability to use the
English language, most effectively ‘if their first language development is
supported’ (de Courcy et al. 2016; de Courcy 2014, p.49; August et al. 2009, p.
437; NSW Department of Education 2016). Therefore, teachers must ensure that
they foster the students’ learning of both languages instead of replacing their
primary language, by planning and implementing learning experiences that
embrace the linguistic and cultural diversity amongst the students, rather than
ignoring it (de Courcy 2014, p. 49). The United Nations Convention on the Rights
of The Child states that all children have the right to speak and use their primary
language and engage in their own cultural practices, furthermore highlighting
the importance of inclusive practice (OHCHR 2002).

The first step that should be taken when teaching EAL/D students is to gain an
understanding of each individual and their family’s language background and
experiences by creating a sociolinguistic profile. These profiles give educators an
insight into the students’ language abilities and needs and consequently, suitable
accommodations can then be made based on this understanding (de Courcy
2014, p. 47-48). It is essential that educators start by gaining an understanding
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of each EAL/D student in their class in order to understand how they learn most
effectively, because all students will have different learning styles and
understanding this will inform the teaching and learning process (Harper & Jong
2004, p. 154-155). The strategies and modifications that are put into place to
support EAL/D learners should be selected based on continual assessment of
their language development and may need to be revised as the student’s needs
change (DECD 2016, p.3).

Research suggests that the acquisition of a second language differs from that of
an individual’s first language and exposure alone is not enough for students to
use English at the same level as their peers (Harper & Jong 2004, p. 153- 154).
An understanding of the four stages of English language learning for EAL/D
students is vital in order for educators to provide learning experiences that
effectively cater to and extend the students’ abilities. Students who are in the
beginning English stage often have a lack of understanding in both their first
language and English therefore, they need to extra support in order to develop
language that is necessary throughout daily life, also known as ‘survival English’
(ACARA 2012; de Courcy 2014, p. 49-50). The second stage is emerging English,
which means that students are developing their spoken and written language
however, they still require additional support and explicit teaching (ACARA
2012; de Courcy 2014, p. 49-50). Students who are in the developing English
stage are proficient in colloquial verbal language but tend to require further
support to develop their formal and written language (ACARA 2012; de Courcy
2014, p. 49-50). Finally students who are competent in their use of both written
and verbal English are in the consolidating English stage and continue to work
on their use of formal language (ACARA 2012; de Courcy 2014, p. 49-50).
Understanding language development and identifying each EAL/D learner’s
appropriate stage, through thorough assessment will allow teachers to gain a
greater insight into the accommodations they can make to enhance the students’
learning (ACARA 2012; NSW Department of Education and Communities 2014).

Creating a safe environment for students will enhance the development of their
ability to use English because students learn most effectively when they have a
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positive attitude towards ‘themselves and about their relationship with those
around them’. To foster the establishment of a safe environment teachers should
reassure students that it is normal to make mistakes, thereby providing
encouragement to take learning risks (de Courcy 2014, p. 51-52). Acknowledging
and commending progress and achievements will also motivate students to
continue to develop their skills and understanding further (de Courcy 2014, p.
52). A vital element of creating a safe environment is fostering a classroom
culture that embraces diversity, individuality and acceptance, where all students
feel comfortable (de Courcy et al. 2016).

Common characteristics of EAL/D learners

There are a range of characteristics that are presented by many students who
are learning English as a second language. Firstly for many students their ability
to communicate in social situations develops at a faster pace than their ability to
utilise more formal, academic language (de Courcy 2014, p. 50). As previously
discussed students may come into the classroom with a lack of ability to use or
understand language (de Courcy 2014, p. 49-50). Although many of these
students have no understanding of English they bring a range of valuable
experiences with them into the school setting and may have an understanding of
some of the curriculum content, however they may lack the ability to express
their understanding in English, which provides a challenge for both the teacher
and the student (ACARA 2012, p. 3). Many EAL/D learners that are able to read
in English still struggle with making meaning from the words they read because
they often have sufficient graphophonic knowledge but lack the vocabulary
necessary to make meaning (de Courcy et al. 2016).

Like all students, EAL/D learners bring a range of experiences with them into the
classroom and often come from lifestyle and cultural backgrounds that differ
from other students from English speaking backgrounds (ACARA 2012, p. 3). The
behaviour of EAL/D learners can sometimes be misconstrued as ‘lack of
motivation or ability’, which may lead to the teacher developing negative
attitudes towards these students (Harper & Jong 2004, p. 158-159). EAL/D
learners often do not achieve at the same level as peers of the same age however,
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it must be emphasised that this is most often not due to absence of capability, it
is because they have a lesser ability to use English than many of their
monolingual peers (de Courcy et al. 2016).

Important considerations and possible accommodations

The common characteristics mentioned in the previous section provide a
number of important issues for educators to consider and accommodations must
be made based on the understanding of these. First and foremost teachers must
consider the need to provide opportunities for students to interact in order to
facilitate the growth of social and verbal language (de Courcy 2014, p. 55) For
students who are developing their ability to speak English as their second
language small group interaction and activities are more beneficial because
whole class communication can become confronting due to the language barriers
that may be present. (de Courcy 2014, p. 55). Student mentors are a helpful
resource that enable more experienced EAL/D learners to assist beginning
English learners because they have an understanding of how to communicate in
both languages and the challenges that these students may be facing (de Courcy
et al. 2016).

Teachers should try to gain an understanding of the first languages that each
EAL/D uses in order to compare their language and writing system with the
English systems. This will give teachers a greater insight into the students’
language development and understanding (de Courcy et al. 2016). Gaining an
insight into students’ prior knowledge and understanding will enable more
effective planning of experiences that enhance students’ learning. The context
behind the language that is necessary for students to know in order to effectively
communicate throughout their daily lives is also a crucial factor that educators
must consider and plan around. When planning lessons and units of work,
teachers must consider the contextual language necessary for EAL/D students to
participate and engage in the learning and ensure that they assist the students to
develop this language (Harper & Jong 2004,p. 158-159; de Courcy et al. 2016). It
is also vital that teachers use language that can be understood by the student,
when providing instruction in order to improve the learning outcomes (Harper &
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Jong 2004, p. 158-159). In order to enhance the students’ ability to comprehend

texts and understand the language used around them teachers must clearly and
frequently teach students new words and their meaning (de Courcy 2016).

Teachers must consider the factors that may influence the behaviour EAL/D
learners because these students are being exposed to a language and culture that
is foreign to them. Understanding these students’ thoughts and feelings is an
important step that will allow teachers to tailor their teaching to suit their social,
emotional and cognitive needs (Harper & Jong 2004, p. 159). This reiterates the
significance of building relationships with students and their families in order to
understand their prior knowledge, experiences and language background
(Harper & Jong 2004, p. 159).

Support services and resources

Most students who are developing their understanding of English as a second
language, attend mainstream schools therefore, it is crucial for classroom
teachers to understand the support services and resources that can assist in
enhancing the students’ ability to learn (Harper & Jong 2004, p. 160). A whole
school approach is necessary in order to effectively support EAL/D learners, it is
not solely the responsibility of the classroom teacher (DECD 2016, p. 3). For
students who have arrived in Australia recently, a number of schools provide
‘Intensive English Language Programs’, also known as a ‘new arrivals program’
where specialist teachers provide students with additional support to develop
their ability to use English. These programs prepare students for the demands of
the mainstream school setting, thus enhancing the opportunity for beginning
English learners to achieve the desired learning outcomes (DECD 2016, p. 5).

EAL/D consultants work together with schools in order to ensure that EAL/D
students are being provided with the highest quality education possible. These
consultants assist in assessing EAL/D students learning and needs, as well as
providing support for teachers in order to develop a high quality learning
program (DECD 2016, p. 4). Bilingual school services officers (BSSO) take on the
role of a school services officer however, they specialize in providing additional
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support for EAL/D learners (DECD 2016, p. 7). Other supports for schools
include translators and community liaison officers (DECD 2016, p. 6).

There are also a range of professional learning courses that aim to provide
teachers with the skills to support EAL/D learners that are supported by DECD
and are facilitated by ‘The Council of Education Associations of South Australia’
(DECD 2016, p. 8). DECD also provide an intranet site where teachers can access
information and support alongside a number of other useful websites (DECD
2016). The Western Australian Department of Education website also provides a
range of teaching strategies and resources that support teachers of EAL/D
learners (n.d). The Australian Curriculum website provides a range of
information and teacher support resources that can give educators a greater
insight into how they can effectively cater for the needs of EAL/D learners
(ACARA 2017).

Lesson plan and modifications

As previously mentioned, educational policies highlight the importance of
inclusive practice and making necessary modifications in order to cater for the
needs of all students (NSW Department of Education 2016). The following lesson
plan includes a range of modifications that aim to meet the needs of EAL/D
learners and ensure that they can engage in curriculum learning. This lesson
plan will focus on making modifications in order to cater for the needs of an
emerging English learner.