ELA201 Assignment 1

Task

Part 1

Refer to the ACARA document on EAL/D learners: http://docs.acara.edu.au/resources/EALD_Overview_and_Advice_revised_February_2014.pdf. Analyse and report on the linguistic and cultural profile of EAL/D learners.

Part 2:

Identify one or a small group of EAL/D learner(s) from your practicum placement. If you have not done any school placements, you may look to your community for your sample. This may include your friends/ family or members of the community you live in or work with.

In your answer state the age, grade at school, linguistic and cultural backgrounds. Describe their listening and speaking skills referencing these to the ACARA document

Part 3:

Design and conduct a 15-minute activity for the learner(s) you described in Part 2, relating this to their relevant grade level in the Australian curriculum.

Part 4:

Evaluate the activity by explaining how you have shaped the speaking and listening task to extend the language learning of your group of EAL/D learners

Important:

For each part of the above, you need to demonstrate your ability to use theory from your readings to inform practice.

Preparation

• Read the set texts and use the rubric below to ensure you read and write with a clear purpose in mind.
• Write notes as you read and highlight difficult words or complex ideas and share them on the discussion board
• Contribute regularly to online discussion board activities as they are designed to develop your ability to meet the assessment criteria for this assignment
• If you are unsure of anything, post your question to the Q&A discussion board

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Presentation

Submit your essay as a single word document via the Learnline assignment submission link. You can write in either first and/or third person voice as appropriate but avoid second person voice (you).

Assessment criteria

Criterion 2: Identify aspects of Standard Australian English (SAE) that might be prioritized when teaching Indigenous learners and others from non -English speaking backgrounds.

Criterion 3: Plan for effective teaching and assessment of spoken English.

Criterion 4: Apply acquired knowledge about teaching spoken English in planning to teach spoken English

Criterion 7: Evaluate the language needs of particular groups of EAL/D learners.

Criterion 8: Demonstrate a range of verbal and non-verbal communication strategies to support student engagement in the English as an additional language context.