Assignment on Child Development (pdf)
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Added on 2021-06-17
Assignment on Child Development (pdf)
Added on 2021-06-17
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CHILD DEVELOPMENTName of the StudentName of the UniversityAuthor note
1Case Study 2: Second Language Acquisition and ReadingMorteza, a quiet and shy boy of 13 is struggling with his ability to read and write inEnglish, which is his additional language chosen in the secondary level. Morteza is from adifferent cultural and linguistic background who is finding it difficult to the Australian culture.Although he had English as an Additional Language in his first school for two years, he strugglesto speak fluently. All the students who move to a new country to pursue education face the commonproblem of adjusting to that country’s culture and the school curriculum. The theoristStephenKrashen (2013) in his theory of Second language acquisition has suggested that in countrieswhere English is the first language, it becomes difficult for students to fit into the environmenteasily. In terms of linguistic, students with English as their second language tend to strugglewhile communicating in either written form or verbally. The reason for this is their associationwith their first language and the environment where they grow up where English is rarelyspoken. In academic field, the students with EAL/D find it difficult to complete class projectsthat are in English (Alford & Jetnikoff, 2016). Learning English further becomes difficult forforeign students due to the cultural constraints they face. The students might not be able to getalong with other students easily as their culture does not permit to open up easily. English is learnt either through listening or by reading, as some experts believe. Studentswho are born in Australia but belong to a family that does not have any roots in English mightalso encounter problems while learning ht language(McDevitt et al. 2013). A great example canbe given of the Indigenous students who are born and brought up in Australia but who have littleacquaintance with the mainstream language. They might come across similar problems as that of
2Morteza who was born in Australia but hails from the Aboriginal community where English isnot the first language (Tharp & O’Donnell, 2016). However, those students who have goodlistening skills and grow up in an environment where majority speaks in English would havelittle difficulty in speaking the language. Morteza’s teacher realized her student’s shy and reserved nature and hence she refrainedfrom asking him direct questions. She decided to allow him sufficient space and time to getalong with the classroom environment. Further, the teacher placed Morteza with students whowere good in English speaking in order to allow him learn with peers. He was often found to bedaydreaming in the class, which his teacher chose to ignore because she realized that he isexhausted from the attempts to learn the language. These strategies employed by the teacher arecrucial to let foreign language students learn English naturally and competently. In addition, thestrategy to place English language competent students with Morteza reduced the burden on theteacher in the class as those students’ also modeled appropriate language and behavior. However,as teachers it is important to understand that all students do not react or respond in the same wayas Morteza did. Allowing him to daydream and stay quiet in the classroom for long mightdevelop a sense of neglect in him and he might not respond at all. In order to be more proficient, the teacher can make use of Information andCommunication Technologies in the classroom that could assist her convey the messages moreprofoundly. Use of ICTs in the classroom especially for EAL students have proved highlyeffective in the recent years because of the ease with which teachers could communicate withstudents like Morteza. ICT could encourage students to produce error-free assignments with thehelp of auto correct option (Uluyol & Şahin, 2016). Teachers could use visual timetables to
3familiarize students with the curriculum with the help of simulated games; teachers coulddevelop the language learning skills of students in a fun way. Apart from that, the teacher could learn more about the learning desires of Morteza andget to know the things he likes or has interest in. this would allow the teacher to enable him learnthe language in his own way. Use of genuine learning texts of English further enhances thechances for Morteza to learn quickly. Authentic texts with pictures allow beginners toincorporate any novel information easily. As the first step, teachers should give time for students like Morteza to open up andinteract with others the strategy used by Morteza’s teacher is really effective because she did notforce him to answer anything or adjust with the classroom atmosphere. She allowed enough timefor Morteza to develop. In the Australian Curriculum, students with EAL/D are provided definitesupport to acquire English language skills needed for efficient communication and admittance tothe Curriculum(Australiancurriculum.edu.au, 2018). The Curriculum enables teachers to providepersonalized instructions to EAL/D students. Teachers need to identify the level of languageproficiency of the student with the use of the Learning Progression. In addition to ACARA, thePrimary English Teaching Association Australia (PETAA) also provides abundant resources tothe teachers to assist EAL/D students. The resources like Lest We Forget, PETAA Book Extras,Project 40: Video Essays and many more are given to teachers for teaching effectively(Petaa.edu.au, 2018). Case Study 3: Concrete Materials in a Problem-solving Task
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