Challenges Faced by Aboriginal and Torres Strait Islander Students in Learning
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Added on Ā 2023/06/03
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This presentation review discusses the challenges faced by Aboriginal and Torres Strait Islander students in learning, including health problems, cultural and linguistic factors, and victimization. It also provides strategies for teachers to help these students learn effectively.
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Running head: PRESENTATION REVIEW Presentation review Name ID Course Unit Lecturer Date
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PRESENTATION REVIEW2 English by Shakhawat Tanvir Knowledge Shakhawat Tanvir introduces the presentation by elaborating the meaning of English as an Additional Language or dialect. He argues that the term EAL/D is a word used to refer to students who are not used to speaking English as their mother language accordingAllen, Robbins, Payne & Brown, (2016). According to the author, there is a designed language that the elite students use to communicate. It is referred to as Standard Australian English. Those students who are unable to deliver by the use of this language need some support to ensure that they are fluent in speaking Australian English. Besides the above issues, the author elaborates the characteristics of these group of students. The first common trait is that these students live in remote or rural areas of Western Australian in reference toGenishi & Dyson, (2015). In these places, most people do not communicate using the standard Australian English but rather by the use of their local language. Secondly, other factors contribute to these students having low learning skills. For instance, they might have undergone emotional trauma or socioeconomic problem. Teachers who assist these group of students mainly have challenges in ensuring they learn the correct English language. Many of these children have no literacy experiences in their rural homes. Teaching them is like learning the language from scratch. Despite many of the students lacking knowledge about the language, there are some of them who are sharp. From that perspective, the teacher can group the learners according to their capability of mastering the learning concepts.
PRESENTATION REVIEW3 Application of knowledge The content of the presentation from Shakhawat gives way teachers should treat students from a different background. From this knowledge, I get to understand that students have varying capabilities. Furthermore, some challenges that learners face during the learning process are because of the cultural practice in their area. For example, the author of the presentation says that the children were coming from a remote area where people mainly use the local dialect to communicate rather than the national language that everyone can understand. On the other hand, from the presentation, I learned that as a teacher I need to consider some factors while passing knowledge to students. The three main elements include cultural factors, socioeconomic and linguistic factors according toMusti-Rao, Cartledge, Bennett, & Council, (2015). Besides that, the capability of every child differs from one another. Therefore, while teaching the students in a class, it is essential to group them starting with the beginners, intermediate and lastly the experts. After the grouping, the teacher will have an easy time to teach the students concerning the standard language. The other area where the knowledge on the presentation is applicable is to make use of the cultural understanding of the students to assist them to learn the new language according to Kirova, Massing, Prochner & Cleghorn, (2016). After that presentation, it is inevitable that students grasp concept faster when the teacher makes use of what they already know. When the teacher introduces a new idea, the students will feel familiar with the concept hence making the learning process easier. Lastly, the teachers can make use of additional sources such as a picture to enhance the student understanding.
PRESENTATION REVIEW4 Aboriginal and Torres Strait Islander Students by Billie Mallard Knowledge The presentation elaborates on indigenous Australian group of people. These people are the once who are accepted by their Aboriginal community where they stay. According to the presentation, the Aboriginal people have several health challenges. For example, the hearing problems. Most of these people do not attend school. Besides that, the few members from this community who start the schooling process do not complete school, some of them come out of the process as early twelve years old according toRichards & Armstrong, (2016). Many children have challenges. The community insists on their culture mostly their language. The community insists on family ties, and children get included in family talks at a younger age. Consequently, the children faced some victimization when they encountered Europeans. The Europeans insisted that they leave their language, to some extent they were to renounce their style to become full members of Australia. The action posted some challenges for learners from the community. Apart from the language challenge, there is an issue of health problems because of the new environment. The environment has made children the Aboriginal society to suffer serious problems such as mental and hearing difficulties in reference toMa, Brown, Kulm, Davis, Lewis & Allen, (2016). All these challenges make it difficult for children to learn effectively. From the above presentation, it shows that the person teaching students from this community need some strategies to ensure he or she achieves the goal of teaching. The community has had a long history of challenges which have extended to their ability to learn. Application of knowledge
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PRESENTATION REVIEW5 The above presentation illustrates the challenges Aboriginal students are facing in trying to grasp knowledge. From the above presentation, it shows that when dealing with children who have hearing challenges, one should employ some strategy to achieve the teaching goal. The first knowledge I can apply when dealing with such a group of students is to avoid harassing them according toOxford & Amerstorfer, (2018). For example, the Europeans insisted that society must renounce its language. The act is so embarrassing the students feel that they are openly separated from their community. It is not the right way. The best way is to give the children the chance to change; it should not be abrupt change as evident in the above presentation. Secondly, the other knowledge I can apply from the above presentation is to make use of the original language to prepare the student to understand various instance better. The Aboriginal students should have an opportunity to on their style as they transform slowly to other European languages in reference toSoutoāManning, (2016). On the other hand, it is necessary to undergo some training before one start handling the students with various challenges. For instance, considering Aboriginal group in the presentation, they have such difficulties as hearing and mental problem. One should be familiar with such students. Lastly, the student should have a separate class from other students who are perfect because some may discriminate them based on their problems.
PRESENTATION REVIEW6 References Allen, J. K., Robbins, M. A., Payne, Y. D., & Brown, K. B. (2016). Using enrichment clusters to address the needs of culturally and linguistically diverse learners.Gifted Child Today,39(2), 84-97. Genishi, C., & Dyson, A. H. (2015).Children, language, and literacy: Diverse learners in diverse times. Teachers College Press. Kirova, A., Massing, C., Prochner, L., & Cleghorn, A. (2016). Shaping the āHabits of mindā of diverse learners in early childhood teacher education programs through powerpoint: An illustrative case.Journal of Pedagogy,7(1), 59-78. Ma, T., Brown, I. A., Kulm, G., Davis, T. J., Lewis, C. W., & Allen, G. D. (2016). Constructing and role-playing student avatars in a simulation of teaching algebra for diverse learners.Urban Education,51(5), 534-555. Musti-Rao, S., Cartledge, G., Bennett, J. G., & Council, M. (2015). Literacy instruction using technology with primary-age culturally and linguistically diverse learners.Intervention in school and clinic,50(4), 195-202. Oxford, R. L., & Amerstorfer, C. M. (Eds.). (2018).Language learning strategies and individual learner characteristics: Situating strategy use in diverse contexts. Bloomsbury Publishing.
PRESENTATION REVIEW7 Richards, G., & Armstrong, F. (Eds.). (2016).Key issues for teaching assistants: working in diverse and inclusive classrooms. Routledge. SoutoāManning, M. (2016). Honoring and building on the rich literacy practices of young bilingual and multilingual learners.The Reading Teacher,70(3), 263-271.