Education: English as Second Languages

This report analyzes a student work sample on global warming and its effects. It uses Systemic Functional Grammar to examine the field, mode, tenor, and genre of the text. It also discusses the Language and Literacy Levels tool and its influence on EALD teaching practice.

Running head: EDUCATION: ENGLISH AS SECOND LANGUAGES
Education: English As Second Languages
Name of the student:
Name of the university
Author note

1EDUCATION: ENGLISH AS SECOND LANGUAGES
Table of Contents
Part A: Analysis of student work sample........................................................................................2
Part B: Written report......................................................................................................................4
Section1...........................................................................................................................................4
Introduction:................................................................................................................................4
Field:............................................................................................................................................5
Tenor :..........................................................................................................................................5
Mode :..........................................................................................................................................6
Genre :.........................................................................................................................................6
Conclusion :.................................................................................................................................7
Section 2:.........................................................................................................................................7
Language and Literacy Levels.....................................................................................................7
Summarise SFG and its influence on the LLL............................................................................8
Discussing the advantages and limitations of this tool................................................................8
Implications of evaluation for EALD teaching practice............................................................10
References......................................................................................................................................11

2EDUCATION: ENGLISH AS SECOND LANGUAGES
Part A: Analysis of student work sample
Text analysis
(In this column record both applicable quotations from the
levels descriptors and corresponding examples from the
student text as evidence for the levels you allocate.)
Level
COMPOSING LEARNING
AREA TEXTS
Genre
Using visuals – particularly in
multimodal texts
What we can do to help the environment is, 1. Reuse, renew
and recycle. This means that we should try to save everything
we use like papers, cans, water bottles and old books by
putting them in recycling bins which are all around Canada.
Use of toxic materials such as plastic and others which are
hard to recycle are one of the reasons for global warming. We
need educate our fellow people on the importance of recycling
and reducing the usage of plastic. Certain plastics have also
been introduced which can be recycled. The toxic plastics take
about 10 to 15 years to decompose. Some people do not stop to
think about items that can be recycled or reused. For example
both sides of a sheet of paper can be used for taking notes and
instead of using plastic bags use cloth bags. We should do
recycling as it reuses the stuff used.
Another issue is the impact of fossil fuels on our environment.
These fuels emit harmful gases and cause pollution. In order to
reduce pollution, the vehicles which consume and
admitpetroleum products should have regular vehicle oil
check. Another way of saving environment is by using less
non-renewable materials like coal, oil and gas and replacing
them with renewable materials makes solar powers, windmills
and water mills. For example using a solar powered car instead
of one with gas. And walking to near place instead of using a
car. The use of fossil fuels is also very effective as it reduces
the use of harmful fuels such as petroleum and diesel as they
harm atmosphere around us.
Level 12
Written texts Around 300 words as the notion of composition of visual and
multimodal texts for the understanding of the contribution to
thr interpretation of ideas.
Level 10
TEXT KNOWLEDGE
Organisational Structure of
learning area texts

3EDUCATION: ENGLISH AS SECOND LANGUAGES
Mode
Text Cohesion
Foregrounding
 Text and paragraph openers
 Text connectives
 Sentence openers
(theme/foregrounding)
 Passive voice
The harmful gases, raised from air conditioners and
refrigerators harms the ozone layer which protects the earth so
we should reduce the use of air conditioners and refrigerators
Level 11
Text Cohesion
Reference:
pronouns, demonstratives and
substitution
For example when we buy six bottles of water, we throw out
the bottles when we finish with that You can also save the
environment by buying environmentally friendly products and
reusing plastic bags are buying paper bags instead
Level 13
GRAMMAR KNOWLEDGE
Field
Sentence Structure
 Simple Sentence
 Compound Sentence- linking
conjunctions: and; then; but; so; or
 Complex Sentence
-using binding conjunctions:
because, if, when, after, until,
while, unless, so that,as
- using relative clauses
- using non-finite clauses
Remember, we have only one planet, so take care of it because
it's our next generation that's going to suffer
Level 11
Punctuation
 Sentence level
 Basic
This means that we should try to save everything we use like
papers, cans, water bottles and old books by putting them in
recycling bins which are all around Canada.
Level 6
WORDS AND WORD
GROUPINGS
Verbs and verb groups
 Doing, sensing, saying,
relating(processes)
 Tense
 Subject/verb agreement
Use of toxic materials such as plastic and others which are
hard to recycle are one of the reasons for global warming.
As we start the others will also start this.
Level 7
Adverbs, adverb groups/phrases
and
prepositional phrases
(circumstances)
We should start buying eco-friendly goods Level 10
Nouns andnoun groups/ phrases
Plurals and articles (a, an, the)
The use of fossil fuels is also very effective as it reduces the
use of harmful fuels such as petroleum and diesel as they harm
atmosphere around us.
Level 4
Nominalisation
Tenor
Evaluative Language
(feelings, judgement, evaluation of
things and varying intensity)
We all know global warming has become the main threat to
our planet we should reduce it. If we don't start to take care of
the environment we won't have a planet anymore.
Level 8
Modality
Expressing opinions directly and Thus coming to a conclusion that when buying items or Level 6

4EDUCATION: ENGLISH AS SECOND LANGUAGES
indirectly throwing away items we should think of ways to recycle and
reuse
WORDS KNOWLEDGE
Field
Understanding/using learning area
vocabulary
Subject specific, specialised,
technical
Contextual demands of vocab
choices
Over the past few decades global warming has become a
serious threat to our planet. It has been damaging the planet
since the Industrial Revolution because of all fossil fuels being
used for machines, automobiles and factories.
Level 7
Spelling Quite a discussed topic today, global warming is one of the
major discussed issues amongst us.
Level 8
Part B: Written report
Section1
Introduction:
English, the language as the dialect program or an additional language helps in providing
an effective way for the group of students from various backgrounds who aims to learn English
as the additional language (Echevarria, Vogt and Short 2016). In the above analysis, task 1 has
been chosen for the evaluation of a sample response of a student. This is because task 1
illustrates issues related to global warming and how it effects can be reduced by the citizens of
the country by the means of various methods like recycling, the impact of fossil fuels and impact
of consumerism. For this assignment, response 3 has been chosen. The respondent is of 9 years
and his response regarding the context of global warming as one of the serious threats to the
planet mainly included personal responses of what can be done by the citizens for reducing the
effects of the issue. The overall level assigned to the respondents is Level 8. This is because the
response included independently composed elementary genres and simple language portraying
personal opinion on what should be done to eliminate the effects of globalization.

5EDUCATION: ENGLISH AS SECOND LANGUAGES
Field:
Fields are areas of external reality that deals with the texts. Fields are the domain of
researchers in the field of academics. The articles differ widely due to their different origins and
disciplines (Larsen-Freeman and Long 2014). The sample text draws from the field of
environmental awareness and global warming issues. The chosen respondent analyzed the topic
of global warming and the issues of the effects of the global warming. The respondent
furthermore analyzed the methods and measures that can be adapted to initiate change in the
environment and the globe. The respondents stated a new cause of this environmental issue of
global warming, that is the Industrial Revolution and the excessive use of fossil fuels in case of
automobiles,machines, and factories. Some of the evidence in the context discussion that
includes processes, participants, circumstances, noun groups, connectedness. ‘Global warming is
one of the major discussed and quite a discussed topic or issues amongst us’-this response by the
respondent demonstrates the level of issues of global warming. Furthermore, ‘We all know
global warming has become the main threat to our planet we should reduce it. If we don't start to
take care of the environment we won't have a planet anymore’-this text by the student depicted
the individual opinion and perspective regarding the abolition of the issue. The student can be
given Level 6 on the basis of understanding and demonstrate the context of the field
(Government of South Australia| Department of Education 2018).
Tenor :
The term represents the participants in a discourse and their connection with each other
and their other purposes. In SFG, the term tenor defines the relationship among the linguistic acts
establishing a connection and communication among the related topics of discussion (Myles and
Mitchell 2014). The respondent in the chosen response number 3 defined the issues related and

6EDUCATION: ENGLISH AS SECOND LANGUAGES
arising from global warming and furthermore illustrated the possible reasons for the degradation
of the environment and initiated a deep connection among the reasons and the impacts of the
globalization in a broad and illustrated manner with relevant examples and suggested measures.
‘Reuse, renew and recycle. We need to educate our fellow people on the importance of recycling
and reducing the usage of plastic. Both sides of a sheet of paper can be used for taking notes and
instead of using plastic bags use cloth bags’- these responses by the student illustrated the level
of the tenor in the communication.
Mode :
The term mode in SFG refers to the means or the measures by which the communication
is initiated. The mode is conceived in terms of the spoken or the written communication or
languages. In the above context, the response chosen can be graded as Level 4 since the
communication in the targeted response is a one way (Government of South Australia|
Department of Education 2018). The respondents in the above-stated context suggest and
recommend certain measures that should obviously be followed to achieving stability in the case
of global warming around the globe.
Genre :
The genre is the procedure of how people tend to use languages for the achievement of
the culturally appropriate goals as viewed as the manifestation of the chosen language with a
social purpose (August and Shanahan 2017). In the chosen response, for the examination of the
fulfillment of the generic potential, it is important to look for the genre of the debates and
examine the features of lexicogrammar for understanding whether the text has achieved its social
purposes. In the above response, the student can be placed at the Level 11 since his response
included relevant measures and recommendations targeting the issues of global warming and

7EDUCATION: ENGLISH AS SECOND LANGUAGES
also the probable causes for this degradation in the globe (Government of South Australia|
Department of Education 2018).
Conclusion :
Global warming is a serious issue. Task 1 and respondents 3 illustrates the issues and the
possible causes inducing the global warming and the effects of global warming that are
hampering the lives of the people in the globe. The four lenses of Systemic Functional Grammar
such as the Field, Mode, Tenor, and Genre has been utilized to support the justification regarding
the chosen student work for the assignment. With the use of the LLL categories of need grid, it
can further be analyzed that the student falls in the emerging band within the ACEALD Learning
Progressions. The chosen respondents are of the year 9 and the implication of falling in the
emerging category has a greater impact on the access of the respondents towards the mainstream
curriculum for further development and progression. One of the teaching entry points that can be
suggested on the basis of the evidence of the writing is that the students need to learn to develop
more compact and organized writing skill while suggesting measures.
Section 2:
Language and Literacy Levels
The Language and the literacy levels across the curriculum of Australia describe the
development of the standard English of Australia for meeting the increased demands of the
curriculum across the years of schooling from the initial foundation period. It is an assessment
for monitoring, reporting and documenting all the teachers for proper planning and information
(Halliday, Matthiessen and Halliday 2014). This LLL tool can be utilized in different ways in the

8EDUCATION: ENGLISH AS SECOND LANGUAGES
methods of learning and teaching of the EALD students in Australia. Some of the ways are the
following.
• Monitor, asses, and reporting of the language and the development of the literacy of the
students with high needs such as the EALD (Uccelli et al. 2015).
• Determination of the level of the language learning need of the EALD student
• Identification of the appropriate support category for informing and direct allocation of the
fundings related to EALD.
Summarise SFG and its influence on the LLL
Techniques of text analysis and SFG offers many positive factors and advantages for the
Language and the literacy levels. It helps in reaching the level of understanding of the language
English with variation within different levels of the situation (McCrocklin and Slater 2017).
Furthermore, the influence of SFG could illuminate the planning of the programmes of the
languages. The students get the chance to develop their repertoires of linguistics for efficiently
expressing ideational, interpersonal and structuring of the texts by the influence and the effects
of the SFG. The SFG furthermore assist applied linguists in addressing the targeted and the
described issues (Bus, Takacs and Kegel 2015). With the application of the SFG approach, it can
be better understood how lexical and grammatical choices provide the means for the EALD
students for expressing their intended meanings.
Discussing the advantages and limitations of this tool
The language and the literacy level describes the development of the literacy and the
languages that are required for proper access and demonstration of the skills, understandings and
curriculum knowledge. Some of the advantages of the LLL includes the consistency across the

9EDUCATION: ENGLISH AS SECOND LANGUAGES
schools which is especially helpful in case of any transfer of students in another school.
Furthermore, some of the other advantages are assessments, reporting, monitoring of the
progress of the students. This is because EALD students need to be progressed at the rate of 2
levels on yearly basis. The proper diagnosis of the students' areas of weakness and strength
followed by the relevant tools to the teaching and the ability to assess across a range of the type o
texts are some of the advantages of the use of LLL (Xiao 2017). The ability for communication
at the individual level and the progress towards the stakeholders in such a way that it can be
easily understood is one of the significant positive factors of LLL. The tool can be further be
used to advocate the needs of the EALD learners. The SFG foundation of the LLL leads to
emphasizing on the competence of the communication and more detailed tracking rather than the
AC EALD Learning progression.
Some of the limitations of the LLL tool includes the following. The tool limits on the
degree of subjectivity (De Jong and Benigno 2017.). Furthermore, SFG focus of the levels tends
to initiate lesser focus on the accuracy and the forms. The process of LLL is quite a time to
consume for the teachers which tend to make it virtually inaccessible to the non-teachers.
While initiating comparison among the assessment tools that focus on traditional
grammar, skills and academic languages which also have a stricter benchmarking practice for
ensuring the validity of the result, some of the common names are the LLL, TOEFL, and IELTS
(Hwang et al. 2015). Among all the three the TOEFL is much more challenging since the
students are required to understand the accent and talk with the computer for the speaking test.

10EDUCATION: ENGLISH AS SECOND LANGUAGES
Implications of evaluation for EALD teaching practice
The majority of the teacher’s evaluation rely’s on the practice score of the teacher. The
ESL students need more attention and care than other mainstream students and hence it is
important for the instructors to stick to the students through thick and thin. Some of the
implications of the evaluation of the EALD teaching practices include the attainment of the right
mindset among the classroom learning and the outside practices (Li, Link and Hegelheimer
2015). Furthermore, the creation of the in-class strategies that tend to effectively translate to the
outside practices and teaching the learners about the basic principles in the acquisition of the
second languages are some of the major implications towards the EALD teaching practices.
Furthermore, the teachers should also make relevant use of the technology for initiating interest
and motivation among the students and make the experience of the classroom teaching and
learning as an authentic one.

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References
August, D. and Shanahan, T., 2017. Developing literacy in second-language learners: Report of
the National Literacy Panel on Language-Minority Children and Youth. Routledge.
Bus, A.G., Takacs, Z.K. and Kegel, C.A., 2015. Affordances and limitations of electronic
storybooks for young children's emergent literacy. Developmental Review, 35, pp.79-97.
De Jong, J. and Benigno, V., 2017. Alignment of the Global Scale of English to other scales: the
concordance between PTE Academic, IELTS, and TOEFL.
Echevarria, J., Vogt, M. and Short, D., 2016. Making content comprehensible for English
learners: The SIOP model. Pearson.
Government of South Australia| Department of Education. 2018. English as an additional
language or dialect program. [ONLINE] Available
at: https://www.education.sa.gov.au/teaching/curriculum-and-teaching/numeracy-and-literacy/
english-additional-language-or-dialect#language-and-literacy-levels. [Accessed 13 June 2018].
Halliday, M.A.K., Matthiessen, C. and Halliday, M., 2014. An introduction to functional
grammar. Routledge.
Hwang, J.K., Lawrence, J.F., Mo, E. and Snow, C.E., 2015. Differential effects of a systematic
vocabulary intervention on adolescent language minority students with varying levels of English
proficiency. International Journal of Bilingualism, 19(3), pp.314-332.
Larsen-Freeman, D. and Long, M.H., 2014. An introduction to second language acquisition
research. Routledge.

12EDUCATION: ENGLISH AS SECOND LANGUAGES
Li, J., Link, S. and Hegelheimer, V., 2015. Rethinking the role of automated writing evaluation
(AWE) feedback in ESL writing instruction. Journal of Second Language Writing, 27, pp.1-18.
McCrocklin, S. and Slater, T., 2017. A Model for Teaching Literary Analysis using Systemic
Functional Grammar. Texas Journal of Literacy Education, 5(1), p.81.
Myles, F. and Mitchell, R., 2014. Second language learning theories. Routledge.
Uccelli, P., Galloway, E.P., Barr, C.D., Meneses, A. and Dobbs, C.L., 2015. Beyond vocabulary:
Exploring cross‐disciplinary academic‐language proficiency and its association with reading
comprehension. Reading Research Quarterly, 50(3), pp.337-356.
Xiao, R., 2017. Combining transformative generative grammar and systemic functional
grammar: Linguistic competence, syntax and second language acquisition. International Journal
of English and Literature, 8(4), pp.37-42.