Teaching EAL Students

Running Head: TEACHING EAL STUDENTS
Teaching EAL Students
Name of Student
Name of University
Author note

1
TEACHING EAL STUDENTS
Introduction
Through this assignment, I intend to reflect on my observations and experiences over the
course of the semester. This course has helped me identify my unconscious biases of the EAL/D
students and recognize the gaps in my knowledge of teaching and learning. The discussion will
focus on intercultural aspects of teaching and learning, the role of family and community in
shaping students’ language learning, and conclude with the role of the teacher when planning to
teach and assess then EAL students. The arguments will carefully develop a detailed and
complex discussion of intercultural aspects to be considered while addressing the diverse
learning needs of the EAL students identified in Assignment 1. Following this the paper provides
a critical evaluation of the activity posted to the discussion board and recommends ways to
address the identified issues. The activity designed in the final section of the paper applies basic
principles of basic principles of teaching standard Australian written English to speakers of other
languages and dialects.
Topic statement 1: Intercultural interactions eliminate stereotypes and enhances progress
in the learning process
As a non-native speaker of the English language and as an individual with no prior
teaching experience in English as a second language, I found it a little difficult to accommodate
myself into a new culture and secure a sustainable job. Although, being taught and having used
the English language back in my native country for several years, I could easily communicate
with the local crowd. Despite belonging from India, a country known for its multiculturalism, I
found myself generalizing the people of a foreign land, both intentionally and unintentionally.

2
TEACHING EAL STUDENTS
However, focusing my attention on the ideas of EAL has given me new perspectives about
people belonging from different cultural backgrounds and has helped me integrate the knowledge
of my experience into teaching practices.
All schools should welcome and value cultural diversity among different students,
parents and staff in order to maintain a secure and supportive learning environment for everyone.
EAL suitably trains the teacher to be culture-sensitive and promotes intercultural understanding
among students and teachers. The EAL teaching strategies aim to make people understand that
English is one of the many languages spoken all over the globe, and the different languages
spoken by people belonging from different cultural backgrounds can be an added benefit in a
language learning classroom. I have come to realize that it is important for people to maintain the
regularity of using their native language in order to learn the English language effectively. Using
language for interaction helps people free themselves of the preconceived biases about specific
culture groups (De Vita, 2005). If non-native English speakers are made to engage with people
whose mother tongue in English, both the parties will gradually find out that the cultural
differences does not differentiate them as human beings; and that language is a link for
communication, not a barrier to it. Helping students understand that language is a viable medium
for exploring the different ways of expression is an effective teaching strategy. My perception of
the EAL people started changing when I started interacting with them on a regular basis. The fact
that they have the same responses to their surrounding as the people in my country made me
realize that all students have similar experiences in childhood education, (Martin and Nakayama
2013) it is how they are taught in the formative years that determine their interest or lack of it in
further studies. Discussions held among the students in the classroom on diverse topics help
them learn new words in foreign languages and remove the cultural barriers that stand in the way