TEACHING ENGLISH LANGUAGE LEARNERS

Assessment Task 1

The Australian Curriculum Assessment and Reporting Authority has produced a range of resources to support mainstream classroom teachers in their planning for students who are English Language Learners. In this task, you will use the Learning Progression to identify the needs of students who are English Language Learners in relation to classroom tasks that may involve reading, viewing, speaking, listening and writing to access the learning outlined in the curriculum.
Task Description.

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Part A: Choose a resource that could be used for a unit of work for students in Years 5 in the primary school. Your chosen resource must be a print-based, visual or multimodal text (YouTube clip, image, poster, cartoon, diagram, photograph, etc) that students will be expected to read or view and respond to as part of a class activity for learning in the unit. Your resource may relate to a unit in English or other curriculum learning area such as Science, History, Geography, HPE, etc.
Provide a brief outline of the learning activity and analyse the text to identify potential barriers to learning and engagement for students in the “Developing English” phase on the EAL/D Learning Progression in Listening, Speaking, Reading/ Viewing and Writing (where applicable). Your analysis should demonstrate your knowledge of the linguistic and cultural factors that affect EAL/D students learning in and learning through English.

Part B: Create an example of the teaching strategies and “teacher talk” that you would use to introduce the learning activity to the class in a way that caters for the needs of EAL/D students. This section of the task should illustrate the introductory stage of the lesson only. Your example may be in the form of an annotated written script but should show the teacher talk, questions, gestures or visual resources (where relevant) that you will use to support students’ access to the vocabulary and meaning of the text and involvement in the learning activity. Length requirements for this section are one A4 page for a written script.

Part C: Write a brief explanation of the teaching strategies illustrated in your example. The explanation should outline how your chosen strategies are designed to overcome the potential barriers identified in Part A and are inclusive of the needs of a diverse range of students including EAL/D learners from diverse backgrounds. This section of the task should be no more than 250 words.

Part A: Resource, intended learning activity and analysis
Provide a brief overview of the lesson that uses your chosen text. The overview must establish the purpose for the lesson that revolves around the use of this text for learning.
The text that you choose for this assessment task should be capable of being read or viewed in a single lesson which includes planned opportunities for students to show either their comprehension of the text or their knowledge of the focus language feature; that is, an after reading/viewing activity.
The proposed lesson must be integral to students’ demonstration of the knowledge, understanding and/ or skills of a curriculum learning area in a meaningful summative task (that is, the learning goal surrounding students’ ability to read / view and respond to the text you have chosen for analysis is a key lesson that builds knowledge, understanding or skills directly related to the curriculum content descriptions and achievement standard for a chosen year level.) You should think about the reading/ viewing and follow up activity on the text as a whole class lesson where the pedagogy you demonstrate in Part B makes the intended learning accessible to EAL/D students.
The headings below provide an outline of the contextual information you should provide to show how the intended use of the resource relates to curriculum content. You can use these headings to organise Part A of Assessment Task 1. There is no word limit for Part A, but you must ensure that you provide sufficient information for the marker to understand how you have used teaching strategies in Part B and C to make the knowledge, understanding and skills of your chosen curriculum area accessible to EAL/D students.
Contextual Information
• Year level – State the intended year level. To show your understanding of teaching practice that develops EAL/D students’ Cognitive Academic Language Proficiency (CALP), you need to choose a year level from Year 5.
• Learning area – Name the curriculum learning area that is the focus for learning and assessment in the unit where this lesson will occur. The learning area may be English but it may also be any other curriculum learning area where the reading / viewing of your chosen text is integral to students’ development of knowledge, understanding and skills in the summative assessment task.
• Summative task – Provide a brief overview of the task that students will complete to demonstrate their knowledge and understanding. List the content descriptions and aspects of the achievement standard for the chosen year level that will be assessed in the summative task.
• Purpose of the lesson (Learning goal) – Write an explicit learning goal for the purpose of the lesson that uses your chosen text and clearly describe the relationship between this lesson and the knowledge and understanding that students will demonstrate in the summative task (that is, identify how the specific knowledge that will be scaffolded in the lesson scaffolds student learning. Think carefully about supplying a detailed answer to these questions: What is the purpose for this reading task? What will students learn that will contribute to the knowledge, understanding or skills they need to complete the final summative assessment task for the unit of work? Why is comprehension or knowledge of the language features of this text important knowledge for the summative task?
• Overview of the planned activity for responding to the text – Clearly describe and illustrate the activity that the students will be required to complete after reading / viewing the chosen text. Supply a copy of the prepared activity if you think your marker needs to see this to see how students are expected to respond to their reading or viewing. This activity would be a formative assessment task that monitors students’ progress towards or demonstration of the learning goal. Think about how you will know that comprehension of the text or knowledge of the targeted language feature has taken place.
• A copy of the text – You will need to provide a copy of the text.

Analysis
Use the knowledge you have acquired throughout the unit to identify potential challenges for EAL/D learners in comprehending or identifying the language features of the text. Your analysis should show deep consideration of the knowledge or skills students need to be able to complete the activity associated with their reading or viewing.
For the purposes of this task, you should use the descriptors of the EAL/D Learning Progression for students in the Developing English phase as the basis for planning and analysis.
Your analysis should include the following sections:
• 1. Clear identification of the language demands of the text (syntax, vocabulary, organisation etc that would need to be explicitly taught / introduced to promote comprehension and engagement in the planned activity.) This section should refer to specific examples of language use and structures from your chosen text.

• 2. Identification of any culturally-laden content and / or language use and expressions; e.g. idiom, colloquial language; that potentially affect the meaning making of EAL/D students from diverse cultural backgrounds.

Part B: Demonstration of teaching approach
This section of the task should illustrate how you would deliver the introduction to the lesson that uses your chosen text with a clear example.
You can use audio or digital recordings or a written script to meet the criteria for Part B. Think carefully about the features of the text that you have identified in Part A that may present challenges for EAL/D learners in terms of access to meaning and / or ability to be able to complete the “after reading” / “after viewing” activity. Your task here is to scaffold the access to and participation in the learning by EAL/D students through your teacher talk, teaching strategies and use of gestures, visual resources etc. If you choose a written script ensure that you include strategies you would use to support the learning of EAL/D students with visual strategies, if appropriate.
Part B should illustrate what you, as the classroom teacher, would do in the introduction to the lesson to support successful demonstration of the learning goal by all students in the class, including EAL/D learners.

Part C: Explanation of chosen strategies
Part C requires a brief but explicit explanation of why you used the strategies illustrated in Part B to support EAL/D learners. This section should show clear links between the analysis in Part A and your chosen teaching strategies and show why you think they would work. You need to be explicit and precise here as the word limit is 250 words.