EAL/d Issues:
There are three main issues most EAL/D students face in the literacy classroom:
- Integrating into the mainstream Australian classroom
- Literacy and language development
- Engagement in the classroom
New Arrivals and refugees:
There are several key issues with new arrivals and refugees, in regards to learning in an Australian literacy classroom. Transition into the Australian classroom is significant for new arrivals, as "settlement in a new country inevitably involves culture shock which is associated with varying levels of emotion from mild panic to deep psychological distress" (Cranitch, 2010, p. 256).
The main issues for New Arrivals are:
- Cultural shock
- Demands of academic literacy
- Teachers lacking confidence to teach
For Refugee students:
- Disrupted / minimal schooling
- Low socio-economic status
- Emotionally distressed from prior experiences
Deaf and Hard-of-hearing:
The main issues for Deaf and Hard-of-Hearing are:
There are several key issues with deaf and hard-of-hearing students in regards to learning their second language, English. This can be supported by the statement that,
‘Numerous approaches to support language development and recent advances accruing from early intervention, the use of more effective amplification devices and greater appreciation for the early use of signed language, language growth in most deaf and hard-of-hearing children remains problematic’ (Spencer & Marschark 2010, p. 50).
There are no right or wrong ways to educate deaf and hard-of-hearing students because every individual has their own particular learning needs. There are indeed a number of different ways to educate these students, just as there are for hearing students; ways that may be much more suitable and work better for them. Examples will be covered in the teaching strategies section.
The main issues are:
There are several key issues with deaf and hard-of-hearing students in regards to learning their second language, English. This can be supported by the statement that,
‘Numerous approaches to support language development and recent advances accruing from early intervention, the use of more effective amplification devices and greater appreciation for the early use of signed language, language growth in most deaf and hard-of-hearing children remains problematic’ (Spencer & Marschark 2010, p. 50).
There are no right or wrong ways to educate deaf and hard-of-hearing students because every individual has their own particular learning needs. There are indeed a number of different ways to educate these students, just as there are for hearing students; ways that may be much more suitable and work better for them. Examples will be covered in the teaching strategies section.
The main issues are:
- Early intervention options
- Expertise in the field of deaf education
- Parents' involvement
- Communication
- Learning environment
- Language development (grammar, vocabulary and delays)
Indigenous:
The main issues for Indigenous are:
Professor Robin McTaggart (2010) explains that there are several low achievements of Australian Indigenous students in English. There are significant factors that are contributing to their low results in English as a Second Language. For example:
'Without very explicit and informed teaching about English as a language, they [Indigenous students] fall further and further behind and become marginalised and demoralised' (McTaggart 2010, p. 24).
Professor Robin McTaggart (2010) explains that there are several low achievements of Australian Indigenous students in English. There are significant factors that are contributing to their low results in English as a Second Language. For example:
- Cultural differences
- Attendance/Truancy
- Socio-economic status
- Traditional languages
- Limited training in EAL/D for teachers
- Health issues
- Engagement issues
'Without very explicit and informed teaching about English as a language, they [Indigenous students] fall further and further behind and become marginalised and demoralised' (McTaggart 2010, p. 24).