Gallery exhibit and Essay | My Assignment Tutor

ETL700 – Pedagogy for EAL Classrooms Assessment task one: Gallery exhibit and Essay Gallery exhibitEssayProduction volumeOne digital artefact1,500 words(1000 words equivalent)Weighting50%SubmissionSubmit via CloudDeakinDue dateFriday 23rd April, no later than 23:30 AEST Purpose This assessment task gives you the opportunity to demonstrate your ability to develop a well-researched and comprehensive description of a student and their language learning needs. This description and analysis will enable you to facilitate language learning in a way that caters to individual students’ learning styles and experiences. Instructions You will produce a digital gallery exhibit representing a student, which will be accompanied by a description of this student and a reflection on how you might best facilitate their language learning. Gallery exhibit What to represent The gallery exhibit you will develop will represent an EAL/D learner who is typical of the students in an EAL/D class in which you teach (or might teach). This part of the task gives you the opportunity to develop a representation of where your student comes from; their educational, social, cultural and language backgrounds; their language needs and, taking all this into account, how they are most likely to learn. It is also important to consider why the student is an EAL/D learner. For example, are they refugees, immigrants, members of remote indigenous communities, or international students? You will have a chance to expand on this in your essay. Besides privacy and copyright, there are few constraints on how the gallery exhibit might be developed. For example, you may create a visual collage which includes the fictional student‘s work, family photographs or other meaningful objects. You may submit a single image. You may even decide to create a video, book or paint a picture. It’s up to you. So long as your gallery exhibit is in a digital format, you may choose what forms best represents your EAL/D learner. Be sure not to spend a disproportionate amount of time developing this gallery exhibit. It is worth around 40% towards this assessment and these marks will be awarded primarily on the basis of the strength of the ideas behind the representation, rather than on how striking or well produced the exhibit is. Privacy It is not acceptable to use real images (photographs or otherwise) of students, student work or classrooms (etc.) for the purposes of this assessment task. Keep your student’s privacy in mind! Copyright While it is acceptable – and at times encouraged – to reuse material (images, audio, videos) found online, this can only be done where it is not in breach of copyright. See the assessment resources in CloudDeakin for further information. Essay In your essay, you will describe your EAL/D learner. As you develop your essay, ensure that you keep your readings and the material provided to you on CloudDeakin in mind. It is important to consider the relationship between the kinds of information you can find out about a group of people generally and your own understanding of an individual. Don’t guess the characteristics of your learners based on their ethnicity or gender or you may inadvertently stereotype them. It’s important to be able to reflect on your own thinking to ensure you can identify your own presuppositions and respond to them appropriately. To assist you, we have provided the table on the following pages that includes the elements you should describe, some prompting questions to help you consider your description and an indication of the unit’s topics that are most relevant to this description (see over page). Key elements to describePrompt questionsRelevant topic(s)The features that frame the EAL/D• Who are the students in ourTopics 1& 2learner’s identity as a language learner.classrooms?• What is the particular context inwhich they are learning or havelearnt EAL/D?What are the different trajectories –personal, academic, cultural, ethnic,linguistic trajectories – which theynegotiate as they come to the classroom.The EAL/D learner’s language learningHow does the student describe theirTopics 2& 3journey thus far.EAL/D language learning journey?The resources (prior experience andWhat resources does the student bringTopics 3& 4knowledge) that they bring to theto their language and literacy learning?classroom.An examination of the implications ofHow does your thinking change theTopics 1– 5your thinking for your professionalways that you understand yourpractice as a language teacher.languages teaching practice?