There are some issues that EAL/D students can face that will impact their education. I have discussed two of these here with a few ways that you as a teacher or your whole school community can support these students through these issues.
Pre-migration Learning Opportunities
Pre-migration Learning Opportunities
EAL/D students all come from different backgrounds with varying degrees of schooling opportunities. As we have experienced here, students of refugee status often have little or no knowledge of the English language, little schooling in their home country and no idea of the requirements and behaviours expected in formal Australian schooling (Brown, Miller and Mitchell, 2006, p.153).These factors often lead to behavioural issues, misunderstanding due to cultural differences and students suffering anxiety issues.
As a teacher, the best way to address these issues is to try and form a strong teacher student relationship, and also becoming aware of the students family context and hardships. On a school level, support programs that provide guidance and counselling for refugee students are one way to provide the emotional and social support these students need. There are many cases where such programs are running and successful (see useful websites tab for such schools).
Recognition of Culture & Issues of Identity
Much of mainstream content in the curriculum of Australian schools does not reflect the cultural diversity of the population. This can result in EAL/D students not engaging with the content, feeling excluded from the class culture/school culture both of which can lead to behavioural issues. Students require representations of their culture in order to feel a sense of belonging develop their identity.
Using resources that recognise the diversity of the class helps develop the students' appreciation of cultural differences, recognise accomplishments of other cultures and creates an engaging, inclusive learning environment.On a larger scale, schools can make a conscious effort to find and use resources that represent their community, aiding the teachers in their classroom. Schools can also help celebrate the diversity of its community by celebrating dates such as Cultural Diversity week and have a section of their library dedicated to providing information about a particular country or culture.
As a teacher, the best way to address these issues is to try and form a strong teacher student relationship, and also becoming aware of the students family context and hardships. On a school level, support programs that provide guidance and counselling for refugee students are one way to provide the emotional and social support these students need. There are many cases where such programs are running and successful (see useful websites tab for such schools).
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| Celebrating Community Day at Sacred Heart Primary School , Villawood. (Bloukos, 2012) |
Much of mainstream content in the curriculum of Australian schools does not reflect the cultural diversity of the population. This can result in EAL/D students not engaging with the content, feeling excluded from the class culture/school culture both of which can lead to behavioural issues. Students require representations of their culture in order to feel a sense of belonging develop their identity.
Using resources that recognise the diversity of the class helps develop the students' appreciation of cultural differences, recognise accomplishments of other cultures and creates an engaging, inclusive learning environment.On a larger scale, schools can make a conscious effort to find and use resources that represent their community, aiding the teachers in their classroom. Schools can also help celebrate the diversity of its community by celebrating dates such as Cultural Diversity week and have a section of their library dedicated to providing information about a particular country or culture.
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