Assignment 1: Case Study

Studies in English Education 2

Katie Gibbons

Insights into challenges

Teaching children from language backgrounds other than English can provide a range of challenges
and opportunities for educators. This case study is based on a Year 1 student from Southern Sudan
called Lia who represents many English as an Additional Language/Dialect (EAL/D) students who
require support in their learning.

At home, Lia speaks Dinka with her family where traditionally their language culture is oral (Liu 2010,
p. 37; Sellars & Murphy 2017, p. 494). This makes classroom learning for students of Southern
Sudanese background particularly difficult as Australian culture and society is mostly print based
(Sellars & Murphy 2017, p. 494). As reading and writing are two of many aspects of literacy (Walsh
2017, p. 21), Southern Sudanese students require further assistance to become literate is all areas of
English.

Another challenge for teaching Southern Sudanese students is the absence of a formal education
prior to moving to Australia. Only a small number of children access an education in Sudan,
therefore, this may be the student’s first time in a school environment (Sellars & Murphy 2017, p.
493). It is also likely that the student’s parents have had little educational experience (Burgoyne &
Hull 2007, p. 31). However, it has been found that the students and their families are motivated to
succeed at school (Sellars & Murphy 2017, p. 496).

In addition to these challenges, Lia also speaks another language, making English her third. This
means it is important to nurture Lia’s home language in the classroom to assist her in feeling more
comfortable to develop her English. The concept of culturally responsive instruction (Au 2009, p.
179) or a culturally responsive pedagogy (Liu 2010, p. 28) refers to educators utilising student’s
language and culture in the development of their English in the classroom. For students with a third
language such as Lia, incorporating elements of their culture can help develop their knowledge and
understanding of English. This provides opportunity for them to share and embrace their culture in
the classroom, therefore feeling more valued, as well as developing their confidence in learning a
new language.
Focusing on the ACE Literature strand
The literature strand of the Year 1 Australian Curriculum (English) allows students to think more
critically about the texts they are reading through four sub-strands; literature and context,
responding to literature, examining literature, and creating literature (Australian Curriculum
Assessment and Reporting Authority 2017a). For many EAL/D students, this strand of the curriculum
can support the development of other literacy skills through the context of different literature. For
Southern Sudanese students such as Lia however, this strand can bring many challenges due to their
lack of experience with written texts.

In the Year 1 English curriculum, students are required to participate in a variety of critical literacy
approaches through discussion and reflection of elements of texts (ACARA 2017b, ACELT1581,
ACELT1582, ACELT1583, ACELT1584, ACELT1585) that can be applied in the development of their
own text (ACARA 2017b, ACELT1586, ACELT1832) (see Appendix 1 for summary of content
descriptors for Year 1 English- literature strand). Despite not being familiar with written texts and
how to decode them, there are avenues for students such as Lia to develop their English skills
through incorporating parts of their home language and culture. The EAL/D annotated content
descriptors for English document is a useful tool to support educators in developing lessons for
EAL/D students (ACARA 2017c). It provides a guide as to how EAL/D students can be better
supported in their learning while addressing the achievement standard for their year level.

Despite the challenges for Southern Sudanese students to engage with literature, there is also
opportunity to engage in relevant learning using their cultural stories. Although these stories are
mainly oral, students can present their stories in a range of modes. Through these stories, students
can also explore elements of literature as intended in the curriculum.
Inclusive literacy teaching
Inclusive literacy teaching ensures that all students within a classroom have opportunity to succeed
no matter their learning needs (Woods, Comber & Iyer 2015, p. 46). It is therefore important that
learning is equitable according to the diverse needs of the students rather than providing equal
experiences for all (Hyde, Carpenter, Conway 2013, p. 6). As each student in the classroom come
from diverse backgrounds and bring with them a range of abilities (Appendix 2, Principle 1), it is
important that these differences are taken into consideration. It is also important to consider that all
students bring with them a set of strengths that can be of value to classroom learning, which can be
used as pathways towards student achievement (Appendix 2, Principle 4). It is sometimes difficult to
recognise the educational needs of some students however, Henderson (2004, p. 11) uses the
analogy of a camera lens to remind educators to alter their perception of how students learn to
broaden opportunities for students.

In consideration of students whom English is their second or third language, inclusive literacy
teaching ensures that their culture is recognised and respected within the classroom (Sellars &
Murphy 2017, p. 497). This includes using the students’ home language as a tool to support the
development of their English. In Southern Sudanese families, oral story telling is a large part of their
culture and is typically used as a reward to children. These stories can be a useful resource in the
classroom, aligning with the fifth principle of inclusive literacy teaching (Appendix 2, Principle 5).
Inclusive strategies for literature teaching
There are many strategies that can be used to support EAL/D students in developing their English
and literacy skills. Firstly, it is important that students and their cultures are valued in the classroom
and considered to be an asset to classroom learning. Research has found links between students
sense of belonging and their achievement in the classroom, meaning that the more included they
felt, the more willing they were to participate in lessons (Sellars & Murphy 2017, p. 497). There are
many opportunities available to EAL/D students in the development of their English and it is
important to ensure the learning outcomes are achievable for all (Appendix 2, Principle 3). Students
should also feel comfortable and be encouraged to seek help and use resources to develop their
learning (Appendix 2, Principle 6). Consequently, when students feel safe and comfortable in their
learning environment, they are more willing to learn.

It is also important that a diverse range of literature is available to students in the classroom. When
students are exposed to literature that reflects different cultures and beliefs, they gain a broader
view of the world that they live in (Boyd, Causey & Galda 2015, p. 379). As a result, students begin to
better understand the people that make up the world around them and learn to respect different
cultures. Diverse literature also allows all students to feel valued as their culture is reflected within
literature for all to access and read (Boyd, Causey & Galda 2015, p. 397). When selecting diverse
literature, it is important to evaluate the purpose of the text to determine its quality. Boyd, Causey
and Gaulda (2015, p. 383) suggest reflecting on the text’s authenticity and accuracy, visual and
verbal sensitivity, and ideology to ensure that they are inclusive but not tokenistic.

Liu’s (2010) case study of a Sudanese student demonstrated one strategy as to how Sudanese
culture can be used to support the development of English. In one English lesson, the author had the
student share a traditional story with a small group of Sudanese students in Dinka. Then, as a group
the students retold the story in English. This allowed the students to use their English knowledge to
build on and paraphrase what each other were saying to translate the story in English. By using this
strategy of collaborative learning, teachers are expecting growth from all students as they build on
each other’s prior knowledge (Appendix 2, Principle 2). This task also followed the concept of a
culturally responsive pedagogy (Au 2009, p. 179; Liu 2010, p. 28), allowing students to utilise their
home culture in the classroom to support their learning.

The task described above can also provide a basis for many other learning tasks, using translations of
the cultural stories. This not only reflects Boyd, Causey and Gaula’s (2015) beliefs about culturally
diverse literature but also allows Southern Sudanese student to embrace their culture in the
classroom. As this case study focuses on a Year 1 student, there are alternate ways that the students
can investigate elements of the literature other than written text. The students can explore
elements such as characters, setting and plot through modes such as drawings or performances
(ACARA 2017b, ACELT1584). Walsh (2017, p. 21) recommends the use of multimodality to promote
English learning in the classroom, particularly as literature in our society and culture is made up of
both the ability read written and well as visual texts.
Future challenges
It is clear that there are many factors to consider in ensuring inclusive literacy teaching in the
classroom, particularly for EAL/D students. Fortunately, there are many resources available to
support educators in developing learning experiences to accommodate the needs of all students in
the classroom.

Through viewing a range of literature and locating various strategies, I feel as though I am now
better equipped to be an inclusive literacy educator for EAL/D students. Similarly, I can use this
process to support a diverse range of learning needs that I come across in my future classrooms.
Ideally, I would be able to communicate with the student(s) as to how I can better support their
learning however, this is something I can apply in my future teaching along with utilising the support
of other school staff.
References
Au, K 2009, ‘Isn't Culturally Responsive Instruction Just Good Teaching?’, Social Education, vol. 73,
no. 4, pp. 179–183.

Australian Curriculum Assessment and Reporting Authority (ACARA) 2017, English, Australian
Curriculum, viewed 30 August 2019,

a) Structure: <https://www.australiancurriculum.edu.au/f-10-curriculum/english/structure/>.
b) Year 1 content descriptor: <https://www.australiancurriculum.edu.au/f-10-
curriculum/english/?year=11575&strand=Language&strand=Literature&strand=Literacy&capa
bility=ignore&capability=Literacy&capability=Numeracy&capability=Information+and+Commu
nication+Technology+%28ICT%29+Capability&capability=Critical+and+Creative+Thinking&capa
bility=Personal+and+Social+Capability&capability=Ethical+Understanding&capability=Intercult
ural+Understanding&priority=ignore&priority=Aboriginal+and+Torres+Strait+Islander+Historie
s+and+Cultures&priority=Asia+and+Australia%E2%80%99s+Engagement+with+Asia&priority=S
ustainability&elaborations=true&elaborations=false&scotterms=false&isFirstPageLoad=false>.
c) English as an Additional Language or Dialect teacher resource; annotated content descriptions
English foundation to Year 10:
<http://docs.acara.edu.au/resources/EALD_Learning_Area_Annotations_English_Revised_Febr
uary_2014.pdf>.

Boyd, F, Causey, L & Galda, L 2015, ‘Culturally diverse literature: enriching variety in an era of
Common Core State Standards’, The Reading Teacher, vol. 68, no. 5, pp. 379-387.

Burgoyne, U & Hull, O 2007, ‘Classroom management strategies to address the needs of Sudanese
refugee learners.’, Professional Educator, vol. 6, no. 3, pp. 30–33.

Henderson, R 2004, ‘Recognising difference: one of the challenges of using a multiliteracies

approach?’, Practically Primary, vol. 9, no. 2, pp. 11–14.

Hyde, M, Carpenter, L & Conway, R 2013, Diversity, inclusion & engagement, 2nd edn, Oxford
University Press, South Melbourne, Victoria

Liu, Changying 2010, ‘Home language: a stigma or a vehicle to literacy?’, Literacy Learning: The
Middle Years, vol. 18, no. 1, pp. 26-40.

Sellars, M & Murphy, H 2018, ‘Becoming Australian: a review of southern Sudanese students'
educational experiences’, International Journal of Inclusive Education, vol. 22, no. 5, pp. 490–509.

Walsh, M 2017, ‘Multiliteracies, multimodality, new literacies and … what do they mean for literacy
education’, In M. Milton (ed.), Inclusive principles and practices in literacy education, Emerald
Publishing Ltd., pp 19-33.

Woods, A, Comber, B & Iyer, R 2015, ‘Literacy learning: designing and enacting inclusive pedagogical
practices in classrooms’, in Inclusive Pedagogy Across the Curriculum, Emerald Group Publishing
Limited, UK, pp. 45–71.
Appendices

Appendix 1
Australian Curriculum- English
Strand: Literacy
Year 1

Literacy
Sub-strand Content descriptor Code
Literature and context Discuss how authors create characters using
ACELT1581
language and images.
Responding to literature Discuss characters and events in a range of literary
texts and share personal responses to these texts, ACELT1582
making connections with students' own experiences.

Express preferences for specific texts and authors

ACELT1583
and listen to the opinions of others.
Examining literature Discuss features of plot, character and setting in
different types of literature and explore some ACELT1584
features of characters in different texts.

Listen to, recite and perform poems, chants, rhymes

and songs, imitating and inventing sound patterns ACELT1585
including alliteration and rhyme.
Creating literature Recreate texts imaginatively using drawing, writing,
ACELT1586
performance and digital forms of communication.
Innovate on familiar texts by using similar
ACELT1832
characters, repetitive patterns or vocabulary.
Appendix 2

Principles of Inclusive Literacy Teaching

1. Abilities are contextual

2. Expect growth from every student

3. Articulate each learning outcome in a form that is achievable for every student

4. Enable a range of pathways towards these learning outcomes

5. Learn, acknowledge and work with every child’s resources

6. Normalise help seeking and resource using