College of Education

Bachelor of Teaching and Learning (Primary)

TECP315 Language, Culture and Identity

Monday 17 October, 2016

Time:

5.00pm

Student Name:

Alana Cosgrove

ID Number:

Word Count:

1609

(Maximum allowable = 1600 words. This does NOT include the cover page or the reference section at the
end. It also excludes the brief scene setting you provide prior to beginning Part A. It DOES include
everything in between, i.e. the essay and the lesson plans.)

Declaration
I hereby declare that this assignment is my own work. I understand that if I am
suspected of plagiarism or other form of dishonest practice, my work will be referred to
the Head of School under the terms of the General Course and Examination
Regulations Section J Dishonest Practice and Breach of Instructions. Penalties may
range from denial of credit for the item of work in question, to exclusion from the
University.
Note: By typing your name in the space provided below and uploading your assignment
to the Learn dropbox, you are agreeing to this declaration.
Signature:

Alana Cosgrove

Date:

17/10/2016

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Essay:
This section has been formatted in 12 point Arial with 1.5 line spacing, 18 point spacing between
paragraphs, and left hand alignment. Type your essay below. Please do not alter the formatting.

CONTEXT (maximum, one paragraph) Please give a brief description of the unit/learning
programme, including the year/age group it was planned for, curriculum area and topic
(Primary), time frame, etc, in order to set the scene for me. This is NOT included in your
word count.
This is a speech writing unit for a year 5/6 class, level 3 NZC. This unit goes over 3 weeks
touching on all different aspects of a speech such as an introduction that hooks the
audience, the man body paragraphs and a conclusion. We also spent some time on
presenting the speech focusing on use of voice, body language etc. The speech
competition topic had not been decided so we were focusing on writing a practice speech
with all the focus points, and language we had touched on as a class, we were writing
practice speeches on different topics.
PART A (approximately 800 words)
Each focus point of the speech was broken down and thoroughly explained and a class
discussion on the different language and language features to use for each focus point
such as an introduction that hooks the audience. After examples from myself, and the class
discussion students went off to their desk to write their introduction. As discussed in Ellis
Principles its important for students to have the opportunity for input as well as output
when acquiring a new language. The opportunity to interact in the second language is
central to developing language proficiency (Ellis, 2008). There was a lot of verbal input of
new language from myself for the students to take in, this was a barrier as EAL students
may not have fully understood how to use the language and language features such as
alteration and onomatopoeia as students may not have had any previous knowledge on
these, from only having a class discussion on how to incorporate them into their writing.
However, another barrier and strength is there was a lot of opportunity of output as
students regularly shared their work with their peers. This is a barrier as not all students
are confident in sharing their work, particularly if their English isnt as strong as their peers
they are sharing with. Especially if students havent yet built relationships with their peers.
Yet this is a strength as students have various opportunities for output which is essential in
acquiring new language. As discussed in scaffolding language scaffolding learning its vital
that students know how to work in groups. Working in groups is something that is a skill
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that is learnt (Gibbons, 2015). Most classrooms have unwritten expectations for how to
work in a group however these are often not followed or referred to. All students should be
taught to work in a group, as unspoken customs may vary between cultures.
As discussed earlier all lessons started as a whole class discussion then moved onto
individual silent writing. This is a barrier for EAL learners as students may not have fully
grasped the concept of the focus point as all students got the same instructions which
were in English, using specific vocabulary. I often checked in with all students to ensure
they were on the right track and had enough ideas to write about. As Ellis Principle 9
states, instruction needs to take account of individual differences in learners. (Ellis, 2008) I
ensured I touched base with EAL learners more regularly; offering assistance and more
specific details and instructions is needed. However, bother time I got around to them a lot
of time had passed where they were confused on what to write about and had very little on
paper.
Speeches are the students own opinion, therefore, students can choose one aspect and
write about it. There is no right or wrong answer to the different topics for writing the
practice the speeches. Therefore, this is a strength in the unit as EAL learners are not
restricted to the New Zealand culture and can speak about their own knowledge and
thoughts on the topic. They have their experience and knowledge from their culture to
bring into their speech that other students may not have. However, as discussed in
scaffolding language scaffolding learning A girl felt less confident when communicating in
English which is her second language with people who shes not familiar with, especially
when she has to use specific language that is not used every day (Gibbons, 2015).
Allowing students to write their speech on their opinion on the different topics means they
can use the knowledge they have already acquired about the topic, as well incorporating
the new language we were learning as a class.
All instructions were given in English. The instructions were broken down and the revisited
each day, along with the specific language. This helped to reinforce the specific language I
was looking for, and the language students thought were important to keep an audience
engaged and interested. Conversations and tasks should provide rich opportunities for
learning for all students, not specifically EAL learners. To help learners learn a new
language - learners need to understand what is said to them and that they read.
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(Gibbons, 2015) Not all students understood my explanation and the hamburger template
and that explained that each paragraph has one main idea that is expanded on, which is a
barrier. Many students would bring in multiple ideas into one paragraph. Hamburger
template (Cameron, 2013) was given to all students. The hamburger template is a diagram
for students ideas to show and help them to split their ideas into an introduction, two
three main paragraphs and a conclusion.
PART B (approximately 800 words)
After looking through the readings above I decided to make the following changes to two of
my lessons from the speech unit.
As a lot of the input of my original unit was verbal, next time I will use more examples of
the language features and language I want the students to use. I will give more specific
examples along with written examples that students can glue into their writing books to
refer back to. Also have an in depth class discussion for students to contribute their own
examples and ideas, as many students may understand an example in a context explained
by their peers. By allowing students the opportunity to communicate in their second
language to assist in second language acquisition (Ellis, R. 2008). I will also give read out,
and give students an example of each focus point (introduction, main body and conclusion)
an example of a speech and as desk groups, students can identify the specific language
features and language we have been discussing as a class. Students can use these
examples as a guide, a reminder of the structure along with the hamburger template or to
refer back to as a prompt when needed.
To help students retain and use specific language in their writing as a class we will create a
word wall of the language we have talked about as a class and in our talking groups. As a
class, we will have a class discussion and brainstorm ideas on the board. I will then
transfer these onto paper to make a wall display ensuring the writing clear, large and on a
wall that can be seen from all desks and learning spaces in the classroom. I will also have
an example of the words used in a sentence and will revisit the word wall and encourage
students to refer to this throughout their writing. Words will be organised in genres
(Gibbons, P. 2015).

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As sharing work out loud to a peer, group or class may be confronting and uncomfortable. I
will introduce mixed ability talking buddies and discussion groups. These students become
comfortable around each other, getting to know each other. Whenever there is sharing time
students will know to get into these groups. From here, one or two students from each
group will have the opportunity to share their work to the class. If a student isnt
comfortable in sharing to the whole class, another student in their group may read their
work out loud anonymously to the class. As the teacher, I endeavour to create a safe,
inclusive environment encouraging students to become confident in sharing their ideas.
Through class discussion students will sit with their talking buddy to discuss their ideas
before sharing with the class. In these groups students will give each other feedback and
feed-forward.
Instead of leaving students to write the majority of the lesson on their own I would have
writing workshops, where I call up groups of students with a similar ability of writing to do
some writing on the mat with me. I would check in with the group and we would have a
discussion on what ideas we have and how they had incorporated the engaging language.
I would provide extra support and assistance on ways to incorporate the specific language
while assisting with spelling and other words and language they may choose to
incorporate. I would have a group modelling book that we would record our ideas and
sentences in. Students can refer to these whenever they feel necessary.

I have made the following changed to two lessons to ensure I cater for all EAL needs.
Providing opportunities for all students in my classroom to succeed. I chose to give
students a copy of a speech so if they were struggling with ideas, spelling or how to
incorporate language features, sentence structures and key vocabulary they can refer to
the page and use parts of that to ensure their speech is engaging for the audience.
I will also introduce the word wall and encourage EAL learners to incorporate 2 3 words
from the wall into their writing, that relate to key vocabulary. The spelling and examples will
be on the wall to assist with how to bring it into their writing. By bringing in writing
workshops in ability groups will allow me to spend more time with students at a similar
writing ability who can feed off each others ideas and contributions to help with their own
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ideas.
I understand that for anyone sharing work or talking in front of a group of people can be
uncomfortable. As a class, we will work a lot on building positive relationships and an
inclusive environment where all students feel comfortable to share aspects of their work
and they know their peers will value their opinions. Its important for students to have the
opportunity to have as much output as possible to help assist with second language
acquisition and to use key vocabulary and language features.

LESSON NUMBER

Objectives

Activities/Tasks

Language Functions
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Langu


Intro

Class discussion on what

Language Goal:

Students can identify engaging

Explaining

Middle
Introduce the introduction.
Give students a copy of an
introduction of a random
Describing
speech.
Read through as a class
In small groups go through
the story and identify
language that keeps the
reader/audience engaged.
Each group has a different
language feature to identify.
Introduce the practice
speech topic is sport or
music more important to
learn at school? Have a
class discussion on
students thoughts and
ideas towards the topic.
Students write an
introduction at their desk.
On the topic is sport or
music more important to
learn at school?
Students have the copy
from earlier to refer back to
if needed. Each student is
to use at least one
language structure in their
introduction.

Simileas or lik

The play
empty a

Metapho
The firew
sparklin
explodin

Rhyme
Then Bil
Almost e

Alliteratio
Having h
he sang

Arguing

Onomat
The brrrr
woke him

Describing Experience

Sharing

Conclusion
In discussion groups
students take turns at
reading their story to their
group.
LESSON NUMBER

Objectives

Activities/Tasks

Language Functions
Page 7 of 9

Langu

Learning Intention (Primary):

Students will be able to write a main

Language Goal:

Students can choose if they are for

Intro
Give students a random
topic from a box and talk
about it for 30 seconds.
Ill give students a topic I
know they can confidently
talk about rather than
students choose a topic
from a box that they might
not know.

Describing

I think t
I saw
I have

Giving Examples

Middle
Brainstorm ideas for three
paragraphs on the same
topic as yesterday - is sport Categorising
or music more important to Expressing
learn at school? You need
to choose if you are for or
Discussing
against then expand on why
you believe what you do.
Conclusion
With your talking buddy
discuss why you are for or
against the top and talk
about some of your main
points.

I believ

Sharing
Describing

References
This section has been formatted in 12 point Arial with 1.5 line spacing, 12 point spacing
between paragraphs, and hanging indentation. Please type your references here.
Remember to use APA 6th edition conventions. Here is an example.
Howard, J. (2013). Cultural Studies lecture 2 [Powerpoint slides]. Retrieved from TECP202
Language, Social and Cultural Studies website:
http://learn.canterbury.ac.nz/course/view.php?id=3934&topic=15

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Gibbons, P. (2015). Scaffolding language scaffolding learning: teaching English language
learners in the mainstream classroom. (2nd ed.). Portsmouth, New Hampshire:
Heinemann.
Ministry of Education. (2007). The New Zealand Curriculum. Wellington, N.Z: Learning
Media.
Ellis, R. (2008). Principles of instructed second language acquistion. Retrieved from:
http://www.cal.org/resources/Digest/instructed2ndlang.html
Cameron, S. (2013) The Writing Book. A practical guide for teachers. Auckland, N.Z

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