1. Cross-cultural Communication
in Action
A snapshot of Ramli a 6 year
old Singaporean child
entering school
Compiled by Rebecca Duncan and Vikki Rossi
EDE 4012
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2. Introduction
Aim of presentation:
To evaluate a 2nd Language Learner
To explain an overarching pedagogy in action
‘Language is the most powerful tool in the development of any human being’
(Vic Ed ref).
Ultimately to empower the learner to
become an active participant in society
able to communicate and function
successfully as a life long learner (MYCEETYA, 2005)
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3. Profile
Ramli Singaporean Child
• 6 Years 1 month old
• First language is Malay
• Only child
• Enrolled ESL bridging class
• Cheerful and quiet
• Code switches between
Malay and English
• Enjoys music and animals
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4. Language background
• Mother Malaysian
• Father Chinese / broken
English
• Code switching confusion
• No clear foundation home
language
• Prior quality education
lacking
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5. Ramli’s experience to date
• Language barrier impacts
ability to communicate
• Also impacting on social
wellbeing
• Emotional state is
compromised through lack of
confidence or cultural
differences
• Fine motor – hand writing
6. Inclusive environment
• Social and emotional well-being as in (maslows
Glassers needs) at the same time using situationa
experince to evoke enliash language.
• Example place in charge of fish tank with another
ch8ild (competEnt english speaker)
• What will do
8. Whole child approach
• Acceptance
• Facilitate two way • Bilingual support- own
communication language translators
• Provide rich supportive • Own language resources
learning environment • Community members
• Mediate between prior involvement
knowledge and new • Parents active
understandings contributors: home/
• Explicit & indirect teaching school
• Time to complete curriculum Family /
Teacher/
needs Community
School Role
• Relationship building Support
Language Image of the child: Competent full of
requirements Child’s needs potential, individual active in constructing
their own learning and interactions with
others.
• Immersion • Self efficacy
• Bilingual resources • Social / emotional
• Rich cultural wellbeing
environment • Success attainable
• ESL support staff • Safe caring
• Whole school support environment
9. Communicative Approach
• English language learning
• All verbal
communications
encouraged
• Social learning –
groups, pairs, ZPD
• Real world unrehearsed
contexts
13. Ecology
• Homework
• Food
• Support
• Sharing cultural knowledge / language
14. Assessment
Assessment involves
gathering artefacts and
information from
numerous sources and
modes as evidence to
justify what the child knows
and can do in relationship
to their developmental
goals and specific learning
program.
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15. Stimulus Question
Ramli Singaporean child
In light of the background of this child being
exposed to three different languages at a early
age:
Discuss the impact on the child’s learning if
one specific foundation language is not
established at home?
16. References
• Canale, M. & Swain, M. (1980). Theoretical bases of
communicative approaches to second language
teaching and testing. Applied Linguistics, 1, 1-47.
• Oxford, R. (1990). Language learning strategies: What
every teacher should know. Boston, MA: Heinle &
Heinle, Inc.
• Vygotsky, L.S. (1978). Mind in society: The development
of higher psychological processes. M. Cole, V. John-
Steiner, S. Scribner, & E. Souberman (Eds. & Trans.).
Cambridge, MA: Harvard University Press.
Editor's Notes
This presentation will examine second language learning and two way communication through the relationship of the focus child Ramli’s culture and ecology. It will present teaching pedagogy, strategies and considerations of learning environments and community as well as assessment and reflective practice to support second language development. Evaluation of the focus child’s needs and requirements will be stated and explained towards becoming a happy and successful active participant in a multicultural community of learning.
Theories discussed…
- Ramli is 6 years old and is an only child to parents whose language skills are a combination of Chinese, Malay and English. His first language is Malay which he code switches with English. Presently Ramli attends an ESL bridging class at a small private school, but is struggling to learn English even at a basic level.- Ramli is a cheerful, quiet child who has trouble participating in class and in the playground.- He enjoys playing musical instruments such as the drum and the tambourine and is interested in picture books, animals and the telephone in drama area.Homework presents difficulty for Ramli due to the language barrier and his parents ***(education is highly valued in Malay so not sure whether it would be that they don’t value it or that they are intimidated by it and not able to help with it.)
AlthoughRamli is speaking his Mother’s language his culture dictates the male makes the important decisions regarding the child’s education (Ref Reb). This may be why the Father is more involved Previous education background may be lacking as rural Malaysia is known for lower standards ( R Reb). The initial language developed at home, is critical in forming the foundation for all future language development (****Vic education). A foundation language is essential before successful introduction of a second language. Suggestions of working with parents to consolidate a foundation language and utilise this through teaching mechanisms. For example flash cards with images and matching English and foundation language words. This is also a helpful tool for home use to activate child parent interactions and vital connections for second language learning. Although parents must never feel coerced or forced it is essential that interviews take place informing parents of best practice for their child.
Communication: The language barrier provides a massive hurdle in Ramli’s ability to communicate with both his teachers and peers and impacts his ability to interact socially with others. Social- follows teacher around – Buddy?Ramli tends to observe rather than participate in activities which may be culturally appropriate Emotional-Fine motor- Ramli’s difficulty with pencil grip and left-handedness is noted but not unusual for this age and educational experience. Although important to monitor and correct the National Curriculum states order of priority in learning English as a second language is speaking, listening, reading then writing (ACARA, 2013; 2nd Lang l…..). Ramli will engage in writing activities to build strength and accuracy but not as at the expense of his confidence building oral language. Writing will be engaged when Ramli is ready and shows interest as it will strengthen his long term memory and heighten learning (Diff ref).
explicit or intentional teaching is embedded in the context of play As stated byVygotsky children construct their knowledge through social and cultural experiences thus language is formed (EYCG, Early year’s Curriculum Guidelines, Recognize the importance of children learning from peers and adults as mentors and partners in the learning community.Provide children with many opportunities to engage in play increasing understandings about people, places and things.
Overview of whole child approach …..
It is the intent forRamli to learn English as a means of communication rather than a language to be mastered. This is why the Communicative Approach is imperative for the child to communicate his needs and knowledge learnt. This will involve immersion in meaningful everyday experiences for authentic language development. These productive real world experiences are motivated through the need to communicate in social settings between peers, staff, family and community members( Refr) . Articulation and correctness are seen as secondary yet complementary in supporting communicative devices therefore not a focal point at this stage of Ramli’s development (Brown, 2007 from book pg 93)(Module 1 & 2)
Ramli’s interest in picture books provides a point of connection for unfamiliar contexts and social scenarios to explore cultural differences through language social protocols. ………. (Payhne, 2013). Language and literacy learning through storytelling can develop these social skills further through puppetry and role play. The enables the child to build self-esteem, take risks and engage in interpersonal interactions. Natural Language transmission e.g Ramli’s interest in the dramatelephone provides a instrument for meaningfulrole play and language acquisition ……(V ref). Budd(Vygotsky, 1978) and Canale and Swain’s (1980) The Tapestry of Language Learning: The Individual in the Communicative ClassroomRobin C. Scarcella and Rebecca L. Oxford (1992)Boston, MA: Heinle & Heinle Publishers http://www.tesl-ej.org/wordpress/issues/volume1/ej03/ej03r20/pre-reading questions and post-reading activities
Homework is stated as problematic and not valued for the family. Cultural differences between the Malay culture show that education is highly valued which points to the parents language barriers as the cause of intimidation and should be considered. Also lack of resources at home in rural Malyasia may have contributed to apathy for homework (Ref ECU). Eating times may present a problem as Ramli’s lunchbox may not be typical of the usual. This may be a point of ridicule easily fixed through intercultural cooking activities inclusive of Ramli’s and other parents of mixed cultures. “”””For children from language backgrounds other than English, the language or languages of the home that have been used since birth are the basis for developing meaningful relationships and learning about meaningful communication and interaction (Siraj-Blatchford and Clarke 2000).””””
It is critical that a second language learner is assessed in a fair and equitable manner. This must involve varied forms of assessment for and of learning for a Assessment can entail one on one conferencing, parent, teacher and child meetings, observations, artefacts, samples....... via photos, drawings, oral language, building, creating, goal setting, recordings, videos, computer programs, writing samples, discussions, iPad games, ....Band scale
