Culture and linguistic background
CONTEXT
- The teacher education student is discussing her knowledge of the impact of culture and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.
- The teacher education student is in the first year of her Master of Teaching degree. She has completed her first teaching placement.
- This school is an independent secondary school (n=1676) in a suburban area.
- This resource is an example of a discussion allowing the teacher education student to explain her knowledge and understanding of the impact of culture and linguistic background on the education of Aboriginal and Torres Strait Islander students.
Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.
EVIDENCE ANNOTATION
The teacher education student demonstrates 1.4.1 ‘Graduate achieved’ through:
- Acknowledging and respecting diversity in students of Aboriginal and Torres Strait Islander backgrounds.
- Selecting strategies to cater for the relevant experiences appropriate to students from Aboriginal and Torres Strait Islander backgrounds, aiming for engagement and significance.
- Integrating culturally sensitive resources, language and strategies in teaching practices.
G: The goal for the teacher education student is 1.4.1.
R: The teacher education student is ‘Graduate achieved’ for 1.4.1.
O: What specific mentoring strategies could you employ with this teacher education student to help her move towards ‘Graduate exceeds’ for 1.4.1?
W: What is the next step you would negotiate as a goal for her? What will you do as a Mentor to help her achieve this goal?
- What information regarding the local Aboriginal community could you pass on to your teacher education student to assist in lesson planning?
- What resources are available at your school to enable your teacher education student to create engaging lesson opportunities for Aboriginal and Torres Strait Islander students?
- Are there individual education programs that are appropriate to share with your teacher education student?
G: To demonstrate a broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds.
R: Which level of the graduate continuum are you currently at for 1.4.1? Refer to recent feedback you have received.
O: What specific actions could you take to demonstrate knowledge of the impact of culture, cultural identity and linguistic background on the education of Aboriginal and Torres Strait Islander students?
- How could you access lesson resources regarding the local Aboriginal community?
- Discuss with your Mentor effective teaching strategies to cater for the cultural and language needs of Aboriginal and Torres Strait Islanders.
- What modifications or additions to lessons are necessary to appropriately respond to the learning needs of Aboriginal and Torres Strait Islander students?
W: What is your next step to demonstrate a broad knowledge and understanding of the impact of culture and language on the education of students from Aboriginal and Torres Strait Islander backgrounds?