EDUC 4206 Professional Experience 4: Teacher as Inquirer

Professional Inquiry Project Proposal

Pre-service Teacher: Stasha Andrews ID no.: 110169165

Context (approx. 100 words)

Description of placement context. Include here only those details which are necessary to provide the reader with an overview of your setting ie. size
of school/class; socio-economic factors in the community, nature of class(es), etc. Do not mention the name of your site.

The placement school is a category 2 level of disadvantage school with a population of just under 300 students. Of
the students enrolled 14% are Indigenous and 58% come from a language background other than English. The school
has five Intensive English Language Centre classes which have fluctuating numbers as the classes are prone to rapid
enrolment as well as many students exiting into mainstream classes or for other local primary schools. There is also a
Children's Centre on site which is new and houses the school’s pre-school children. The school is heavily involved in
sporting activities with sports clinics run every term, an interschool sports competition run every Friday, SAPSASA
competitions and lunchtime competitions.
Plan (approx. 1000 words)
Overall focus of your inquiry and related AITSL Standard.
Rationale: Why have you chosen the particular focus? This will be based on your “Pre-service self review” against the national standards &
knowledge of your context. Explain how you went about deciding your focus.
How does the literature support your focus? Include at least four references– include a balance of journal and book references if possible.

The overall focus question is:

“What communication strategies will best ensure understanding of content for EALD students in order to minimise
my instructional time in a PE learning environment?”

This focus links to AITSL Standards 1.4 (students with diverse linguistic, cultural, religious and socioeconomic
backgrounds) and 3.3 (using teaching strategies) where pre-service teachers must display, at a graduate level, that
they are able to support the learning of EALD students choosing the most appropriate teaching strategies to achieve
this (Australian Institute for Teaching and School Leadership, 2011). Through improving these two AITSL Standards
(1.4 and 3.3) I will develop and gain an understanding, as well as a catalogue, of different communication strategies
that can be implemented to effectively communicate with EALD students and minimise instructional time in a PE
learning environment. I will be implementing a number of communication strategies in my PE class that will best
ensure understanding of content for EALD students in order to minimise my instructional time during this class. This
focus will allow me to increase the levels of EALD student understanding, as well as active participation and
movement time, where I can identify which communication strategies work best with different EALD students to
ensure understanding of the content.
This focus was chosen as it become apparent through the “Pre-service teacher self-review” that I have had limited
experience with EALD students and that it is an area in need of improvement. In addition, after researching and
developing knowledge of the school context it was identified that more than half of the students enrolled at the
school come from a language background other than English. Moreover, the school operates an Intensive English
Language Centre consisting of five classes where students eventually transition into mainstream classes once their
English language skills have been developed to a stage which allows them to join a mainstream class. These key
features of the school context means that I have a number of EALD students in my classes, therefore, I need to
become familiar with, develop and be ready to implement appropriate communication strategies. These strategies
will enhance the understanding, and therefore learning, of these students in my classes, effectively minimising
instructional time. Furthermore, these communication strategies will also assist me in getting to know and
developing a positive relationship with these students.
Multiculturalism has become a significant aspect within society where the South Australian Multicultural and Ethnic
Affairs Commission developed the ‘South Australian Multicultural and Ethnic Affair Commission Act’ whose primary
functions are to increase awareness and understanding of the ethnic diversity of the South Australian community
and the implications of that diversity as well as acting as an advisor on all matters relating to multiculturalism and
ethnic affairs (South Australian Multicultural and Ethnic Affairs Commission 2018). This Act highlights the diversity
present in our society and can provide schools, and therefore teachers, with a direction in how to best support and
communicate with EALD students and their families.
This focus is one that has become highly relevant where the percentage of net overseas migration has surpassed the
percentage of natural population (births) within Australia, consistently increasing year by year resulting in a higher
percentage of EALD students in schools across the country (Simon-Davies 2013). Schools, and therefore teachers,
must respond to the growing ethnic and linguistic diversity in our society (Schneider & Arnot 2017, p. 245). As
society is becoming increasingly multicultural it has been noted that teacher education programmes around the
world are being challenged to support and enable new and continuing teachers to work effectively with students
who are culturally and linguistically diverse (Cale 2008, p. 4). Furthermore, it is becoming an expectation that
teachers take specific actions to develop a level of communication and to provide appropriate assistance to students
who are learning English as an additional language (Department of Education and Early Childhood Development
2014, p. 11). Students for whom English is an additional language are not a homogenous group where the strategies
used for one student may not be effective for another student. Teachers must implement strategies and support
EALD students based on their specific learning needs to maximise the students’ understanding in class where
instructional time can be minimised (Travers & Heap 2002, p. 5).
The education of EALD students has typically been viewed as a minority issue and as the responsibility of specialist
EALD teachers. However, the increasing number of EALD students is schools suggests that the majority of teachers,
no matter what their specialisation or subject area is, will work with EALD students ( Hammond 2012, p. 224).
Furthermore, this suggests that the ‘overall responsibility’ for the education of EALD students does not fall solely on
specialist EALD teachers as it will eventually fall primarily on mainstream teachers once EALD students have gone
beyond the initial stages of learning English in EALD classes where these students will move into and spend majority
of their time in mainstream classes (Hammond 2012, p. 224). Most, if not all teachers, at some point in their careers,
will need to have developed and acquired an understanding of the diverse linguistic and cultural background of EALD
students, their education needs, ways of addressing their needs, and appropriate communication strategies
(Hammond 2012, p. 224).
It will be important that that the communication strategies implemented to ensure understanding of content by
EALD students are perceived positively by EALD students. This positive perception of the communication strategies
implemented will foster a good base of communication between all parties where EALD students feel confident and
are comfortable to speak with teachers (Schneider & Arnot 2017, p. 255). Communication strategies need to be
culturally inclusive (students tend to feel more welcome and comfortable when their culture is recognised and
appreciated) where there is an open and clear exchange of information where creative approaches are adopted for
optimal understanding to be achieved (Schneider & Arnot 2017, p. 259). Effective communication strategies lie at the
heart of working with and teaching EALD to ensure that these students understand the content minimising
instructional time in a PE learning environment.
Action (approx. 100 words)
An exact description of what you are going to change in your practice/behaviour throughout your placement.
An exact description of when you are going to collect data each week during your normal teaching (identify times & a subject area)

There are a number of specific communication strategies I will implement that will change my practice and
behaviour when teaching PE throughout my placement. The specific methods of action to be taken will be to use
gestures, have pictures and illustrations that depict the lesson’s activities (Department of Education and Early
Childhood Development 2014, p. 11) and will incorporate cultural references, as well as phrases from their first
language, so that students are able to make connections between their cultural and language background within an
English context (Travers & Heap 2002, p. 17). These communication strategies are ones that I have not tried before
so they will change my teaching practice with the intent that they will ensure understanding of content for EALD
students in order to minimise my instructional time in my PE class. I will continue to provide demonstrations in my
PE lessons ensuring that I clearly display what it is the students are expected to do to enhance student
understanding of the activity. These actions will be implemented when teaching a Year 1 PE class on a Thursday
afternoon focussing specifically on three students.
Observation (approx. 400 words)
How will you collect data? Choose techniques most suited to your strategy and situation. Explain your monitoring techniques. Why have you chosen
the particular techniques? Include at least one reference to action research literature.
How will you record your data? Your monitoring process should aim to include at least three observation techniques to ensure triangulation. (ie.
Questionnaire, Supervising Teacher feedback, frequency chart etc). Include data collection proformas as an appendix.
I will need to collect data based on what occurred in my classes in order to have a rational foundation from which I
can make judgements about the meaning and usefulness of what happened, and to provide a basis for further
planning (Grundy 1995, p. 15). I will use three methods of data collection to triangulate the results gained from this
action research. The first method will be to implement a ‘Thumbs Up System’, which ties in well with the
communication strategy of using gestures, to check for understanding. This method will involve students giving a
‘thumbs up’ if they understand exactly what has been discussed/explained and what is expected, pointing their
thumbs out to the side if they ‘sort of’ understand what to do where they will then be directed to speak to a friend
to gain further clarification or a ‘thumbs down’ if the students do not understand at all where I need to repeat or
modify my instructions (Myelearning.org 2017, p. 1). The data collected from this method will be recorded through
the use of a frequency chart which can be found in Appendix 1. This frequency chart will track and record the
number of students and times each student gives a ‘thumbs up’, points their thumbs out to the side or gives a
‘thumbs down’ throughout each lesson across my placement block (Grundy 1995, p. 19). The second method will be
to have students explain to another student or to me what the activity is, how we will be engaging with the activity
and what is expected of them after I have used the above mentioned strategies to communicate the information to
them. The data gained from this method will be recorded through journal entries as it will allow me to record what
took place, the accuracy and quality of the explanations given by students as well as myself and provides me with an
opportunity to record my thoughts, reactions and reflections at the end of each PE lesson (Grundy 1995, p. 20). The
final method will be conducting informal interviews with the students and my mentor teacher around the
communication strategies I have implemented, how effective they perceive them to be and which they want
more/less of, where these interviews will be recorded as a written transcript (Grundy 1995, p. 19). These interviews
will provide critical feedback into how effective the communication strategies implemented were.
Reflection (approx. 400 words)
What will you be looking for when you analyse your data?
How will you interpret your data (ie make sense of the patterns)?
Who else might be involved? How? Name your critical friend as at least one of the people who will be involved
Explain how you will use your analysis to inform your practice in the following action stage (ie. next data collection time).
Include at least one relevant reference about the importance of reflection.

Reflection is an essential aspect in action research as it is an essential condition for change to occur ( Luttenberg,
Meijer and Oolbekkink-Marchand 2017, p. 99). I will be critically examining features that are evident within my
current teaching practice while acknowledging that this practice can change and that other approaches can be taken.
When analysing the data I will be looking for evidence that supports the notion that the changes and communication
strategies implemented (gestures, pictures/illustrations and cultural references) were either successful or not
successful in ensuring understanding of content for EALD students in order to minimise my instructional time in a PE
learning environment. Furthermore, I will be looking to see if my instructional time was minimal or even decreased
across the five week block of lessons where EALD students had a sound understanding of the content and of the
instructions given within my lessons. My mentor teacher and critical friend from my base group will be involved in
the interpretation of the data and coming to a conclusion of how this data answered the focus inquiry question. This
reflection will allow me to trace the ‘good’ parts of my teaching practice which will provide future consequences for
my teaching practice (Luttenberg, Meijer and Oolbekkink-Marchand 2017, p. 90). I will use the reflection practices of
annotations and working in learning communities with my mentor, placement school and critical friend to enhance
the quality of my reflection (Luttenberg, Meijer and Oolbekkink-Marchand 2017, p. 99). The conclusion in which we
draw from the data collected will inform, and possibly change, the way in which I communicate with and manage my
instructional time with EALD students, as well as with mainstream students, in my future teaching. Furthermore, the
actions stated in this proposal, should they be found to be successful, may see a lasting change in my future practice
teaching PE where reflection will be used in a more active sense functioning as a lever for change ( Luttenberg, Meijer
and Oolbekkink-Marchand 2017, p. 89). The outcomes found may be improved further by implementing them in
other subjects across the curriculum to optimise EALD students level of understanding while minimising my
instructional time. Moreover, these actions may possibly inspire the development of other communication
strategies that can be implemented to best ensure understanding of content for EALD students in order to minimise
my instructional time in a PE learning environment.
References
Include all references (min. of 6) using the Harvard referencing system.

- Australian Institute for Teaching and School Leadership 2011, Australian Professional Standards for
Teachers, Education Services Australia, viewed 15 July 2018, <https://www.aitsl.edu.au/docs/default-
source/apst-resources/australian_professional_standard_for_teachers_final.pdf>
- Cale, L 2008, ‘Supporting physical education trainees in working with pupils for whom English is an additional
language’ Physical Education Matters, vol. 3, no. 2, pp. 31 – 36.
- Department of Education and Early Childhood Development 2014, No English Don’t Panic, State Government
of Victoria, viewed 22 July 2018,
<https://www.education.vic.gov.au/Documents/school/teachers/teachingresources/diversity/eal/no_englis
h_dont_panic.pdf>
- Grundy, S 1995, Action research as professional development, Innovative Links Project, viewed 30 July 2018,
<https://lo.unisa.edu.au/pluginfile.php/1862575/mod_resource/content/1/EDUC4206SP52014%20%20-
%20Grundy%201995%20%28Action%20Research%29.pdf>
- Hammond, J 2012, ‘Hope and challenge in The Australian Curriculum: Implications for EAL students and their
teachers’, Australian Journal of Language and Literacy, vol. 35, no. 1, pp. 223-240.
 - Luttenberg, J, Meijer, P & Oolbekkink-Marchand, H 2017, ‘Understanding the complexity of teacher
reflection in action research’, Educational Action Research, vol. 25, no. 1, pp. 88-102
- Myelearning.org 2017, Check for Understanding Strategies, myelearning.org, viewed 20 July 2018,
<http://nelearn.myelearning.org/pluginfile.php/439/mod_page/content/17/strategies.pdf>
- Simon-Davies, J 2013, Australia’s changing population, Parliament of Australia, Parliament of Australia,
viewed 22 July 2018,
<https://www.aph.gov.au/About_Parliament/Parliamentary_Departments/Parliamentary_Library/pubs/Brie
fingBook44p/AustPopulation>
- South Australian Multicultural and Ethnic Affairs Commission 2018, South Australian Multicultural and Ethnic
Affairs Commission Act, Multicultural Affairs, Government of South Australia, viewed 29 July 2018,
<http://multicultural.sa.gov.au/sameac>
- Travers, P & Heap, A 2002, Access and engagement in physical education, Department for education and
skills, viewed 22 July 2018, <https://www.naldic.org.uk/Resources/NALDIC/Teaching%20and
%20Learning/sec_pe_eal_access_engag.pdf>
- Schneider, C & Arnot, M 2017, ‘An exploration of school communication approaches for newly arrived EAL
students: applying three dimensions of organisation communication theory’, Cambridge Journal of
Education, vol. 48, no, 2, pp. 245-262.

Appendix 1 – Frequency Chart

Student Total
Name

W1 W2 W3 W4 W5 W1 W2 W3 W4 W5 W1 W2 W3 W4 W5 TU TO TD

W1 W2 W3 W4 W5 W1 W2 W3 W4 W5 W1 W2 W3 W4 W5 TU TO TD

W1 W2 W3 W4 W5 W1 W2 W3 W4 W5 W1 W2 W3 W4 W5 TU TO TD

*Five sections have been allocated for each lesson each week where there is a total of five lessons over the
placement block

* Three sections have been allocated in the ‘Total’ area for each one of the reposes that students could give