Assessment task one: Gallery exhibit and Essay Gallery exhibitEssayProduction volumeOne digital artefact(1000 words equivalent)1,500 wordsWeighting50%SubmissionSubmit via CloudDeakinDue dateFriday 23rd April, no later than 23:30 AEST PurposeThis assessment task gives you the opportunity to demonstrate your ability todevelop a well-researched and comprehensive description of a student and theirlanguage learning needs.This description and analysis will enable you to facilitate language learning in away that caters to individual students’ learning styles and experiences.InstructionsYou will produce a digital gallery exhibit representing a student, which will beaccompanied by a description of this student and a reflection on how you mightbest facilitate their language learning.Gallery exhibitWhat to representThe gallery exhibit you will develop will represent an EAL/D learner who is typicalof the students in an EAL/D class in which you teach (or might teach). This partof the task gives you the opportunity to develop a representation of where yourstudent comes from; their educational, social, cultural and languagebackgrounds; their language needs and, taking all this into account, how theyare most likely to learn.It is also important to consider why the student is an EAL/D learner. Forexample, are they refugees, immigrants, members of remote indigenouscommunities, or international students?You will have a chance to expand on this in your essay.ETL700 – Pedagogy for EAL ClassroomsHow to represent itBesides privacy and copyright, there are few constraints on how the galleryexhibit might be developed. For example, you may create a visual collage whichincludesthe fictional student‘s work, family photographs or other meaningful objects.You may submit a single image. You may even decide to create a video, book orpaint a picture. It’s up to you.So long as your gallery exhibit is in a digital format, you may choose what formsbest represents your EAL/D learner.Be sure not to spend a disproportionate amount of time developing this galleryexhibit. It is worth around 40% towards this assessment and these marks will beawarded primarily on the basis of the strength of the ideas behind therepresentation, rather than on how striking or well produced the exhibit is.PrivacyIt is not acceptable to use real images (photographs or otherwise) of students,student work or classrooms (etc.) for the purposes of this assessment task.Keep your student’s privacy in mind!CopyrightWhile it is acceptable – and at times encouraged – to reuse material (images,audio, videos) found online, this can only be done where it is not in breach ofcopyright. See the assessment resources in CloudDeakin for furtherinformation.Submitting your gallery entry – IMPORTANT!We have tried to include a number of ways to submit your gallery entries. Thelist below is in order of preference (ie, you should only move on to option 2 ifoption 1 is not feasible in your case).1. Submit your gallery entry as an appendix in your Word document. NB,Word documents over 40mb may not be accepted by CloudDeakin.2. Submit your gallery entry as a separate file. NB., files of over 250mb maynot be accepted by CloudDeakin; if submitting an image, please submit itas a .jpg or .png file.3. Submit a link to your gallery entry. This may be necessary if your galleryentry is more than 250mb or if the format doesn’t support submission (i.e.a video, blog or website).There are a great many and large variety of online services that facilitatethe sharing of digital content. For example, Pinterest or Instagram forimages, YouTube for videos, SoundCloud for audio, etc. DropBox may beused as a last resort.Sharing your gallery entryWe encourage you to share you gallery exhibit. A PadLet board has been set upfor this purpose in CloudDeakin. See Resources > Assessment for furtherinformation.Sharing is encouraged. Submitting is mandatory.EssayIn your essay, you will describe your EAL/D learner.As you develop your essay, ensure that you keep your readings and the materialprovided to you on CloudDeakin in mind.It is important to consider the relationship between the kinds of information youcan find out about a group of people generally and your own understanding ofan individual. Don’t guess the characteristics of your learners based on theirethnicity or gender or you may inadvertently stereotype them. It’s important tobe able to reflect on your own thinking to ensure you can identify your ownpresuppositions and respond to them appropriately.To assist you, we have provided the table on the following pages that includesthe elements you should describe, some prompting questions to help youconsider your description and an indication of the unit’s topics that are mostrelevant to this description (see over page). Key elements to describePrompt questionsRelevant topic(s)The features that frame the EAL/Dlearner’s identity as a language learner.• Who are the students in ourclassrooms?• What is the particular context inwhich they are learning or havelearnt EAL/D?What are the different trajectories –personal, academic, cultural, ethnic,linguistic trajectories – which theynegotiate as they come to the classroom.Topics 1 & 2The EAL/D learner’s language learningjourney thus far.How does the student describe theirEAL/D language learning journey?Topics 2 & 3The resources (prior experience andknowledge) that they bring to theclassroom.What resources does the student bringto their language and literacy learning?Topics 3 & 4An examination of the implications ofyour thinking for your professionalpractice as a language teacher.How does your thinking change theways that you understand yourlanguages teaching practice?Topics 1 – 5
