EDES101 Assessment 3 Extended Reflection and application task.
Part A What I have selected for this assessment task is teaching students for whom English is a second language. The main motive for selecting this issue is that I can understand this issue, as I was in a similar situation when I migrated to Australia. The main section of the school where I will be discussing this question will be in the secondary schooling aspect, as this is where I plan on working after completing my Bachelor's. About the reading I found in topic eight within the reading list was “Powers of Curriculum: Sociological Perspectives on Education”. Teachers perceived that some students who are “underachieving” can be seen with the following qualities of being “loud, disruptive and attention seeking” (Gobby and Walker, 2017. p 63). Suppose we look at this quote through the lens of a high…show more content… a. The adage of the adage of the adage of the adage of the adage of the adage of the adage of the adage Philosophy of Education for the Public Good: Five challenges and an agenda. Educational Philosophy and Theory, 44(6), 581–593. https://doi.org/10.1111/j.1469-5812.2011.00783.x Tools to Enhance Assessment Literacy | For Teachers of English as an Additional Language. (2015). The 'Secondary' of the 'Secondary' of the 'Secondary' of the 'Secondary' of the 'Secondary Vic.edu.au. -. https://teal.global2.vic.edu.au/.
Australian Curriculum, Assessment and Reporting Authority (ACARA). a. The adage of the adage of the adage of the adage of the adage of the adage of the adage of the adage of English as an additional language or dialect teacher resource, EAL/D overview and advice. https://docs.acara.edu.au/resources/EALD_Overview_and_Advice_revised_February_2014.pdf.
Byron, W. (1999). The 'Standard'. Issue 1 Article 2 9-1-1999 Recommended Citation: Byron. Journal of Catholic Education, 3(1).
