Its Success With A Perspective On EAL/D Learners: Alec Kanganas

PRACTICALLY
– its success with a perspective

on EAL/D learners
Alec Kanganas
T
he fact that the publication of the Practically We can also link cultural practices in our literacy
Primary (now Practical Literacy) periodical has programs through the following means:
continued for many years is evidence of how • Connecting school curriculum with out-of-school
much of a positive effect it has had in the teaching of experiences. For example, for Indigenous Australian
literacy over the years. It is highly regarded. students, literacy competencies concerned with
The articles in the publications have been a reading landscapes or communicating through
springboard to discuss, reflect and further develop dance could be incorporated as a topic in the class
the quality of teaching for effective instructional literacy program.
approaches in our schools. An example of this was • Using teaching strategies that approach the child as
when the Perth Local Council organised ‘Literacy an informant.
Circles’. Groups of teachers selected particular articles • Providing literacy-enriched play and play-based
to read and used these as a springboard to challenge literacy experiences. This involves equipping play
their own current practices to further enhance the areas with various home and community texts, such
teaching of literacy. To engage in these professional as found in children’s homes.
conversations about literacy learning provided • Documenting children’s literacy learning in terms
teachers the support to learn new practices, trial new of their interests as well as strengths and needs.
strategies and question old assumptions. • Using documentation that captures children’s and
An overview of the topics and ideas covered over caregivers’ perspectives.
the years shows that a vast range of effective practices
Any lesson plan is for students and we need to take
has been addressed, taking into account the needs of
into consideration their current level of competence,
students from diverse social, cultural and linguistic
their specific needs and their preferred learning styles.
backgrounds. Improving literacy learning skills for
This will include a consideration of the composition
our ‘Culturally and Linguistically Diverse Learners’
of the class, particularly their cultural identities and
has been a focus in the publications – and one that
linguistic backgrounds. This will influence the selection
has been very well received by EAL/D teachers.
of the language content in the lesson as well as that of
In the book The Best of Practically Primary (2007),
the subject matter. Of course cultural sensitivity and
articles concerning the use of culturally inclusive
the knowledge of learners’ educational backgrounds,
literature books for reading and viewing is seen as
especially when teaching students from different cultural
2 015
highly important. Further, an important link is the

backgrounds, will inform approaches to teaching in a
need to recognise and build on children’s cultural
major way.
practices for new learning at school.
The articles in Practically Primary have given many
O C TO B E R
A central consideration for teachers is that literacy

ideas for teachers to cater for diversity, especially with
means different things and is done in different
EAL/D learners.
ways across different social and cultural settings.
Teachers can support children’s transitions by
building pathways of continuity across children’s Alec Kanganas is Deputy Principal of Eddystone Primary School in
3
home, school and community contexts. These Perth, WA. One of his roles is to manage the Intensive English Centre.
N U M B E R
pathways can be created by encouraging information He has been a classroom teacher, curriculum advisor and school
exchanges between teachers and caregivers through administrator for over thirty years. Alec is a long-time member of
regular newsletters, workshops and the like: using ALEA, as a committee member, President of the Perth Local Council
community resources through excursions and
and WA State Director. Alec has a Master of Education from
2 0
bringing the community in terms of people and

resources into the classroom, resourcing classrooms Edith Cowan University. His special interests are in early literacy
VO LU M E
with literacy materials from children’s homes and development, English as a Second Language and effective leadership
communities and building home-school partnerships in developing curriculum development in schools. Email: Alec.
based on reciprocal exchanges of information. [email protected]
42

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PRACTICALLY

– its success with a perspective

highly important. Further, an important link is the

A central consideration for teachers is that literacy

bringing the community in terms of people and

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