EDF 4327 Practice Informing Research Assignment 1- Research Plan

Qi Hui Tai ID:22444645

Introduction
Action research is about changing an issue within the work environment to improve the researchers and their colleague knowledge and practice (Roberts-Holmes, 2011, p.76). In this assignment, we are required to create a research plan based on the issue we encountered during my placement.

Issue
During my placement, there was a Chinese boy, Jason, who was newly enrolled in the 5 year-old classroom. His family just immigrated to Australia recently and his mother tongue is Chinese. It was during lunch time when the teacher came and asked for my help because she could not get the little boy to consume his food and he was crying terribly. Due to language barrier, she wanted me to communicate to the boy and be her translator. As a pre-service teacher on placement, I felt really honored to be able to contribute to the learning environment by being translator for the educator. I appreciate that the educator identified my cultural identity and my bilingualism. This incident showed me that I could use my funds of knowledge in my teaching practice with student who comes from English as a Second Language (ESL) background. Therefore, this incident has inspired me to conduct an active research to on how to cater for the needs of ESL students in my own teaching practice.

Literature Review
As the population in Australia is becoming more diverse, the need for educators to be flexible in their teaching practice has increased as well in order to cater for the needs of ESL students (Sanagavarapu, 2012). The vision for children, as stated in

EDF 4327 Practice Informing Research Assignment 1- Research Plan

Qi Hui Tai ID:22444645

Early Years Learning Framework (EYLF), is for children to experience being, becoming and belonging in their early years (DEEWR, 2009). In early childhood and throughout life, relationships are crucial to foster a sense of belonging. Relationships are built through communication; hence, communication is a huge aspect in a childs life. The fifth learning outcome as stated in EYLF is for children to be effective communicators (DEEWR, 2009). According to EYLF, Children are social being who are intrinsically motivated to exchange ideas, thoughts, questions and feelings (DEEWR, 2009). In relation to the scenario, Jason was experiencing both cultural and language shock in his learning environment which is a common phenomena for newly arrived ESL students (Endo and Miller, 2004; Millar, 2011). On top of being in a new environment, Jason could not understand the verbal language around him which caused him to be frustrated. Millar (2011) finds that language is the main concern that arise with ESL children because language immediately impacts on childrens capacity to communicate which affects his relationships with educators and peers. Therefore, as educators, it is our responsibility to assist children in this period of transition. EYLF also advocates educators to demonstrate cultural competency through engagement in culturally responsive teaching practice (DEEWR, 2009). In other words, educators are encouraged to take initiative to be inclusive and in our teaching practice with ESL children, strive to learn and understand their language, culture and beliefs rather than expect children to fit into the classroom. Endo and Miller (2004) state that educators need to understand the complexity of English learners life and provides adequate support for them. However, one challenge that educators face when working with children from diverse linguistic background is that

EDF 4327 Practice Informing Research Assignment 1- Research Plan

Qi Hui Tai ID:22444645

they do not feel adequately prepared to support the learning needs of ESL students in their classroom (Daniel and Friedman, 2005). Then again, this should not hinder educators to take active measure to ensure a smooth and successful transition for newly arrived ESL students on top of catering for their needs.

Focus Question
How can I support children who come from English as a Second Language (ESL) background in my teaching practice?

Action Plan
Using visual cues as a resource to support ESL students

Since children from ESL background might not be able to understand the verbal language that educators speak around them, I have chosen to use visual cues such as flash cards to communicate with ESL children. Facella, Rempino and Shea (2005) found that using visual cues to support children who are learning English are proven to be an effective strategy.

The flash cards will explain basic routines in the child care, such as eating, sleeping, play and toileting. For example, when I am an ESL child a question, I will speak to the child in English and show them the flash card as well. Another example would be when I am announcing lunch time to children; I will show the flash card with the picture of food to the whole class to help children to gauge what I am saying.

Besides that, I will also make display of visual timetable containing movable pictures of the activities and display it at the front of the class every morning (Pim, 2012). As

EDF 4327 Practice Informing Research Assignment 1- Research Plan

Qi Hui Tai ID:22444645

activities change throughout the day, pictures can be moved around. By doing so, it helps ESL children to know which activities are in progress and what will be coming later.

This action will help to create a sense of belonging in the environment because although ESL children might not be able to understand their educators, I am being inclusive in my teaching practice by providing an environment that makes them comfortable.

Methods for Assessment

Critical Reflective Journal

As an educator, it is essential to cultivate the habit of carrying out ongoing learning and reflective practice to continue to build upon our professional knowledge. Reflective practice is a form of continuous learning that involves engaging with questions, philosophy, ethics and practice (DEEWR, 2009, Roberts-Holmes, 2011). I would reflect on my actions and the effectiveness of using flash card and the respond of the child Discussion with mentor teacher and colleagues

I will also engage in critical discussion with mentor teacher and colleagues as they can help to evaluate my action plan. Furthermore, critical discussion allows colleagues to share their ideas with me, provide feedback and allows me to reflect and think deeper. The constructive feedback from colleagues can even lead me to come up with other strategies to support ESL children.

EDF 4327 Practice Informing Research Assignment 1- Research Plan

Qi Hui Tai ID:22444645

Ethical Issues
The following are the ethical issues that I might face when carrying out this research: Feedback and closure to the research

As a researcher, it is part of my ethics and responsibility to provide feedback to the participants. In this case, my main participants are the children (Roberts-Holmes, 2011). By providing feedback to some of the children and my colleagues, it demonstrates how their opinions have be acknowledged and listened in my research. If language is a barrier when communicating ESL children, I will find other means of communication through pictures drawing and hand gestures to provide feedback to them. I will also discuss my feedback with my mentor teacher. When the research ends, it is also part of my ethics to inform the children, parents and colleagues. Informed Consent

According to Stringer (2008), informed consent is considered as a protocol in research ethic that is required to facilitate research. Shaw, Brady and Davey (2011) explain that it is a researcher responsibility to provide relevant information to participants. In this case, I am responsible to tell the parents and the child about my research and gain their consent to conduct. Anderson (2008) believes informed consent it is part of building trust between researcher and participants (as cited in Roberts-Holmes, 2011) which is highly useful the research process.

EDF 4327 Practice Informing Research Assignment 1- Research Plan

Qi Hui Tai ID:22444645

Implications
By implementing visual cues as an action plan to support ESL children, it enables me to help ESL children in the period of transition between home and childcare centre. These visual cues help to bridge the gap of language barrier between children and educators as it is used as tool of communication. Furthermore, by implementing this research, I have gained tremendous knowledge in working with ESL children. By doing continuously reflections, reflecting on what works and what does not, I am constantly involve in self development which is also a leadership quality (Waniganayake, Cheeseman, Fenech, Hadley & Shepherd, 2012). According to Waniganayake et.al (2012), being a leader is not just fulfilling the requirement of your job but also being a visionary in addition recognizing the needs of colleagues and the workplace. In this case, I recognized a need in the workplace and took the initiative to make changes and that is part of being a leader. This research has given me an opportunity to be a facilitator of change which is an attribute of being a leader (Waniganayake et.al, 2012). As I see my colleagues as leaders, I am sharing my research findings with them as well so that we can make a greater impact in our work place. Thus, this research has shape my leadership skills of not just being a leader but also a mentor.

Conclusion
In Australia, educators always have the face the challenge of catering the needs of ESL children in the classroom. Though challenging, educators have to take initiative and try to the best to their abilities to cater for needs of ESL children. This research has encouraged me to research further in this area of supporting ESL children in my teaching practice as well as prompted me to think about other strategies to support ESL children.

EDF 4327 Practice Informing Research Assignment 1- Research Plan

Qi Hui Tai ID:22444645

References
Australian Government Department of Education, Employment and Workplace Relations (DEEWR). (2009). Belonging, Being & Becoming: The Early Years Learning Framework for Australia. Retrieved from http://rti.cabinet.qld.gov.au/documents/2009/jun/national%20early%20childho od%20development%20reform%20agenda/Attachments/Framework.pdf Daniel, J. & Friedman, S. (2005). Taking the Next Step: Preparing Teachers to Work with Culturally and Linguistically Diverse Children. Young Children, 60(6), 1-7. Facella, M.A, Rampino, K.M. & Shea, E.K. (2005). Effective Teaching Strategies for English Language Learners. Bilingual Research Journal, 29(1), 209-223. Millar, N. (2011). Korean children's cultural adjustment during transition to the early years of school in Australia. Australasian Journal of Early Childhood, 36(3), 10-18. Miller, P. C. & Endo, H. (2004). Understanding and Meeting the Needs of ESL Students. The Phi Delta Kappan, 85(10), 786-791. Pim, C. (2012). 100 Ideas for Supporting Learners with EAL. London: Continuum International Publishing Group. Roberts-Holmes, G. (2011). Doing your early years research project: a step-by-step guide (2nd Edition). London: SAGE Publications Ltd. Sanagavarapu, P. (2010). Childrens Transition to School: Voices of Bangladeshi Parents in Sydney, Australia. Australasian Journal of Early Childhood, 35 (4), 21-29.

EDF 4327 Practice Informing Research Assignment 1- Research Plan

Qi Hui Tai ID:22444645

Shaw,C., Brady, L.M., & Davey,C. (2011). Guidelines for Research for Children and Young People. Retrieved from http://www.nfer.ac.uk/nfer/schools/developingyoung researchers/NCBguidelines.pdf Stringer, E. (2008). Action Research in Education (2nd Edition). New Jersey: Pearson Education, Inc. Waniganayake, M., Cheeseman, S., Fenech, M., Hadley, M. & Shepherd, W. (2012). Leadership: Contexts and Complexities in Early Childhood Education . Australia: Oxford University Press