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Language Culture And Learning Portfolio: Case Study

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Language, Culture and Learning Portfolio. Word Count: 5,498 Contents Contents……………………………pg.2 Framing Statement……………… pg. 3 Language Autobiography……… pg. 5 Place of English………………….. pg.11 Case Study………………………... pg.17 References………………………... pg.26 Appendices………………………. Pg.28 Framing Statement Doecke and McKnight argue that for English Trainee Teachers ‘Their learning is driven by their beliefs and values rather than being shaped by what – to borrow the language of professional standards – English teachers should supposedly know and do (, 2003, p. 305). My belief that all students should be treated as individuals, not as a label, permeates both this Language, Culture and Learning portfolio and my pedagogical approach to both English …show more content…

In 'The Place of English' essay I interrogate the English curriculum throughout history, tying it to socio-political-historical contexts of the time to argue for a curriculum centred on the society our students find themselves in. Finally in my Case Study, I look in-depth at how labelling has negatively affected a student’s development in English and arguing for a system that looks at a child: not at a name. There have been two key texts that influenced both my portfolio, and my practice. Firstly, Susan Harts ‘Learning Without Limits’ has solidified my ideology in which building self-esteem for individual students is of paramount importance, which stems from understanding the individual and their ability, not just the ability group they have been put in. Secondly, Anne Turvey, John Yandell and Leila Ali’s work ‘English as a site of cultural negotiation and contestation’ has highlighted the complex social relationships that are situated in the classroom, especially in the light of standards-based …show more content…

The adolescent years are full of doubt and uncertainty. Having a confident influencer in their lives who is proud of all the things that they are will always be a strong, positive influence on a young person. Luke and Kale argue children are 'the products and constructions of the complex and diverse social learning from the cultures where children grow, live and interact’ (cited by Gregory and Williams, 2004, pg.33). As teachers we should be promoting these diverse social interactions by embracing the cultures, languages and accents are students come into the classroom with: not ignoring and replacing these cultural

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