TEACHING LANGUAGE AND MEDIA 8
Introduction
Education across the world impart knowledge and understanding to people to enable them to solve their day to day life. In that account, the Australian classroom students’ needs are paramount if the teachers and all education stakeholders want the students to succeed. First, the government should tailor the curriculum to ensure it imparts the students with crucial skills: critical thinking, agility, adaptability, initiative, entrepreneurship, and fluent oral and written communication. Also, the curriculum should empower the students to enhance their imaginations and be able to collaborate across the networks with the diverse cultures, custom and standards.
Moreover, the teachers should be able to understand and have the necessary techniques of imparting knowledge and wisdom to students by understanding the cultures, custom, norms and social standards of the students. These skills will enable the teachers as well as students to live within their means and to invest in prudently. Furthermore, the students and teachers will be able to eliminate all the stereotypes of culture to ensure the sustainability of education.
The role of the Australian curriculum has been used to provide the levels of intercultural understanding among the learners and teachers. The desired levels are to reduce the levels of illiteracy among the student and to connect the individuals to the community (Barrett, 2015). Achievements of the learning process are to influence the levels of making decision and process implementations. These are achieved through the availability of resources and respective policies provided by learning institutions. Systems are designed in a manner to support the learning processes and separate curriculum. Thus, the strategies and implementations have been fundamental in helping the roles of intercultural understanding and capabilities of individuals to understand the impacts on the importance of culture in language and media teachings (Barrett, 2015). Therefore, the implementation of the policies is supported and developed by the national government in Australia. Targets are to embrace the projects and program usually aligned to the levels of curriculum development and changes.
For an extended period, the Australian curriculum policies have been considered to be flexible to suit plans and schedules. The aim is to meet the needs and desires of the individual student to the extent of making informed decisions in the community (Aspland et al., 2016). These are aimed to increase the understanding among the learners on the importance of culture in the learning environment. Schools and teachers have demonstrated the desire to embrace the current changes within the education systems and policies (Barrett, 2015). For the government to ascertain the levels of performance and implementation of the plans, the curriculum is developed to value teachers, impact professional knowledge, and reflect the local context among the students. Moreover, it enhances the accountability of student to systems of family, community background and several cultural changes.
Therefore, during the interview session, different aspects relating to teaching and learning of language and media were discussed. Some of these include the critical understanding of curriculum policy, intercultural knowledge in language and media, teachers’ standards, the communication and press classroom practices, the emerging trends in education.
Critical Understanding of Curriculum Policy
According to Young (2012) achievements of the education systems are determined to make the process of learning more effective and appropriate to students. These are determined by the content of the teaching materials especially based on intercultural understanding. Thus, education policies and instructions are implemented to meet the expectations of the educational outcome (Aspland et al., 2016). Students at all time should be able to manifest the understanding and outcome of the policies through improving the systems and activities within the community. Standard-based reforms and changes have been built on particular assumptions about the role of language and media in developing cultural understanding. Performance standards are considered to be central to the desired education reforms and practices (Barrett, 2015). Moreover, the education systems and policies have been provided to reflect the diversity of the learners and respective teachers. Therefore, active participation of the student remains in alignment with the policies and expectations of the government on education standards.
The purpose of intercultural understanding leads to the determination of lessons to teach and identifying the capabilities of the students. The policies are significant in the cross-cultural understanding of the perspectives of language and media development teachings. It is considered to incorporate the respective view of the principal shareholders in the education systems, the active policymakers, teachers, and students (Aspland et al., 2016). Therefore, the past and present revision of the curriculum policies are placed to provide emphasis on intercultural levels of understanding. It examines the drivers desired to make effective changes and amendment to education systems. Intercultural language and knowledge are developed to investigate the roles of the teacher, the performance standards of the teachers, own practices within the classroom and embracing the emerging standards in education (Barton at al., 2013). Moreover, provides analysis to variable functions of the students based on social background and respective determinants of demographic factors and desired changes.
The rise of language and media issues are determined by effective changes within the educational systems, the development of technology, the increase of internet research and improved commerce activities. Australian education policies have created an unprecedented number of students to learn and understand the role of language and media. In schools, the aim is to enhance the understanding of learners to achieve rational inter-cultural knowledge and contribution of learning processes (Young, 2012). Thus, different programs and facilities have been provided to improve the levels of performance among the students in schools (Young, 2012). Encouraged by the policies and procedures, schools have embarked on implementing and teaching the role of language and media. The desires are to equip learners with competitive skills and knowledge to interact in society (Barton at al., 2013). Skills are to enhance proper communication skills, performance in the study, preparations to the job market and general procedures and methods to access information. Assumptions are that the delivery of the curriculum enhances the understanding of cultures and naturally attributed to enthusiastic in learning.
Intercultural Learning in Language and Media
The roles of language and media are entirely connected to the culture and systems of interaction among the learners. These are attributed to the fact that the majority of the learners are from different regions and society across the world. The desires are to achieve and attain high standards of communication skills and competence based on the development of language (Aspland et al., 2016). Understandings of culture are considered to be conventional and enhancing the levels of interactions as a part learning other languages. The social rules of learning style and media are to mitigate the outcomes associated with miscommunication among the students. Over the period, the concepts of teaching language and press have changed drastically (Barton at al., 2013). The aim is to incorporate modern systems within the education policies to improve the performance of the learners.
Secure and rational communication systems are the ultimate desires of teaching and imparting skills of language and media. To achieve the desired target, there are different practices and policies for creating the setup in classrooms. Therefore, learners are encouraged to interact in the target language and media on matters of intercultural understanding and developments (Barton at al., 2013). Simulations of teaching are based on the real-life situation faced by individuals within different societies and communities. Learners are able to apply the skills and knowledge in any form of communication structures in and outside the classrooms and in the target country. National curriculum policies and public examinations are developed according to the expectations of the learning outcome and principles (Young, 2012). Thus, the teachers and instructors are supposed to reinforce and stress on the prominence of interpersonal communication based on the learning environment and situations.
Teachers’ Standards
The teachers should examine the factors that influence the success of the diverse cultural learners in the class. First, the teachers will ensure the success of their students’ through appreciation and acknowledgement of students who have a similar and different culture. Second, the tutors should focus on and observe how each student does his or her tasks to establish the student’s orientations. Also, the teachers should instil the importance of behaving differently in specific environments such as schools, homes and sports grounds.
The desired levels and achieving the standards as provided by the policies the roles of teachers is to achieve objectives and quality of learning outcomes. These are determined and evaluated within the provisions of education systems and procedures. Standards should be implemented towards attaining specified levels of performance and implementations of the policies. Clarification and making the learning experience attractive to learners is an ultimate goal as provided by the systems. In general, the manner of establishing teaching goals and objectives ought to be developed in a precise and accurate way. Precision is considered to be the most precise manner to evaluate and determine the process of formulation of learning quality (Aspland et al., 2016). The desires are to mitigate the challenges and shortcomings associated with learning and teaching of language and media contents (Barton at al., 2013).
Moreover, the teacher is expected to align the expectations to the respective demand in the classroom. Different societies have variable expectation on the nature of learning processes. The purposes of Australian curriculum policies are to equip learners with skills and knowledge on understanding intercultural systems.
Moreover, the teachers ought to provide guiding and focused systems of improving the performance of learners. Thus, they have the responsibility of analysing the critical content that will be delivered to students at any particular time (Young, 2012). These are illustrated by the provision of rational and focused teaching practices at all levels of learning. The approach is to provide the criteria upon which the performance of the learners are evaluated and assessed (Barton at al., 2013). There are different approaches to determining the performance of learners. These may include classroom interaction or external environment based on interactions and particular social activities and specific cultural patterns.
The students consider teachers who organise themselves well in classes as the best teacher. In that regards, the teacher who is organized can manage classroom affairs seamlessly while teaching. For example, a teacher who can interact with his students and also give them ample time to explain themselves can impart learners with the knowledge when compared with that teacher who is strict and authoritarian (Australian Curriculum, 2014) — the student’s gain knowledge when the teacher is able to communicate effectively to culturally diverse students.
The Language and Media Classroom Practices
The concepts of understanding the role of inter-culture are incorporated into classroom-based systems and respective policies on practices. The teachers are responsible for assessing and determining the resources required by learners to improve performance standards (Young, 2012). Technological changes and advances for an extended period have been used as teaching material to enhance the levels of delivery. To present, teachers can induce the experience to make the teaching processes more encouraging and exciting to learners (Aspland et al., 2016). Some of the materials include the introduction of images and scenes of native speakers interacting. Therefore, the teachers can exploit the learning material and creativity to enhance the teaching of language and media contents (Barton at al., 2013). Languages are modelled within the perspectives of culture and framework of understanding desired. The curriculum on communication and media is relatively short, thus creating room for possible interactions among the learners to enhance the levels of knowledge.
The procedures and policies on classroom practices are determined by the availability of resources and respectful learning environment. These are aimed at emphasising the importance of intercultural knowledge and individual skills to attain efficient and adequate levels of communication. The concept intercultural competencies in the classroom are fundamental to enhance the rate of interactions (Aspland et al., 2016). Therefore, the instructors and teachers can monitor the knowledge, skills, attitude, and behaviours of the learners. The ability to achieve a proper understanding of intercultural systems are enshrined within the perception of the values of learners. Therefore, the entire process of learning the importance of language and media in the cultural perspective is determined by personal interaction (Barton at al., 2013). Processes and procedures for communications are developed within the classroom practices and competency of teachers.
The Emerging Trends in Education
Over the decades, there have been significant changes in the processes and policies of teaching language and media in schools. These are attributed by changes and development of technologies in the learning institutions. Technology, to some extent, has been able to transform the entire learning landscape and interactions of students. There are multiple and innovative ways to learn and access materials and resources to enhance the understanding levels of intercultural systems (Barton at al., 2013). Even the design of learning institutions has drastically improved and changed over time. Automation of the learning process is a significant contributor to enhancing learners’ performances.
The application of learning mobile technology is embraced by various institutions to make learning experiences more sustainable. Individuals can learn in different ways and at different places at any particular time. Therefore, the instructors and teachers can monitor and track the performance of students (Aspland et al., 2016). This change is responsible for improved learning experiences that have contributed to understanding social diversity and cultural differences. The systems provide a favourable environment for learners to interact and collaborate on different issues (Barton at al., 2013). The aim is to streamline the levels of accessible communication and to appreciate the importance of social diversity.
Conclusion
There are different concepts of teaching and understanding the roles of language and media. The ideas are illustrated within the characters and the importance of cultural and intercultural understanding. These are associated with the development of communication and presses against the provisions and availability of policies. Throughout the period, schools can provide and create an opportunity of enhancing the levels of cultural activities. The platform is considered to provide an opportunity for cohesive community and cultural interactions. The goals and strategies for the developments are enshrined within the provision of rational education policies and reforms.
To ensure a proper understanding of the social systems, there are need to monitor and determine the behaviours and attitude of learners. The aim is to increase the awareness of the learner at an early stage on the importance and role of intercultural understandings. Parameters are considered to be fundamental in accepting diversity in society. Moreover, the desire to improve the levels of communication ought to be determined. Ultimately, it will lead to an improved environment for the learners to achieve desired goals and objectives. Language and media awareness can improve the understanding of learners. Further, it will contribute towards appreciating the potential of rational intercultural interactions.
Refererences
Australian Curriculum, Assessment and Reporting Authority. (2014). Review of the Australian curriculum: A statement by the Australian Curriculum, Assessment and Reporting Authority.
Aspland, T., Macpherson, I., Proudford, C., & Whitmore, L. (2016). Critical collaborative action research as a means of curriculum inquiry and empowerment. Educational Action Research, 4(1), 93-104.
Barrett, M., (2015). Children’s understanding of, and feelings about, countries and national groups. Children’s understanding of society, 251-285.
Barton, A., Bragg, J., & Serratrice, L. (2013). ‘Discovering Language’ in primary school: an evaluation of a language awareness program. Language Learning Journal, 37(2), 145-164.
Young, M. F., (2012). The Curriculum of the Future: from the’new sociology of education to a critical theory of learning. Routledge.