1. Describe in detail the speaking and listening skills and learning needs of one particular (real or hypothetical) group of EAL/D learners. ∙ Include age, grade, and family, cultural and language backgrounds. If you have never taught EAL/D students during practicum placements, you could gain information about EAL/D students from a teacher, friends or family members. Alternatively, you could gain descriptive information from an educational journal article that describes a group of EAL/D students, or you might find an educational video on YouTube or Teachers' TV that introduces a group of EAL/D students. ∙ Use a speaking and listening 'map of development' to identify the students' (speaking and listening) developmental level and learning needs. 

Design a teaching and learning activity that engages all students in the class with relevant curriculum content. 

2. Describe ten minutes of your activity in detail, explaining the rationale behind the activity and your role as the teacher. Discuss how you have shaped the speaking and listening task to extend and enable EAL/D students' engagement. 

3. Make connections between the unit readings and your discussion to demonstrate your ability to use theory to inform practice.

Introduction 

Most schools find that it is essential to select the students from different educational backgrounds, such that the institutes can offer diversity to the stakeholders. Through such inclusion, the students gain a global education environment (Conteh, 2015). However, many of these students have no previous education and schooling in an English as a first language environment, and hence fare challenges in gaining the most from their literacy experiences. These students are categorized as the English an additional language or dialect (EAL/D) students, and are placed in special classes that can focus on the factors like life experiences and cognitive development to enhance their language proficiency (Gottlieb, 2006). Through the course of this paper, the learning needs and individual challenges of EAL/D learners is addressed in a case analysis setting. It is advocated that students from different countries and multilingual backgrounds have individual learning considerations that often goes unnoticed in a classroom (Cummins, 2008). Through this review these individual and collective challenges are addressed.

Speaking and listening skills and learning needs of EAL learners.

In the present context class details where the learning needs of EAL/D learners has been identified is shared. The class in question comprise of a group of 10 students that belong to the age group of 5-10 years. Each belonged to multiracial background, and were primarily Asian in nature. Australia is a culturally diverse country that focusses on the effective communication in the Standard Australian English curriculum. Many schools implement the learning through English and have achieved to demonstrate through English. With this in mind the curriculum has been designed for the present group such that each area would focus on the dialect and vocabulary as a primary learning domain (Cummins, 2008).

The focus of the training was to meet the learning needs of the individuals for whom English was an additional language. Groups included participants whose first language was not English, and those who sought assistance or support for developing proficiency over the language (Gottlieb, 2006). Apart from Asian, other participants included in the group involved a group of students that had a Torres Strait Islander background, which contributed to the diverse language speaking background of the group.

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