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Educators are often advocates for social justice as they attempt to consider the learners’ identities and the inequalities that exist within the educational context when implementing certain practices or pedagogies. However, as argued by Vandrick (2014, p.85), educators ‘do not often examine the whole range of social class’ (i.e. how the identity category of social class intersects with other identity categories such as race, gender, religion, or language minority status) or more specifically, the ways in which English language teaching (ELT) ‘reproduces and reinforces privilege, or lack thereof.’ It should be noted that class is often under-theorised as it functions less visibly than other cultural categories (Lindquist, 2004, p.192). However, it should not be dismissed by English educators as knowledge of students’ social class identity and its influence on learning is imperative if English teachers are to responsibly engage students in pedagogy and maintain inclusive practice. This understanding of social class identity is linked to Bourdieu’s (1984) notion of ‘habitus,’ and the ways in which this identity is established, maintained and transformed in the English classroom. Specifically in this context, English educators are a source of social capital for students; classroom structure and the fostering of positive learner identities (Reay, 2006) can determine a student’s access to capital of quality and consequently eliminate social inequality or exclusion.

In essence, particular focus should be given to ‘literary interpretation’ and language as literary texts can serve as ‘interpretive sites for both clarifying and complicating’ one’s understanding (Sumara, 2002, p.8). The Victorian Curriculum Standards for English maintains that students are to engage with a wide variety of print and non-print texts to build an understanding of the complexities of such texts and to practice the ways in which language features and visual techniques affect meaning (Victorian Curriculum and Assessment Authority, 2018). Students are often at risk when their sense of purpose regarding literature and the kinds of language valued in the classroom differs from that of the teacher and their high achieving peers. Thus, a consideration of these factors should inform pedagogy so that students do not face a level of social marginalization within the classroom.

The following links include relevant materials or strategies that will assist in generating discussion regarding social class differences and its consequences, as well as means of ameliorating pedagogical practices for inclusion.

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As detailed by the Victorian Department of Education and Training (2018), a multimodal text conveys meaning th​​rough 'a combination of two or more modes.' For example, students may create a poster which conveys meaning through written language, still image, and spatial design.

The different modes are as follows:

Written

Linguistic (Oral)

Visual

Audio

Spatial

Gestural

As argued by Kress (2010, p.28) students need to know how each mode uses 'unique semiotic resources' to convey meaning which must be taught explicitly within the English Classroom.  The issue of student engagement, particularly with students from low socioeconomic backgrounds, is shown to be improved through the use of visual literacy and pedagogy; it can provide engaging pathways for learners due to the meaningful and inclusive learning contexts it facilitates.

Resources to support creating multimodal texts:

Storybird: Visual Storytelling

Biteable - Video Advertisements

AustralianScreen - Moving image resources.

Australian Centre for the Moving Image (ACMI): Film it - The filmmakers tool kit

Living English through multi modal texts - professional learning package.

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Ensure that tasks acknowledge where the students are 'from,' so that it's flexible enough that they can integrate their world into the English classroom but that they are also adequately challenged. In this case, be flexible with class-tasks and assessment.

Resources:
Linked are two documents which detail differentiation strategies that ensure inclusive practice.

Starting with Julius - Practical Tips for Teachers

NSW Education & Communities - Establishing a differentiated classroom

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Peer learning involves the sharing of knowledge, ideas and experience between participants. Boud (2001) described it as a way of moving 'beyond independent to interdependent or mutual learning.'

The aim is that a cooperative learning approach will provide students with the opportunity to 'grasp curriculum content through active participation' (Drakeford, 2012, p.241). It is maintained that students whom are experiencing difficulty with the content and/or language used are more likely to express their ideas given the inclusive and collaborative nature of the practice.

Resources:

Eric Mazur on Peer to Peer learning.

Pearson - How can we create classrooms full of engaged and actively learning students?

Jacaranda - Tips and strategies for teachers

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English educators should consider using simplified, and varied language to explain important concepts. Offering several approaches to content and deterring from the extensive use of academic language and/or jargon will assist in improving student comprehension whilst also ensuring that the various levels of SES and academic contexts are met.

Resources:

AzTap - Means of making curriculum accessible

University of Wollongong - Practical advice for teaching staff

* Whilst the above resource is directed at tertiary-level students, the advice is applicable to secondary students also.

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Boud, D. (2001). Making the move to peer learning. In Boud, D., Cohen, R. & Sampson, J. (Eds.) (2001). Peer Learning in Higher Education: Learning from and with each other. London: Routledge, 1-20.

Drakeford, W. (2012). The Effects of Cooperative Learning on the Classroom Participation of Students Placed at Risk for Societal Failure. Psychology Research, 2:4, 239-246. https://files.eric.ed.gov/fulltext/ED535720.pdf

Kress, G. (2010). Multimodality: a social semiotic approach to contemporary communication. London; New York: Routledge

Lindquist, J. (2004). Class affects, class affections: Working through the paradoxes of strategic empathy. College English, 67:2, 187-209. http://www.jstor.org/stable/4140717.

Reay, D. (2006). The Zombie Stalking English Schools: Social Class and Educational Inequality. British Journal of Educational Studies, 54:3, 288-307. Doi: 10.1111/j.1467-8527.2006.00351.x

Sumara, D. J. (2002a). Why reading literature in school still matters: Imagination, interpretation, insight. Mahwah, NJ: Lawrence.

Vandrick, S. (2014). The Role of Social Class in English Language Education.  Journal of Language, Identity, and Education, 13:1, 85–91. Doi: 10.1080/15348458.2014.901819

Victorian Curriculum and Assessment Authority (VCAA) (2018). English Curriculum. Retrieved from http://victoriancurriculum.vcaa.vic.edu.au/english/curriculum/f-10#level=7

Victorian Department of Education and Training (2018). Literacy Teaching Toolkit: Overview of multimodal literary. Retrieved from https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/multimodal/Pages/multimodaloverview.aspx