As an educator, your professional knowledge base requires a deep and considered position on the issue of diversity, difference and the pedagogies… that education equity must deliver (Churchill et al. 2011, p.148). However, both new and experienced teachers alike encounter difficulties when they are introduced to such diversities in their classroom (Churchill et al 2011, p.166), facing challenges when planning curriculum that is inclusive and beneficial to all students. With Australia’s increasing levels of diversity comes the regular occurrence and presence of English as a Second Language (ESL) students within the classroom.

ESL students are those whose first language is a language or dialect other than English and who require additional support (ACARA 2011, p.3). Corson (2001) describes humans as participating in many different ‘language games’ (p. 4) all with fairly closed linguistic circles. This belief introduces and makes us aware of the potential difficulties ESL students may be encountering whilst attempting to learn English, essentially learning a new set of rules to an unknown ‘language game’.  

Educators will encounter diversity of every kind. However, not all forms of diversity are always obvious as another, with some, such as ESL students, only being discovered and understood when interaction and communication with each student occurs. I believe as a pre-service teacher and critical individual it is vital that all educators take the varying forms of diversity both previously mentioned and personal experienced into consideration when planning each class, making the classroom as inclusive as possible ensuring all learners are benefited. It essential that we have a solid understanding that every child is different and they all learn different, such as ESL students.

Finally, through this required adaptation of learning and curriculum, I believe all educators should take time to learn information and life lessons about the varying forms of diversity they may be encountering; allowing them to grow personally as well as professionally. No matter the child's difference or diversity, each and every individual deserves to receive an equal education. 

Corrales (2008) defines manipulatives as objects that can be touched or moved by students to reinforce a concept (p.61). Manipulatives come in a variety of forms as well as possessing the capability to be used in a magnitude of educational activities. Although, in order for their use to be effective [and advantageous], educators must design them carefully as well as the intended lesson they are to be a part of (Corrales 2008). It is because of their highly visual and tactile character (Corrales 2008, p.62) that makes manipulatives an exceptionally powerful tool for ESL students to learn through. However, as importantly stated in Corrales ‘Getting Your Hands on Learning’ (2008), many general and ESL classrooms in today’s schooling system contain a large number of students, therefore it is important that the manipulatives being used are self-correcting (p.63). Through the presence of this characteristic teachers are provided with more freedom in helping those students needing assistance as well as encouraging students to become critical thinkers and individuals of their own work.  

Moreover, the inclusion of both visual materials and aids in the classroom have been found to facilitate and promote learning (Canning-Wilson 1999, p.4). It is said that a picture says a thousand words; for ESL students this may be in fact true. As early primary ESL students are in the premature stages of learning and understanding English, the regular incorporation of visuals in both the classroom and curriculum work allows these students to make connections between previous understandings they may possess and this new, unfamiliar language. It has also been found that visuals are a useful tool for examination purposes [as] they lead the learner into drawing out language from their own knowledge and personal experiences (Canning-Wilson 1999, p.2). The inclusion of pictures and visuals on tests allows educators to establish a clear awareness of whether students understand the syntax and structure of the target language (Canning-Wilson 1999, p.5); creating an understanding of what the child has learnt as well as areas requiring attention.  

The use of visuals and manipulatives can be combined in numerous ways to facilitate and aid the learning of ESL students within the classroom.

One such example of this combination can be seen in the form of flashcards. Flashcards are a resource that positively influence children’s motivation to learn English and facilitate the teacher-learning process (Sinchi & Sinchi 2011, p.1). As stated by Sinchi & Sinchi (2011), flashcards have been used since the 19^th century (p.15), helping students learn a second language, being recognised as an effective tool for helping students learn basic vocabulary. They are commonly used when children are learning a second language for the first time, introducing individuals to the new and unknown language at a gradual pace and in a fun and interactive manner. When educators use flashcards to assist ESL students learn a second language, this is generally done through them associating a new language word with a real objects (Sinchi & Sinchi 2011, p.18). Although flashcards possess a vast amount of advantages through their use, one disadvantage is the activity potentially becoming boring quickly when the same set of cards is used in the same manner multiple times without alteration. However, this disadvantage can be easily overcome, as there is a wide variety of ways which flashcards can be used and implemented within the classroom. This wide range of techniques and uses of flashcards can be seen in the adjacent video, demonstrating varying methods and uses of flashcards.    

Additionally, task cads can also assist ESL students in their learning. A Task Card is a card that is cut in half, leaving a unique design cut so that the pieces can be joined to make one again (Corrales 2008, p.63). Information is then written on each part of the card, with it being students’ job to pair each half of the card with its correct match. Task Cards can be used for a variety of learning areas within the classroom, being especially good in one-to-one relationships (Corrales 2008, p.63), reviewing and revising information. Areas of education that can be targeted through the use of task cards include: synonyms/antonyms, math facts and formulas, historical information as well as multiple aspects of vocabulary.

Student education within the classroom does not have to be completed and delivered in an identical manner each time, with endless lessons and activities available, exciting and educative for both teachers and students alike. Educators are responsible for getting to know their students in order to help them achieve only their best, as I believe extraordinary things and people come from ordinary individuals.

Video's, such as the one below, offer teachers a magnitude of ways in which diversity can be introduced into the primary classroom. Beginning with simplistic ideas, such as what we eat for breakfast, allows for the introduction of diversity into early primary classrooms, educating students from a young age about the importance of understanding and accepting each individuals unique differences.                                                (What Does the World Eat for Breakfast 2014).

One way in which educators can achieve this assistance is through the introduction and use of the top down and bottom up processing strategies. The combination of these two approaches will help develop student’s comprehension and reading skills, especially in those individuals learning an additional or second language.

Cicerchia (2014) states that top down processing refers to the activity of trying to understand the big picture of what is being read through few clues. This strategy requires higher level cognition and understandings as students are required to ask questions, integrate details and deceiver the meanings of unknown words (Cicerchia 2014). In contrast, bottom up processing takes students back to the basics, with individuals having to identify the smallest units of language first: letters, syllables and words (Cicerchia 2014). It is because of its simplistic requirements that result in this strategy, bottom up, being primarily taught to and used by ESL students within the classroom.

When these two strategies, top down and bottom up, are combined and utilised by an individual learner, their reading and comprehension skills will develop and enhance dramatically. However, the inclusion and use of these strategies within the classroom can be considered dry and unappealing by students. Therefore, teachers and educators are required to implement them in a manner that is fun and engaging as well as educative. One such way is through the strategy of Dictogloss.

Dictogloss is a classroom dictation activity where learners are required to reconstruct a short story through listening and noting down important key words (British Council 2016), it is well known aspect of literacy education, particularly in relation and use with second language education (Jacobs 2013, p.1). There are four distinct stage involved in the deliverance of this activity: preparation, dictation, reconstruction and analysis with corrections (Nabei 1996, p.3). Students are firstly prepared for the passage they are about to read, engaging
in discussion and sharing of background knowledge about the topic (Jacobs 2003, p.1) as well as possible vocabulary. This is then followed by the teacher dictating the passage to the class, reading at a normal pace. During this reading, students should be listening to the text, taking in the information and writing down singular words they believe to be key or important (Nabei 1996, p.3). At the conclusion of the passage, students are placed in pairs or small groups, where they will combine and compare notes in order to produce their own reconstruction of the passage just heard. During this stage, the teacher is to offer no language input (Nabei 1996, p.3), with students being the sole contributors their learning. Finally, each group of students performs
their reconstructed passage, where it analysed and corrected as a class.

When implemented correctly and conscientiously dictogloss has been found to embody a variety of principles
of language that are essential in all students learning. One such principle enhanced through the implementation of dictogloss that are essential in the development of ESL students is learner autonomy (Jacobs 2003, p.2). Van Lier (1996) states that dictogloss involves learners feeling responsible for and understanding their own learning (p.) and how it is taking place. Additionally, this dictation activity involves students re-calling their top down and bottom up listening skills, having to infer and discover deeper meaning where required, as well as having to portray these thoughts to group members when reconstructing the passage of text, enhancing thinking skills (Jacobs 2003, p.4) as well as communication abilities.  

(Ideas for Using Flashcards 2013).

                                                          (Rolf's class - Dictogloss 2009)