Paper Summary:

This paper discusses cross-cultural communication within a classroom setting in Australia. It describes the ideal classroom set-up, including seating plans. The paper then presents the lesson plans for the special needs student, Neal, a six year old Maori boy. It specifically focuses on cultural considerations. The paper presents the lesson plan template.

Table of Contents:
Description of classroom context
Justification for Design of Lesson Plans
Cultural Considerations
Lesson Plan Template For The Three Lesson Plans

From the Paper:

For Maori children their assimilation into the Australian school system must be supported by scaffolding strategies that provide the critical links to their cultural frame of reference. This is well-documented in the existing literature specifically on creating scaffolding strategies for children who are learning a second language (Brach, Fraser, Paez, 2005). The use of scaffolding must also encompass the cultural norms, values and beliefs of the student, including their parents as critical members of the process as well. Participation from parents is crucial to ensure the students have a sense of security and trust in the foreign and often intimidating concepts being presented by teachers in a new, unfamiliar environment (Zhu, 2007). There is also the need to create a series of learning opportunities that concentrate on using both verbal and visual skills to strengthen the overall learning experience (Vance, Fitzpatrick, 2007). The use of class projects including the development of posters, alphabet books and the development of stories all are excellent for creating the necessary framework for students to learn in while also giving them a sense of ownership for their learning outcomes. Ultimately it is in the use of these specific learning projects, serving as frameworks upon which scaffolding can be applied (Wallace, 1994) which gives students an opportunity to learn while keeping the lessons learned in the context of their own cultures (Bryant, Metz, Sheehan, Vigier, 2006)."

Sample of Sources Used:

• Cindy Brach, Irene Fraser, Kathy Paez. (2005). Crossing The Language Chasm. Health Affairs, 24(2), 424-434. Retrieved September 29, 2008, from ABI/INFORM Global database. (Document ID: 808827111).
• Michael Bryant, Kevin Metz, David Sheehan, Mary Vigier. (2006). Improving Student's Communicative Language Skills: One French Schools' Experience. The Journal of Language for International Business, 17(2), 60-71. Retrieved September 27, 2008, from ABI/INFORM Global database. (Document ID: 1127681451).
• Beverly Araujo Dawson, Sheara A Williams. (2008). The Impact of Language Status as an Acculturative Stressor on Internalizing and Externalizing Behaviors among Latino/a Children: A Longitudinal Analysis from School Entry through Third Grade. Journal of Youth and Adolescence, 37(4), 399-411. Retrieved September 21, 2008, from ABI/INFORM Global database. (Document ID: 1486204051).
• Kathleen Vance, Dale Fitzpatrick. (2007). Teaching Tips and Assignment Ideas for ESL Students Business Communication Quarterly, 70(1), 63-69. Retrieved September 23, 2008, from ABI/INFORM Global database. (Document ID: 1219373221).
• Wallace, David L (1994). Collaborative planning and transforming knowledge. The Journal of Business Communication, 31(1), 41. Retrieved September 29, 2008, from ABI/INFORM Global database. (Document ID: 571664).

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