How do you understand storytelling strategies from the perspectives of the linguistic and cultural backgrounds of the children

S‌‍‍‍‌‍‍‌‌‍‍‍‌‍‍‍‍‌‍‍ummary of feedback : The reasons why you did not achieve this milestone were: 1. You were not able to clearly demonstrate how different parts of your study connected with one another and aligned with your understanding of the context and the theoretical framing. For example, a. You label the context as an ‘immersion’ context, but you describe a ‘withdrawal’ context. You did not discuss the differences between these two perspectives in your writing and were not able to engage with questions that addressed this issue. For example, (i) you did not explain how your children’s experiences of being immersed in English language learning in Australia contributed to what you are trying to explore in your thesis research and (ii) you were not able to explain in what way the AAL learning children’s experiences in their mainstream classrooms (presumably including with children speaking Arabic as a first language, which would be consistent with an immersion experience) would contribute to how they would engage with the storytelling experiences in the withdrawal classes b. Your research questions focus on the issues of language development in relation to storytelling but your research instrument (Spradley matrix) do not contain anything that would allow you to capture language and interaction. You have included video and audio recording as data collection tools but you did not explain what things you would be looking for in that data to help you answer your research questions nor outline a theoretical framework that would indicate the key features. You were not able to answer questions about the purposes of your conversations with the children. c. You were not able to say what the large purpose of your study is when you were asked about it. d. You referred to your overall methodology in many difdifferent ways but did not consider the differences between those ways of thinking about your research or the characteristics of each of them. e. You were not able to explain your reasons for interviewing the teacher when you were asked about that and did not engage with the suggestion that you might want to explore larger issues reflecting the institutional framework of your study. 2. The difference between the accuracy precision of your writte‌‍‍‍‌‍‍‌‌‍‍‍‌‍‍‍‍‌‍‍n English and the way in which you spoke about your research and responded to questions suggest that you are not yet in a position to quickly respond to feedback and changes in direction in your study. Given the limited time that is left in your candidature to complete this study, being able to respond rapidly and consistently to feedback will be vital. It was not clear in the way that you were talking about your study that you have the level of English that you need to be able to present and discuss your data and its interpretation in relation to both the context and your theoretical framing. 3. While your written presentation was accurate at the sentence and paragraph level, it was not clearly and consistently connected at the level of theory and analysis. For example, you needed to be able to address explicitly the following issues: a. What is the big issue that you want to be able to contribute to as a result of completing your study? b. What are the crucial issues in thinking about (collaboratively-constructed) storytelling that arise from your focus on sociocultural frameworks? c. What is the relationship in your study between children’s and the teacher’s storytelling activities? d. Which aspects of ‘speaking’ and ‘listening’ will you be focussing on in your analysis and how does your selection of those aspects relate to your definition of (collaboratively-constructed) storytelling from a Vygotskian perspective? e. How do you understand storytelling strategies from the perspectives of the linguistic and cultural backgrounds of the children beyond ways that teachers may construct storytelling activities? f. How do you respond to the perception that you are viewing the AAL learning children as deficient in relation to a teacher’s ‘normal’ behaviour? g. How do your different data collecting methods align, complement and reinforce one another? 4. You need to be more careful in the way that you use references. While it is pleasing to see that you have widened and deepened your range of references, you need to be deeply engaged with reading the primary sources and distinguishing between the authors of chapters and editors of books and therefore also referencing the individual chapters that you quote from. ————-‌‍‍‍‌‍‍‌‌‍‍‍‌‍‍‍‍‌‍‍——————————-

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