Students who have English as an

additional language or dialect

Whats your language

background?

Terminology
ESL- English as a Second Language
Now referred to as EAL/D English as an Additional Language
or Dialect.
Foregrounds the English language learning needs of Aboriginal
and Torres Strait Islander students who speak an Aboriginal or
Torres Strait creole, or a variety of Aboriginal English, as their
home language, as well as those who speak a traditional or
heritage Indigenous language; and of migrant and refugee
students who speak an English-based creole, pidgin or dialect as
their home language, as well as those who are learning English
as a second or additional language (ESL/EAL). (ACARA,2014)

SAE- Standard Australian English

Why is EAL/D so important?

1 in 4 students have EAL/D (de Courcey, 2014)
Learning in Australian schools relies heavily on the English
language
We teach in English and students demonstrate their learning
through English.
All learning in Australian schools is dependent upon a sound
grasp of English.
Students for whom English is a second Language or dialect need
to be supported to build their English language skills in order to
be able to access learning and the Australian Curriculum.

Who are EAL/D students?

Any student who does not use English as their primary
language.
May be:
Australian born students
Overseas students
Aboriginal or Torres Strait Islander students whose first
language is an indigenous language/dialect or Aboriginal
English.

Who are students with EAL/D?

May be:
New Arrivals from overseas
Students with refugee experience- students who arrive as
refugee entrants cease being refugees on arrival and should
be referred to as students with refugee experience (DECS
2007, Count me in! p.1)
Migrants- chosen to move to Australia for a variety of reasons e.g.
to be with family, new opportunities, work.

Children with refugee experience

In general, students from a refugee background have greater educational
and support needs than most other newly arrived EAL/D students.
Refugees and asylum seekers have usually escaped from war or civil
unrest, have often experienced trauma and in some cases torture, may
have lost family members and have often spent long periods in temporary
refugee camps or urban areas outside their own country. Refugee children
who have had disrupted or limited education prior to arrival in Australia,
may have little prior experience of formal schooling, limited literacy skills
in their first language and in addition may have complex welfare and
health problems, including mental health issues as a result of their
refugee experiences. Students with disrupted education need additional
EAL/D and literacy support and may take longer to achieve the language
and content syllabus outcomes of their peers as they may not have the
content knowledge or literacy skills in their first language on which to
build new knowledge.
(NSW
Government, Education and Communities, 2014)

Prior experience/skills
Students may have:
schooling equivalent to their same-age peers in Australia
limited or no previous education
little or no literacy experience in their first language (or in any language)
excellent literacy skills in their first language (or another language)
learnt English as a foreign language and had some exposure to written
English but need to develop oral English
already learnt one or more languages or dialects other than English
good academic language skills but struggle with the social registers of
English.
Research indicates that bilingual speakers have learning advantages over
monolingual learners (ACARA, 2014)

Students with EAL/D may have

Wide variety of first languages
A first language that may have similarities, or vast
differences, compared to English
First language dialects of English
What is there Literacy experience/understanding?

The challenge for EAL/D learners

learning to speak English
learning to read and write English
continuing their learning in all learning areas through
English, at the same time as they are learning English
learning about the Australian school system.

Cultural/linguistic diversity
All students bring their own cultural experience to the
classroom.
Make use of this to enrich the learning of the class
Build on this prior experience in your teaching.

Cultural Diversity
some children arrive with apparently similar culture
there will always be differences, strangeness, surprises for the
children, peers and teachers
varying experiences of formal/informal education, discipline
experiences
varying expectations of school
lifestyle differences, worldview differences
social interaction cultural differences

Cultural Considerations
Remember
Much of our teaching depends on common knowledge of realworldMany of our visual supports rely on cultural context
This may not be a shared understanding for your children with
diverse cultural and linguistic backgrounds.

Body language, gestures and eye-contact are all culturally

learned and may be different for children of cultural diversity.

What would you do?

How would you cater for the needs of a student with EAL/D in
your classroom?

Teacher responsibilities
The main responsibility of meeting the needs of students with EAL/D will
fall with the classroom/subject teacher to ensure that the day to day
environment and teaching is inclusive of their needs.
Student- centered approach that meets children where they are.
Identify the needs of these learners and plan for inclusive practice.
Coordinate with leadership and support staff within your school.
Choose resources that reflect the diverse nature of Australian society
and are culturally sensitive
Plan for a high degree of peer-peer, peer-teacher interactions.
Use teaching methodology that models and encourages language use.
Ensure support is provided to help students achieve tasks that are
language rich and more demanding.

Teacher responsibilities
Create learning experiences that build on the knowledge and
experience of learners
Be comfortable with longer silences and build learning where
students need to explore, problem solve and work together.
Explore alternate assessment strategies that allow students to
demonstrate their understanding
Provide opportunities for students to share their diverse cultural and
linguistic background. Celebrate the diversity of your class.
Incorporate multi-cultural perspectives into your teaching and
classroom life.
Engage in relevant professional development
Connect with parents and families.

EAL/D learning progression

Assess students English language as being in one of the
following phases:
Beginning English- some print literacy in their first language.
Subcategory: Limited Literacy Background-little or no literacy
experience in any language.
Emerging English-students who have a growing competency with
print/oral language in English.
Developing English- further developing their competecney with print/oral
language English.
Consolidating English- sound knowledge of spoken and written English.

(ACARA, 2011, p.8 cited in de Courcy, 2014, p.49)

Curriculum Considerations
Use the EAL/D learning progression to determine
students proficiency with English and their needs.
Plan from age-appropriate content
Use general capabilities and cross curricula links to plan
for student learning.
Build on cultural understandings
Teach explicitly- children need to learn English whilst
they are also trying to use it.

Teacher Education
Be proactive in educating yourself about the student and
their background. Consider finding out more information
about:
The childs country of origin or family heritage
Understanding the culture of the child
Understanding the complexities of refugee experience

Connections with parents and

families
How will parents language needs be catered for?
How will parents be informed about and engaged with school programs?
How will parents or guardians be engaged in their childrens learning or
involved in assessment?
How will communication enable all parents to participate in the life of the
school?
Which contexts will provide opportunities for parents to understand the way
in which the EAL program works?
What opportunities will parents have to express their needs and
expectations?
(Department of Education and Training, Victoria, 2015)

ACARA Resource
ACARA (2011) English as an Additional Language or
Dialect: Teacher Resource
http://www.acara.edu.au/curriculum/student_diversity
/eald_teacher_resource.html
Overview of students with EAL/D
Learning progression detailed analysis of expected stages of
language acquisition, from different starting points.
Advice for teachers
Glossary, References

Resources
NSW Government, Education and Communities, EAL/Dadvice
for Schools, 2014 document
https
://www.det.nsw.edu.au/policies/student_serv/equity/comm_re
la/
eald_advice.pdf
Department of Education and Training, Victoria, EAL
Handbook, 2015.
http
://www.education.vic.gov.au/Documents/school/teachers/teach
ingresources/diversity/eal/
eslhandbook.pdf

De Courcy, M (2014). Linguistic and cultural diversity. In M.

Hyde, L. Carpenter, & R. Conway, Diversity and Inclusion
and Engagement. 2nd edition, South Melbourne: Oxford
University Press.

Case Study
Examine the capabilities of the student in your phase of
progression. What are some key ideas and strategies you will
need to implement into your practice to support this learner?