EAL/D students and the curriculum in Australia
Australia is renowned for its multicultural population, and, an increasing number of students with English as a second language or dialect are an integral part of Australian classrooms. EAL/D students - those students learning English as an Additional Language or Dialect are a significant group of students in Victorian government schools, making up around 15% of all students in metropolitan schools (DEECD, 2012). As with any group of students in a diverse classroom, students with EAL/D have a range of abilities and levels of understanding the curriculum, and therefore their learning needs will also vary.
EAL/D students are defined as such if they come from a language or dialect background other than English, requiring additional support in learning English in order to access the curriculum. They can be:
•Beginning school in Australia at any year level
•Born overseas or in Australia
•Beginning school with little, some or no exposure to English
•With schooling equivalent to that received by their chronological peers
•With little or no previous formal schooling in any country, or with severely interrupted education in their first language.
(Larkins, 2012, p. 39)
EAL/D students are defined as such if they come from a language or dialect background other than English, requiring additional support in learning English in order to access the curriculum. They can be:
•Beginning school in Australia at any year level
•Born overseas or in Australia
•Beginning school with little, some or no exposure to English
•With schooling equivalent to that received by their chronological peers
•With little or no previous formal schooling in any country, or with severely interrupted education in their first language.
(Larkins, 2012, p. 39)
characteristics and identification
EAL/D students are identified by one or more of these characteristics:
The type and amount of learning assistance necessary to support EAL/D students accessing the curriculum varies according to the individual circumstances and abilities of each student. Factors such as age, pre-immigration experience, previous schooling experiences (formal and informal), level of English acquisition, how long they have been in the Victorian school system and previous access to ESL/EAL/D support programs.
It is also important to consider other learning difficulties in addition to EAL/D which can prevent the student from effectively learning English.
However, EAL/D students may often be considered to have learning difficulties when they simply are having difficulty understanding the language, translating in order to understand the content, and re-translating to express what they have learned in a way that can be understood by their teacher and peers. It is worthwhile to check with the student and parents if they are fluent in their first language, as this will indicate if there are accompanying underlying difficulties in addition to English. (Larkins, 2012, p. 46)
- come from a language background other than English
- speak a language other than English at home as their main language
- have been enrolled in an Australian school for less than five years
The type and amount of learning assistance necessary to support EAL/D students accessing the curriculum varies according to the individual circumstances and abilities of each student. Factors such as age, pre-immigration experience, previous schooling experiences (formal and informal), level of English acquisition, how long they have been in the Victorian school system and previous access to ESL/EAL/D support programs.
It is also important to consider other learning difficulties in addition to EAL/D which can prevent the student from effectively learning English.
However, EAL/D students may often be considered to have learning difficulties when they simply are having difficulty understanding the language, translating in order to understand the content, and re-translating to express what they have learned in a way that can be understood by their teacher and peers. It is worthwhile to check with the student and parents if they are fluent in their first language, as this will indicate if there are accompanying underlying difficulties in addition to English. (Larkins, 2012, p. 46)
implications for teachers
Considering that EAL/D students have several extra steps in the learning process, and yet are required to listen, comprehend and respond in the same way as a student who is proficient in English, they are placed at significant risk of disengaging or falling behind the curriculum. Classroom teachers, in collaboration with special learning support teachers/aids, need to provide literacy, content knowledge/skill and cultural support to the level required by each individual student.
EAL/D students can be supported in developing literacy in English by:
EAL/D students can be supported in developing literacy in English by:
- 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.
teaching, learning and behavioural strategies to support EAL/D students in the classroom
With the above implications in mind, teachers need to develop a classroom environment which is open and inclusive, establishing practices which encourage dialogue and openness to pursuing learning.
By differentiating the curriculum, using a range of multimodal resources to explain and represent subject content and develop subject specific skills (e.g. written, spoken, visual, audiovisual), teachers can give all students greater access to the curriculum, taking into account different learning styles and modes which are not dependent on English proficiency.
Having a differentiated approach to subject content and instruction, teachers can establish a classroom environment in which students feel included, engaged in understanding all (or at least part) of the learning, valued and appreciated for their abilities and contribution to the class.
By differentiating the curriculum, using a range of multimodal resources to explain and represent subject content and develop subject specific skills (e.g. written, spoken, visual, audiovisual), teachers can give all students greater access to the curriculum, taking into account different learning styles and modes which are not dependent on English proficiency.
Having a differentiated approach to subject content and instruction, teachers can establish a classroom environment in which students feel included, engaged in understanding all (or at least part) of the learning, valued and appreciated for their abilities and contribution to the class.
school and community support for EAL/D students
In the local community and within schools, EAL/D students have access to a wide range of language, content and cultural support. This support is given in the classroom (with an EAL/D aide and/or modified tasks), within school but outside of mainstream classroom activities (additional EAL/D support) and through extra-curricular tutoring, language classes and cultural immersion activities.
Government funding is allocated to schools to provide EAL/D programs for students based on the number of students who:
–come from a language background other than English.
–speak a language other than English at home as their main language.
–have been enrolled in an Australian school for less than five years.
This can create greater opportunities in assisting students accessing the curriculum with more teacher aides and time to create individual learning plans. On the other hand, a limited number of EAL/D students who require significant support can create greater pressure in providing the resources and individual support necessary to allow their students to access the curriculum.
Government funding is allocated to schools to provide EAL/D programs for students based on the number of students who:
–come from a language background other than English.
–speak a language other than English at home as their main language.
–have been enrolled in an Australian school for less than five years.
This can create greater opportunities in assisting students accessing the curriculum with more teacher aides and time to create individual learning plans. On the other hand, a limited number of EAL/D students who require significant support can create greater pressure in providing the resources and individual support necessary to allow their students to access the curriculum.
government policies and legislation
There is no consistent approach or strategies implemented by the government or state bodies on EAL support. There are a number of government policies for all newly arrived immigrants and permanent residents who require support in learning English to a minimum proficiency level for vocational and/or survival needs. This support is met through a number of government-funded centres and extra-curricular programs within the local community. For young people, EAL students can qualify for support under the State administered (but federally funded) English as an Additional Language Provision for New Arrivals policy.
This policy provides:
Intensive English Language courses that are conducted at English Language Centres for 6-12 months
Literacy programs for refugee students to assist in transition into mainstream schools
The government also provides funding to schools for up to five years, allowing students to access additional EAL/D support. It is up to the school's discretion as to how this support is provided based on the individual needs of each student.
This policy provides:
Intensive English Language courses that are conducted at English Language Centres for 6-12 months
Literacy programs for refugee students to assist in transition into mainstream schools
The government also provides funding to schools for up to five years, allowing students to access additional EAL/D support. It is up to the school's discretion as to how this support is provided based on the individual needs of each student.
further information and support resources
A list of literature and educational research readings for teachers:
http://www.education.vic.gov.au/school/teachers/support/Pages/lspappendix7.aspx
Implementing a Language Support Program at school
http://www.education.vic.gov.au/school/teachers/support/Pages/lspmod5implem.aspx
EAL VELS companion website
http://vels.vcaa.vic.edu.au/support/esl/index.html
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REFERENCES
DEECD. (2012). Introduction to English as an Additional Language, from http://www.education.vic.gov.au/school/teachers/teachingresources/diversity/eal/Pages/eal.aspx
Larkins, G. (2012). Risk Factors for Students Accessing the Curriculum. EDFD547: Diversity in the Classroom. Melbourne: Australian Catholic University.
http://www.education.vic.gov.au/school/teachers/support/Pages/lspappendix7.aspx
Implementing a Language Support Program at school
http://www.education.vic.gov.au/school/teachers/support/Pages/lspmod5implem.aspx
EAL VELS companion website
http://vels.vcaa.vic.edu.au/support/esl/index.html
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REFERENCES
DEECD. (2012). Introduction to English as an Additional Language, from http://www.education.vic.gov.au/school/teachers/teachingresources/diversity/eal/Pages/eal.aspx
Larkins, G. (2012). Risk Factors for Students Accessing the Curriculum. EDFD547: Diversity in the Classroom. Melbourne: Australian Catholic University.