1. Using The ESL/ESD Progress Map to monitor and assess EAL/D Students

2. EAL/D learners EAL/D Aboriginal and Torres Strait Islander students
Cocos Island and Christmas Island students
Students born outside Australia in countries where languages other than SAE are spoken
Students born in Australia to parents of migrant and refugee backgrounds
ESL/ESD students with learning difficulties and/or disabilities

3. Surface Features of Language Deeper Features of Language
Stress and Intonation
Sounds and Words
Sentences and Text
Deeper Features of Language
Meanings
The Way Language is Used
Socio-Cultural Understandings
The World View
Values
Beliefs
Attitudes
Some students may display fluency in the language (surface features) and teachers may misinterpret the student as functional and not needing help. It is important to know the difference between surface features and deeper features.
© Department of Education WA 2014

4. Second language/Dialect Acquisition
Basic Interpersonal
Communication Skills
(BICS)
Oral proficiency
Language used in
everyday contexts
Usually takes 2 years to develop
Cognitive Academic
Language Proficiency
(CALP)
Reading and Writing proficiency
Language used in de-contextualised academic situations
Takes between 5 – 7 years to develop (or longer)
Professional Guidelines page 42

5. Second Language Acquisition
SAE Speakers
BICS
CALP
The EALD student has to learn the social/ communicating language (BICS) and the academic language at the same time (CALP).
Years

6. Early Childhood (PP-Y3) – (4 Modes)
EAL/D BOOKLETS
Early Childhood (PP-Y3) – (4 Modes)
Listening, Speaking, Reading & Viewing,
Writing
Middle Childhood (Y4-7) – (4 Modes)
Early Adolescence (Y8-10)– (4 Modes)
Professional Guidelines p 13
Refer participants to both the PG diagram and PG Map booklet relevant to their phase of learning
Explain: K- and beginning PP focus is Speaking & Listening. However PP now has reading/writing outcomes in the Australian Curriculum.
Explain: The transition process from early childhood to middle childhood and to early adolescence requires a re-assessment and plotting onto the next phase of schooling.
NOTE ** If anyone mentions that pre-primary is now compulsory, explain that the documents are developmental, not necessarily conforming to current phases of schooling boundaries.

7. Phases of development 1b 1b
English as an Additional Language/Dialect (EAL/D)
© Department of Education WA 2013
Phases of development 1b
Refer to Professional guidelines p 15.
Explain the 1a and 1b in the Beginning levels are for Middle Childhood and Early Adolescence only and are only for the Reading & Viewing and Writing modes and where written to cater for limited/interrupted schooling students. All other EAL/D students’ progression commences from 1b on Reading & Viewing and Writing modes.
Refer participants to p 9 of the Professional Guidelines for an explanation of “Students from limited schooling backgrounds
Explain that there is a misprint in the diagram on this page: 2b should read 1b for both Middle Childhood and Early Adolescence of this table. Refer to the table at the bottom of the page with the correct 1a 1b table. 1b
Professional Guidelines p15

8. Students do not need EALD support when they achieve level 5 (Functional) stage. They can function well in the mainstream.

9. The Language Modes Listening Reading & Viewing Speaking Writing
English as an Additional Language/Dialect (EAL/D)
© Department of Education WA 2013
The Language Modes
Listening
Reading & Viewing
Speaking
Writing
Receptive Language
Productive Language
It is best to incorporate both receptive and productive language
Explain receptive and productive modes i.e. receptive = comprehending and productive = composing.
Explain that the skills of listening, reading & viewing, speaking and writing are all interrelated and should be considered in the context of all learning areas not just English.
Phase of Development booklet p 5

10. Refer to the Aspects, students must achieve all four aspects to have achieved that level. Even though they may have some aspects of the next level, they are still reported as the level where all four aspects have been achieved.

11. The structure of the Progress Maps
Progress Maps Overview
EAL/D overarching statement, which draws on cultural understanding and literacy knowledge of both home language and Standard Australian English (SAE).
ACARA Outcome- Showing the link between Progress Maps and ACARA.
ASPECTS- (sub strands):- The aspects capture the unique knowledge, skills and understanding EAL/D students require in order to successfully acquire SAE. Aspects are interrelated and in varying degrees interdependent. Thus they incorporate L2 theory and students need to achieve across the 4 aspects.
Aspects Descriptions: Descriptions of achievement for each of the aspects at the level are provided.
Outcome Level Descriptions:- These level descriptions provide a general overview of what the student can do at that level.

12. The structure of the Maps
EAL/D Level Elaborations:- Each description of student achievement is further elaborated and exemplified. Before concluding which level your student is on, it is important to check the elaborations for more information.
Teaching Considerations:- These pages provide support for teachers working with students at each level- whether in an IEC or mainstream. This section is not designed to prescribe essential content to be taught. It provides ideas for your teaching and learning.
Indicators and examples:- Provide more detail about the aspect descriptions. This section is not a checklist as not all students will demonstrate the achievement of outcomes in the same way.

13. Meaning of the ASPECTS
Communication and use of texts- How students communicate – e.g whether they can participate in short exchanges
-What students do with texts at each level
- Covers the structural complexity of texts at particular levels
Sociocultural and contextual understanding
- How to use and interpret language in different contexts
-How to use language in different situations e.g formal/ informal
English Language structures, features and conventions.
- The features of language and organisation of texts
-It describes students’ phonological, lexical and grammatical competence in
SAE. This includes sounds, letters, words, sentences, text organisation and punctuation.
Language learning processes strategies
- Includes repertoire of processes and strategies to comprehend in SAE.
-Examples include asking for clarification, using non verbal language to sustain interaction, pronunciation, following teacher modelling.

14. A Closer look at Work Samples Look at what the student can do:
Identify features the student has achieved. Focus on specific English
language structures, features and conventions (eg: simple/compound
sentences, use of tense, vocabulary choices, grammatical choices, text
organisation).
Select an ESL/ESD Broad Level: beginning, developing or functional
Choose a level within the Broad Level: Levels 1 – 6.
Use the Indicators and examples pages to refine or confirm the level you
have identified.

15. Teaching Considerations
What do I need to consider at this level of progression? Refer to Teaching
Considerations in ESL/ESD Progress Map booklet e.g. Writing pgs 151-
197.
Teaching Considerations at each level- open up to the Teaching
Considerations page for that level and identify how the teaching
considerations for that level could inform your current classroom program.

16. Key Messages
It is essential to understand, acknowledge and respect the different cultural and linguistic backgrounds of all of your students.
Culture and world view underpin language use.
EAL/D learners can progress at varying rates. They may move from a higher level when they move phases due to the change in academic and cognitive demands.
Learners should be assessed on a range of tasks over time. Moderation is essential.
Students can have different levels across the language modes and this informs the teacher where the student needs support.
E.G. Listening-5, Speaking- 5, Reading- 3 Writing- 2
In this case the student needs more support in reading and writing although Listening and Speaking will be incorporated.

17. Key Factors affecting Progress
Age and previous schooling
Length of time learning SAE
Access to appropriate EAL/D support
Home Language literacy of both the student and their parents/caregivers
Socio-economic situation, status and home situation
Mobility and absenteeism
General development and health
Mismatch between home and school values and practices

18. EAL/D Support Statewide Services EAL/D Support
Tessa Burrows Principal Consultant K-12 Support (08)
Nathalie Dommange Senior Consultant EAL/D (08)
Penelope James Senior Consultant EAL/D (08)
Movy Naidoo Senior Consultant EAL/D (08)
Statewide Services Resource and Information Centre
33 Giles St, Padbury
Coral Jenkins EAL/D Curriculum Officer (08) Contact for resources: