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ACARAs EAL/D Teacher resource Assisting teachers to help their EAL/D students Sophia Sabatier. AISWA. EAL/D K-12.

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Presentation on theme: "ACARAs EAL/D Teacher resource Assisting teachers to help their EAL/D students Sophia Sabatier. AISWA. EAL/D K-12."— Presentation transcript:

1 ACARAs EAL/D Teacher resource Assisting teachers to help their EAL/D students Sophia Sabatier. AISWA. EAL/D K-12

2 What is this resource? A series of documents designed to assist teachers with no specialist EAL/D training to better meet the needs of their EAL/D students in the classroom A simplified description of the typical pathway of development in an additional language or dialect Simple strategies or considerations that will assist EAL/D learners in the classroom Examples of work that is typical at each phase of language acquisition Sophia Sabatier. AISWA. EAL/D K-12

3 Why was it created? To inform teachers practice and delivery of the curriculum content And because: on average, it takes a student 7 years to acquire the academic language proficiency needed to meet the needs of the Australian Curriculum. language learning is developmental. There is little point in trying to get a student to learn something that is beyond their developmental level. not all teachers have access to specialist EAL/D support. Sophia Sabatier. AISWA. EAL/D K-12

4 How was it created? Equity and Diversity Advisory Group 2009 – 2010 EAL/D Working Party 2010 – 2012 ( page 107 ) Appointment of two writers Consultation with state authorities and language experts from universities Consultation with critical friends Sophia Sabatier. AISWA. EAL/D K-12

5 Validation NSW trial of the reliability and validity of the EAL/D Learning Progression conducted by the NSW Department of Education and Communities, January Findings: The ESL/D Learning Progression has provided sufficient reliability and validity evidence for the instrument to be used in NSW government schools as a broad measure of English language proficiency for resource allocation. Sophia Sabatier. AISWA. EAL/D K-12

6 References can be found on pages English Language Proficiency Standards. Alexandria. VA: Teachers of English to Speakers of Other Languages Council of Europe. Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) The English Language Learning Progressions – New Zealand Ministry for Education Source documents used to create the progression Sophia Sabatier. AISWA. EAL/D K-12

7 Where are the EAL/D documents? Sophia Sabatier. AISWA. EAL/D K-12

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10 Students for whom English is an additional language or dialect (EAL/D) enter Australian schools at different ages and at different stages of English language learning and have varying educational backgrounds in their first languages. While many EAL/D students bring already highly developed literacy (and numeracy) skills in their own language to their learning of Standard Australian English, there is a significant number of students who are not literate in their first language and have had little or no formal schooling. Sophia Sabatier. AISWA. EAL/D K-12 The Introduction

11 While the objectives of the Australian Curriculum are the same for all students, EAL/D students make progress towards these objectives while simultaneously learning a new language and learning content and skills through that new language. As a result, EAL/D students may require adjustments in relation to curriculum, instruction, and/or environment to ensure equity of access to the Australian Curriculum. This may include additional time and support, along with teaching that explicitly addresses their individual language learning needs. Sophia Sabatier. AISWA. EAL/D K-12 Suggested adjustments

12 1. The Overview and EAL/D learning progression document An outline of EAL/D students ( pages 3-8 ) A language learning progression (by stage and phase) Advice to teachers ( pages ) A glossary 2. Annotations on content descriptors (one book per KLA = 4 books) 3. Annotated work samples (an additional booklet) Sophia Sabatier. AISWA. EAL/D K-12 A summary of the resources

13 The overview An outline of EAL/D students (pages 3-8) Who are EAL/D students? Considerations for students with limited schooling English in Australia Intercultural understanding Characteristics of EAL/D learning Assessment and the EAL/D student Sophia Sabatier. AISWA. EAL/D K-12

14 This resource describes the English language learning progression typical of EAL/D students. It is designed to assist teachers to identify and track where EAL/D learners are on their English language learning journey. The language progression is a broad synthesis of existing state and territory EAL/D documents and has been developed primarily for teachers who are not EAL/D specialists. Other information is designed to assist teachers modify their teaching to be inclusive of these learners N.B. this document is aimed at mainstream teachers Sophia Sabatier. AISWA. EAL/D K-12 The language progressions aim

15 A language learning progression (by Stage of Schooling pages 12-44, or by Mode pages 45-82) The language progression has three components: 1. an introduction about the nature of EAL/D learners and the language and cultural considerations that affect their engagement with curriculum content ( pages 9 – 11 ) 2. a general description of learner characteristics for listening, speaking, reading/viewing, and writing for each of four phases of language proficiency: Beginning English, Emerging English, Developing English, Consolidating English ( pages 12 – 82 ) 3. a progression of language learning that provides details of an English learning pathway typical of EAL/D students for three stages of schooling (F - 2, 3 - 6, 7- 10) Sophia Sabatier. AISWA. EAL/D K-12 The Progression

16 Grouped under question and answer headings General advice Responds to commonly asked questions Gives general background Sophia Sabatier. AISWA. EAL/D K-12 Advice to teachers

17 learning area annotations provide additional advice for some English, Mathematics, Science and History content descriptions Geography is currently being written annotated EAL/D student work samples exemplify student progress along the EAL/D learning progression. Sophia Sabatier. AISWA. EAL/D K-12 EAL/D annotations and samples of student work

18 Looking at the annotations Consider the annotations: What did you learn? (whole group sharing by phase of schooling) Which strategies could you incorporate into your classroom? NB: If a student enters into a classroom in later years, then some of the strategies in the earlier years (particularly morphemes, graphemes, sight words etc.) can be helpful Sophia Sabatier. AISWA. EAL/D K-12

19 Samples of student work Choose your year level or phase Look at the work samples provided and the annotations that link these to the language learning progression Identify how the decision was made to place these in this stage Take the new sample provided on the table and identify which stage the student is in – note reasons for your placement Discussion Sophia Sabatier. AISWA. EAL/D K-12

20 How can the ACARA documents be used? As a guide to understanding the broad phases of English Language Learning that students are likely to experience To identify where the students are on this progression, the nature of their skills across the modes and their linguistic progression To do at least one thing each lesson that provides greater access to the English curriculum for these students. Sophia Sabatier. AISWA. EAL/D K-12

21 In summary These documents have been written for mainstream teachers who have EAL/D students in their classrooms They provide a starting point for supporting and monitoring these students They are not designed to replace the fine- grained, EAL/D-specialist documents that exist in most states/territories The annotations are illustrative and not exhaustive Sophia Sabatier. AISWA. EAL/D K-12

22 Thank you Sophia Sabatier EAL/D consultant K-12 The Association of Independent Schools of WA Sophia Sabatier. AISWA. EAL/D K-12


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