EAL/D Definition:
EAL/D is defined as 'English as an Additional Language or Dialect' (ACARA 2014a). It is the term used in the Australian Curriculum (ACARA 2014a) and has replaced the term ESL - English as a Second Language. ESL neglected to acknowledge those students who were possibly already speaking, reading or writing in two or more languages and/or dialects (Hertzberg 2012, p.2), hence the change to the acronym EAL/D, as it is more suitable for today's students. Furthermore, Hertzberg suggests that it serves another purpose, as it "implicitly validates that the person does have an existing language(s) and/or dialect", which in turn acknowledges the richness of "linguistic ability as an asset" (2012, p.2).
Who are eal/d Students?
ACARA provides a definition of EAL/D students as being those "whose first language is a language or dialect other than English and who requires additional support to assist them to develop proficiency in English'" (2014b, pp. 6-7).
EAL/D students come from diverse, multilingual backgrounds. For example, EAL/D students include students who may be born overseas as well as in Australia. EAL/D includes Aboriginal and Torres Strait Islander students whose first language is an Indigenous language, including traditional languages, creoles and Indigenous English.
EAL/D students come from diverse, multilingual backgrounds. For example, EAL/D students include students who may be born overseas as well as in Australia. EAL/D includes Aboriginal and Torres Strait Islander students whose first language is an Indigenous language, including traditional languages, creoles and Indigenous English.
Hertzberg (2012, p. 16) in her text pictured on the right, defines EAL/D students as:
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EAL/D Students' educational backgrounds:
EAL/D student are diverse (ACARA, 2014b, p.7) and they may have the following backgrounds:
- Comparable schooling equivalent to the same age in Australia
- Minimal or even no former education
- Minimal or even no literacy experience in their first language
- High literacy skills in their first language
- Learned English as a foreign language or have some exposure to written English, but need to develop oral English
Other characteristics include:
EAL/D students may display these attributes (ACARA, 2014b, p.7):
- May already speak one or more languages or dialects other than English
- May have proficiency in language skills but lack 'the social registers of English
- Commonly placed in school at a school level that is appropriate for their age
important considerations:
Important considerations to consider include (ACARA, 2014b, p. 7):
- Trauma : EAL/D students may have 'experienced severe emotional or physical trauma' which can greatly impact on their education
- Language knowledge: students who already speak at least one language other than English have an advantage to those who do not. Learning an additional language alongside life experiences and cultural knowledge enables English literacy development
- Socio-economic disposition: EAL/D students are located throughout Australia in regional, remote and metropolitan areas. These learners cannot be ascribed a specific socio-economic disposition
EAL/D LEarning:
According to ACARA, EAL/D students need to concurrently learn English, learn through English and learn about English. This is the challenge for both teacher and student. ACARA recommends that a good starting point in diagnosing EAL/D students is to 'first identify and build on students' English language proficiency levels using the EAL/D learning progression' (2014b, pp. 9-10).
EAL/D English Language Learning Progression:
ACARA has developed a teacher resource document to assist teachers in monitoring and assessing the learning progression of the English language. This document identifies four phases: Beginning English - some print literacy in first language & limited literacy background; Emerging English; Developing English and Consolidating English (ACARA, 2014a).
The four EAL/D learner groups:
Here is a valuable resource for identifying EAL/D students. It provides the learning characteristics at the four different stages using listening, speaking, reading/viewing and writing modes of literacy (Hertzberg 2012, pp.11-14).