content-left-bg.png
content-right-bg.png

English as an Additional Language or Dialect

WebPartZone1_1
PublishingPageContent

The requirements for EAL/D learners are specified in the P–12 curriculum, assessment and reporting framework; additional information is provided below. The requirements relate to supporting students enrolled in state schools who are learning Standard Australian English (SAE) as a new language, while simultaneously learning the curriculum through SAE.


Defining EAL/D learners

EAL/D students are those whose first language is a language or dialect other than English and
who may require additional support to assist them to develop proficiency in SAE.

  • Aboriginal and Torres Strait Islander students

  • students with Maori or Pacific Islander backgrounds

  • students of Australian South Sea Islander background

  • immigrants to Australia and temporary visa holders from non-English speaking countries

  • students with a refugee-background

  • children born in Australia of migrant heritage where English is not spoken at home

  • Australian citizens or residents returning from abroad having lived for extended periods of time in countries where their schooling was not in English

  • children of deaf adults who use AUSLAN as their first language

  • International students from non-English speaking countries 


Not all students from these backgrounds will require additional support to meet the curriculum expectations for their age cohort. 


At CCC EAL/D learners receive differentiated instruction in line with the Australian curriculum for their age cohort.  EAL/D teachers and class teachers purposefully plan a variety of ways to:

  • engage students
  • assist them to achieve the expected learning
  • allow students the opportunity to demonstrate what they know, understand and can do
  • facilitate the transition from EAL/D English classes/groups to mainstream


With support from EAL/D staff, class teachers differentiate instruction in response to data and day-to-day monitoring which indicate the student’s particular learning needs. EAL/D teachers and class teachers use the Band Scales State Schools (Queensland) for EAL/D learners to monitor a student’s ongoing acquisition of SAE and to reflect upon their ongoing language learning needs. 

Focussed Teaching

At Calamvale Community College EAL/D students are supported in the following ways:

  • Small group support at level of student  (according to EAL/D Band Scales)
  • In class support
  • 1:1 where necessary
  • Support with assessment tasks and exams
  • Adjustments to tasks and assessments
  • Hands on Programs (e g “Food week”-students bring in dishes from their various cultures)
  • English EAL/D classes 7-12
  • Small group “English Acquisition” classes for new arrivals

Assessment 

  • At Calamvale Community College EAL/D teachers document student Band Scales in One School’s Developmental Maps Mark book
  • At the College EAL/D students (P-9), who are included in CCC EALD English classes/program and with a Band Scale of level 4 or lower, receive an N for English on the report card
  • An N is not a failing grade. It is awarded to indicate that the student is in the process of learning English
     


Translating and interpreting arrangements

To maintain effective communication with students and their families, Calamvale Community College arranges translating and interpreting services. These services can be provided via telephone or on-site to ensure equitable access to information and services.  Where interpreters are not available, CCC carefully consider how to communicate effectively with these students and their families (e g native speakers on staff)

 

 

WebPartZone1_2
WebPartZone2_1
WebPartZone2_2
WebPartZone2_3
WebPartZone3_1
WebPartZone3_2
WebPartZone3_3
WebPartZone3_4
WebPartZone4_1
WebPartZone5_1
WebPartZone5_2
WebPartZone6_1
WebPartZone6_2
WebPartZone7_1
WebPartZone7_2
WebPartZone8_1
WebPartZone8_2
WebPartZone9_1
Last reviewed 11 June 2019
Last updated 11 June 2019