Models of Implementation
The EAL Program delivers support through trained EAL support teachers. The models of implementation for support delivery and used by EAL support teachers are designed to translate current research into practice taking into account the context of the student and the demands of the curriculum being taught across all school sectors.
Further information is available at EAL – Models of Implementation.
Teaching and Learning – Expectations
The learning expectations teachers have of their EAL students are dependent on a number of factors some of which are: the student’s cultural background; level and consistency of schooling in their first language; proficiency in their first language; proficiency in English and the student’s health and wellbeing.
Further information is available at EAL – Expectations.
EAL students who have had little or no formal schooling will need additional time and support, along with teaching that explicitly addresses their language learning needs in a formal setting. It is recognised that EAL students require adjustments to their learning program if they are to be engaged with their learning and challenged as they access the Australian Curriculum. The process of making those adjustments is known as the differentiation of classroom learning.
Further information is available at EAL – Differentiation.
Research Underpinning Practice
EAL students can and do achieve at the levels of their English-speaking peers through inclusive and supportive classroom environments, appropriate learning experiences and assessment practices, and the high expectations of their teachers. EAL Program teachers support student achievement through personalised, systematic, explicit and challenging instruction based on their students’ language needs and prior learning and EAL Program teachers’ planning is founded on research and good teaching practice.
Further information is available at EAL – Research Underpinning Practice.
ACARA EAL/D Overview and Advice
The Australian Curriculum Assessment and Reporting Authority has produced a document which comprises: an overview of the characteristics of students learning EAL/D and their particular needs; advice for teachers regarding linguistic and cultural considerations and teaching strategies; a glossary of terms used in the resource; references. Further information is available at ACARA EAL/D Overview and Advice
EAL/D Elaborations of the Australian Professional Standards for Teachers
The Australian Institute for Teaching and School Leadership Inc. (AITSL) has created national teaching standards for teachers to inform them about what they should be aiming to achieve at every stage of their career so they can improve their practice inside and outside of the classroom.
The Teacher Standards consist of seven standards, which teachers will meet at differing levels depending on their career stage and level of experience. They need to evidence certain requirements of the Standards in order to become a registered teacher, or achieve Highly Accomplished and Lead certification.
The Australian Council of TESOL Associations (ACTA) have elaborated the AITSL teaching standards in consultation with AITSL. AITSL acknowledges the work and expertise ACTA has provided in producing this document to support teachers working in EAL/D settings. The EAL/D Elaborations have direct relevance for all such teachers, not just those in EAL/D (or ESL) positions.
Further information is available at EAL/D Elaborations of the Australian Professional Standards for Teachers