Senior Secondary English as an Additional Language or Dialect (EAL/D) Bridging Unit 1 (c3109550...

7/27/2019 Senior Secondary English as an Additional Language or Dialect (EAL/D) Bridging Unit 1 (c3109550 EDUC6025 A3 - Program Design Complete ID 336317643)

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EDUC6025 A2: Australian Curriculum EAL/D Unit and Lesson plans c3109550

Introduction to Unit

The following unit and lesson plans are designed for a group of young people aged 17-18, who

are newly arrived in Australia. These students are participating in the mainstream Australian

secondary schooling system by studying senior secondary courses (years 11-12) at an Australian

public school. In 2012, the Australian Curriculum, Assessment and Reporting Authority (ACARA)

developed a draft senior secondary English as an Additional Language or Dialect (EAL/D) for

students like this. Still in the draft stage, this curriculum document is the intended future of

secondary ESL instruction in Australia. Various curriculum documents can be found at the

ACARA website1. For the purposes of this unit, selections from the most recent (2012) draft

senior secondary syllabus for EAL/D can be found in the appendix.

The years 11-12 EAL/D curriculum is divided into two unit strands, based on two possible types

of students entering senior secondary study, where English study is compulsory. This unit plan

caters for the Bridging Unit strand, which is most suited to new arrivals, as it is designed for

students who are at the emerging phase (or early developing phase) of the Foundation to Year

10 EAL/D Learning Progression.Please see the appendix resource 5for a description of these

phases.

According to the draft curriculum document

Each unit is designed to be taught in about half a 'school year' of senior secondary


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Unit PlanTopic: Senior Secondary English as an Additional Language or Dialect (EAL/D) Bridging Unit 1

(2012 Draft)

Time: 20 weeks = 60 hours, 50x1hr lessons and 10hrs

assessment (5 lessons plans included)

Aims

According to the current draft of the Australian National Curriculum for

EAL/D

All senior secondary English subjects aim to develop students:

AIM1 - skills in listening, speaking, reading, viewing and writing

AIM2 - capacity to create texts for a range of purposes, audiences and

contexts

AIM3 - understanding and appreciation of different uses of language.

In addition, English as an Additional Language or Dialect aims to developstudents:

AIM4 - understanding of the relationships between language, texts and ways

of thinking and knowing in SAE

AIM5 - ability to communicate ideas, feelings, attitudes and information

appropriately in and through SAE across the curriculum areas

AIM6 - inferential comprehension, critical analysis and reflection skills.

From:http://www.australiancurriculum.edu.au/Static/docs/senior%20secondary/Senior%20Secondary%2

0Curriculum%20%20English%20as%20an%20Additional%20Language%20or%20Dialect%20November%2

02012.pdf)

Description of the EAL/D Subject:

Designed to develop students knowledge, understanding and skills in StandardAustralian English (SAE). Students studying this subject will benefit in all curriculum areas

from explicit teaching of the structure, linguistic features and sociolinguistic and

sociocultural aspects of SAE. EAL/D provides a variety of language, literature and literacy

experiences to accommodate the diverse range of starting points for students learning

English as an additional language or dialect. EAL/D focuses on how language and texts

can vary in structure and usage depending on cultural and social context, and how

language can change according to audience and purpose. One of the key focuses of

EAL/D is the development of students oral language skills.

Description of EAL/D Bridging Units (1-4)

EAL/D Bridging Units 14 are designed for students who are at the emerging phase (or

early developing phase) of the Foundation to Year 10 EAL/D Learning Progression. These

students may include:

students who have had limited exposure to SAE. These students may have recently

exited an Intensive English Centre, or be in a rural, remote or very remote setting with

limited or no access to EAL/D specialist intervention

students who are new to the Australian educational setting or who have had little or no

prior formal education.

Students may choose to complete 2, 4, 6 or 8 EAL/D units, and units can be studied

sequentially or concurrently.As EAL/D students may perform at different levels of competence in oral communication

skills and written ability, it is advised that all language modes be considered equally for

appropriate placement into units.
http://www.australiancurriculum.edu.au/Static/docs/senior%20secondary/Senior%20Secondary%20Curriculum%20%20English%20as%20an%20Additional%20Language%20or%20Dialect%20November%202012.pdfhttp://www.australiancurriculum.edu.au/Static/docs/senior%20secondary/Senior%20Secondary%20Curriculum%20%20English%20as%20an%20Additional%20Language%20or%20Dialect%20November%202012.pdfhttp://www.australiancurriculum.edu.au/Static/docs/senior%20secondary/Senior%20Secondary%20Curriculum%20%20English%20as%20an%20Additional%20Language%20or%20Dialect%20November%202012.pdfhttp://www.australiancurriculum.edu.au/Static/docs/senior%20secondary/Senior%20Secondary%20Curriculum%20%20English%20as%20an%20Additional%20Language%20or%20Dialect%20November%202012.pdfhttp://www.australiancurriculum.edu.au/Static/docs/senior%20secondary/Senior%20Secondary%20Curriculum%20%20English%20as%20an%20Additional%20Language%20or%20Dialect%20November%202012.pdfhttp://www.australiancurriculum.edu.au/Static/docs/senior%20secondary/Senior%20Secondary%20Curriculum%20%20English%20as%20an%20Additional%20Language%20or%20Dialect%20November%202012.pdfhttp://www.australiancurriculum.edu.au/Static/docs/senior%20secondary/Senior%20Secondary%20Curriculum%20%20English%20as%20an%20Additional%20Language%20or%20Dialect%20November%202012.pdfhttp://www.australiancurriculum.edu.au/Static/docs/senior%20secondary/Senior%20Secondary%20Curriculum%20%20English%20as%20an%20Additional%20Language%20or%20Dialect%20November%202012.pdf


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Bridging Unit 1

Bridging Unit 1 is designed for students who are at the Emerging phase of the

EAL/D Foundation to Year 10 learning progression and focuses on developing

communication skills in a range of contexts across the language modes of

SAE.

There is a particular focus on developing oral communication skills. Age-

appropriate texts are used to develop vocabulary, grammar, language

learning strategies and understanding.

This includes the comprehension and retrieval of key information from

familiar texts. The unit will enable students to apply their knowledge and

understanding as they create simple texts that express their needs, opinions

and ideas.

Learning outcomes

By the end of this unit, students:

LO1 - communicate to express their ideas on familiar topics using visual aids,

modelled text and/or teacher support

LO2 - demonstrate an understanding of the main ideas in familiar texts and of

literal information at sentence level

LO3 - respond to familiar texts and begin to articulate opinions

LO4 - create short, simply structured oral, written and multimodal texts onfamiliar topics with some accuracy.

Organisation of content

Content descriptions in each unit in EAL/D are grouped under an organising

framework that presents key aspects of learning that underpin each subject.

Organisers vary between subjects according to the distinctive focus of each

subject. The organising framework in EAL/D for Bridging Unit 1 (BU1) is detailed

in appendix item 4 pages from the 2012 draft curriculum document.

Here is a summary:

CD1 - Communication strategies

Including CDBU1.1.1, CDBU1.1.2, CDBU1.1.3, CDBU1.1.4

CD2 - Comprehension strategies

Including CDBU1.2.1, CDBU1.2.2, CDBU1.2.3, CDBU1.2.4, CDBU1.2.5, CDBU1.2.6

CD3 - Language and textual analysis

Including CDBU1.3.1, CDBU1.3.2, CDBU1.3.3, CDBU1.3.4, CDBU1.3.5

CD4 - Creating texts.

Including CDBU1.4.1, CDBU1.4.2, CDB CDBU1.4.2U1.4.3, CDBU1.4.4, CDBU1.4.5,

CDBU1.4.6


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Week Suggested Sequence of Teaching & Learning Activities Assessment &

Feedback

1-4

Lessons

1-12

Regular activity (ideally each lesson) show and tell after building student speaking confidence in front of peers in the

early lessons, encourage students to speak in front of the class about anything of interest to them that happened since last

lesson. As a prompt, suggest that students look for videos on Youtube or articles in magazines that they can talk about,

but students can also talk about a personal event that happened, or any topic of their choice. This is not assessed.

Weeks 1 & 2

For lessons 1, 2 & 4, see the attached lesson plans.

Lessons 3, 5, 6: progress learning through using personal experiences in a range of learning activities, with a focus on

achieving unit learning outcomes LO1, 2, and 4. Focus on Key Language Skills (KLS) 3, 4 5 and 7

Weeks 3 & 4

Introduce the learning textAmerican Born Chinese (Yang, 2006) Continue with a focus on achieving unit outcomes 1, 2,and 4 through the study of this text as a class.

Informally assess

and give feedback

on students bykeeping individual

student

development

records, based on

observations of the

students

performance across

the four language

skill areas.

5-8

Lessons

13-24

Weeks 5 & 6

Continue to studyAmerican Born Chinese, focusing on the achievement of the unit learning outcomes (LOs) and the

Content Descriptors for Bridging Unit 1. (CDBU1s.)

Weeks 7 & 8

Introduce students to the concept of selecting related material through demonstrations and lessons with studies of

newspaper and magazine articles and multimodal texts, as well as texts that students bring to class. This will prepare

students for the requirements of Assessment Task 1 in weeks 11 and 12.

9-12

Lessons

Weeks 9 & 10

Focus on preparing the students for the oral assessment of unit outcome 1 communication strategies, by consistently

6hrs of in-class

student

presentations to


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25-30 +

Assess.

31-36

modelling and practicing presentation before the class, that are not assessed.

Weeks 11 & 12

Assessment: students take turns to complete the oral assessment task.

assess

communication

strategies lessons

31-36

13-16Lessons

37-48

Weeks 13 16

Begin to prepare students for the IELTS-style examinations in week 20 by consistently practicing the four writing skills

each lesson, through a combination of independent and group activities like peer interviews, use of feedback to the show

and tell activity, story writing and study of texts.

17-20

Lessons

49-56 +

4hrs

exams

Weeks 17 - 19

Intensify the practice for the exam by conducting individual practice speaking and listening exams. As a class, work

together on improving reading and writing skills.

Week 20

Conduct individual IELTS-style examinations.

In final lesson, recall all students to receive general feedback.

4hrs of in-class

examinations

lessons 57-60


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Lesson PlansWEEK 1 LESSON 1/60

TOPIC: Bridging Unit 1: Introductions TIME: 60mins

INTRODUCTION: This lesson is designed to introduce studentsto EAL/D study, Bridging Unit 1, and each other, through a variety

of introduction exercises.

LESSON RESOURCES:

EAL/D Curriculum documents (relevant pages appendix resource AR4)

Introduction to me worksheet (appendix resource AR1)

Large world map and/or Smartboard or projector technology

Copies of world map A4 size

Introduction to my worksheet (AR2)

EAL/D AIMS & LESSON OUTCOMES

LO1, LO4

CDBU1/KLS TEACHING AND LEARNING ACTIVITIES

CDBU1.1.1

CDBU1.1.2,

CDBU1.4.2 & 4

Introduction Activity. On the board, draw or display a speech bubble, world map, happy face and sad face. Using these cues, and

gestures, teacher clearly and articulately stands before class and welcomes class then introduces themselves, including languages they

speak, country of origin, and 1 like and 1 dislike. Model the use of eye contact.

Mini-lesson - hand out AR1 and work through the questions on the worksheet. Explain the written form of the present tense, first

person, singular, and check that students understand by asking them to explain what they think the worksheet is asking. If possible,

record this presentation about the present tense and store it on a class website for students to access later.

Hand out AR1 and ask students to fill out the same information about themselves. They can complete this activity in their home

language/dialect, but the questions are in English, with visual supports that match the board pictures.

CDBU1.1.2, Each Student reads out their completed ARX in front of the class in turns. Encourage the use of English, but explain that they can do

this in their own language if they must help the class understand through use of the visual cues (the pictures on the board) and


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CDBU1.1.4 gestures. Class is allowed to ask questions so that they understand.

CDBU1.2.1,

CDBU1.2.3

My place on the large world map on the board, teach points to their country of origin. Hand out to students a copy of the world map

and ask students to mark the teachers country of origin on the map and write Miss/Mr X next to it. (Demonstrate this on the board.)

Each student in turn then says the name of their country of origin in English out loud to the class. The rest of the class marks this on

their world map with the students name. If the student cannot explain in English where they are from, they may come out the front

and point on the world map.

CDBU1.2.1,

CDBU1.2.3,

CDBU1.2.5,

Mini-lesson - hand out ARX and work through the questions on the worksheet. Explain the written form of the present tense, third

person, singular. If possible, record this presentation about the present tense and store it on a class website for students to access later.

Also teach students about relationships in English. Cover the vocabulary for family and classroom, including: father, mother, brother,

sister, teacher, classmate. Have students write in their books the English term and equivalent in their home dialect.

Place students in pairs and give each student a blank copy of ARX and ask them to write the appropriate term on the top of the

worksheet for their pair. (Classmate)

Students must ask each other questions in English to fill out the details about their pair student. The like and dislike must be different

from the first time, when the students completed the activity for themselves.

Students read out to the class what they have learnt about their classmates. They may use the visual cues on the board.

CDBU1.3.1, 2

& 4

Explain that today the students learnt valuable speaking, writing, reading and listening skills in English. Discuss possible scenarios

where they would need to know how to introduce themselves and where they are from: meeting someone new, job interviews.

CLOSURE Encourage students to practice todays lesson with friends and family. Hand out another copy of ARX to students and ask them tocomplete the activity for a friend or family member for homework.

ASSESSMENT Monitor student development through contribution in activities, have students present their worksheets to you for feedback.


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WEEK 1 LESSON 2/60

TOPIC: Bridging Unit 1 : My past and present TIME: 60mins

INTRODUCTION:

This lesson in intended to explicitly teach students about the pastand present tenses in SAE by connecting to their own experience

and background knowledge, by sharing their stories with the

class.

LESSON RESOURCES:

The Arrival by Shaun Tan photocopies of pages, and digital copies for display.

Introduction to my worksheet (AR2)

LESSON OUTCOMES

LO1, LO2, LO4

CDBU1s/KLS TEACHING AND LEARNING ACTIVITIES

KLS5 Teacher repeats the introduction from lesson one about themselves, changing the like and dislike. Quiz students on the person and

tense of the introduction to check the success of learning in lesson 1.

Extend the learning by explaining the voice used (active or passive), clause types, and noun verb agreement.

CDBU1.1 Have students read out the homework activity if they have completed it to the class. AR2 - Introduction to my .. (Father,

mother, friend) as todays show and tell activity. Encourage, but do not mandate the use of English for this task. Also encourage the

rest of class to ask questions, and establish this as regular practice for show and tell.

CDBU1.3 Mini-lesson: exposition on talking about the past. Explain the past tense in SAE and talking about the past to students. Demonstrate

through the irregular verb to be I was, you were, he was, she was, we were, you were, they were. Also demonstrate through some


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regular verbs like to do I did, you did, he/she/it did, we did, you did, they did

Introduce the text The Arrival by Shaun Tan. If possible, give each student a copy and allow time for them to read the book. If not,

display pages on the projector and give discuss how the images portray emotion, experience, etc. Consistently ask students how this

could be represented in SAE.

CDBU1.4.1,

CDBU1.4.3

Distribute photocopies of different pages from The Arrival to students. Ask them to come up with caption for the picture/s on the page

in English. Encourage the use of the past tense, but do not make it mandatory.

Discuss the captions given by students, explaining that there is no right or wrong answer.

CDBU1.1 & 1.2 Modelling: tell the students a brief story about your past, clearly marking out your use of the past tense through emphasis and visual

cues, like typing/writing key verbs in the past tense on the board as you go, or having a prepared script (with

Illustrations/photographs) displayed while you talk, where you highlight or circle key markers of the past tense.

CDBU1.4.2, Have students independently write a brief account of an experience from their past. Suggestions could be:

- My arrival in Australia- My first time ,..- A famous story, legend or myth from their country of origin.

Monitor student work and respond to questions about the past tense to the whole class, encourage peers to help each other

understand the task.

CLOSURE Explain that today students have learnt about how to express emotion and experience in English through adding captions to The

Arrival. Add new words learnt to a cumulative vocabulary in the back of their books. Lesson 3 will continue the use ofThe Arrival to

practice writing skills.

ASSESSMENT Monitor student development through the strengths and weaknesses they display in completing the classroom writing,

reading, speaking and listening tasks. Keep individual student development profiles.


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WEEK 2 LESSON 4/60


INTRODUCTION:

In week 1 students learnt about the present and past tense bydiscussing information about themselves, their stories and their

experiences. (KLS2, 5 and 7 )This week, students will begin to

cover KLS1, 6 and 8 through the introduction of a learning text,

American Born Chinese by Gene Yang.

LESSON RESOURCES:

Copies of Yang, G. (2006).American Born Chinese. USA: Roaring Brook Press

-electronic copies of pages 23-29 for display

LESSON OUTCOMES

LO1, LO2, LO3, LO4


KLS7.1, Teacher repeats the introduction of themselves from previous lessons. Ask students Who didtheir homework? and What didyou do

on the weekend? Ask them to identify what tense you are speaking in, and discuss the use of tense in their responses, to check the

learning from lessons 1-3.

Mini-lesson (record if possible): Introduce the textAmerican Born Chinese. Talk briefly about the author, the characters and the content

of the text. Especially how the three stories are interwoven, and that the story is about America, so not all of the spelling or expressionsused are used in Australia; for example Mom. Post this online for students to access later.

KLS5 Do not yet give out copies of the text, but display pages 23-29 of the book on the board as you read through them. Afterwards, discuss

the use of the past and present tense in the story, and how the narration boxes and speech bubbles are used to represent the past and


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KLS6.1, 6.3 present tense. Label and discuss the different uses of clause and sentence structure, as well as direct and indirect speech, for KLS5.

KLS8.3, KLS7 For KLS8.3 and 7, discuss how the herbalists proverb is an example of irony and humour, as well as other specific examples of cultural

variations in behaviour.

CDBU1.2

KLS4, 5 and 8

Distribute copies of the text to class and concentrating on one story (Jin Wang) read through his story in sections. Discuss the

representation of characters through dialogue and narration. Focus on helping students achieve KLS4, 5 and 8 by explicitly explaining

examples in the text.

CLOSURE Explain that students have learnt that English can vary according to context (American and Australian English).

Encourage students to read the whole graphic novelAmerican Born Chinese, if they can, as the class will continue to study it in future

lessons and if they read it they will understand better.

ASSESSMENT Monitor student development through


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WEEK 7 LESSON 19/60


INTRODUCTION:

This lesson in intended to explicitly help students develop thecapacity to select texts of their own choosing and retrieve key

information from them, in preparation for Assessment Task 1. In

this task the students must give an oral presentation where they

deliver a text that they have composed on the retrieval of key

information aboutAmerican Born Chinese and at least one other

text that they have chosen.

LESSON RESOURCES:

Copies of Yang, G. (2006).American Born Chinese. USA: Roaring Brook Press

A current newspaper or magazine article.

A Youtube or news website video that relates to a current event or theme of

interest to the study

Youtube video onAmerican Born Chinese

http://www.youtube.com/watch?v=FYCZqt5WSOM

A worksheet that asks students about the characters, plot and lexical features of

American Born Chinese. Base the questions in this worksheet on the Content

Descriptors for Bridging Unit 1.

Access to the internet, laptops or computers for students (may need library access)

LESSON OUTCOMES

LO1, LO2, LO4


CDBU1.1,

CDBU1.2

Now that students are familiar with the story of American Born Chinese, quiz them orally with questions about the features of the text

the characters, settings, plot etc. Encourage students to voice their opinion about the text did they find it confusing, entertaining,

could they relate to the experience of one or more of the characters?

CDBU1.2 Distribute the worksheet asking the students about the features ofAmerican Born Chinese. Have them complete it in pairs, or

independently.
http://www.youtube.com/watch?v=FYCZqt5WSOMhttp://www.youtube.com/watch?v=FYCZqt5WSOMhttp://www.youtube.com/watch?v=FYCZqt5WSOM


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KLS 5,6 and 8 Introduce to students a current newspaper or magazine article that clearly tells a story of an event or news item. As a class, identify the

characters, plot and settings of the story. See if they can discern the opinion of the author, and explicitly discuss the use of tense and

person in the article to encourage development in Key Language Skills.

CDBU1.2.1 Repeat this process for the website or multimodal text (video) on a current issue, event or theme. If unable to find a text, use the

Youtube video onAmerican Born Chinese.

Distribute copies of the Assessment Task 1 Notification Sheet. Spend the rest of the lesson discussing the requirements of the task.

Distribute copies of the Achievement standards for Bridging Units 1 and 2 and explicitly deconstruct them. Discuss how they will be

marked according to these standards.

CLOSURE Explain to students that the task may not be due until week 11, but they should begin now if they want to submit a written version of

their oral presentation to the teacher before presenting it to class, as it will take time to choose tasks and write the presentation.

ASSESSMENT Monitor student development through participation.


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WEEK 13 LESSON 37/60

TOPIC: Bridging Unit 1: Responding to unseen texts. TIME: 60mins

INTRODUCTION:

This lesson in intended to explicitly teach students about howthey can comprehend unseen written and spoken texts, in

preparation for Assessment Task 2, which is an IELTS-style

examination that will test the students overall development across

all four language skills.

LESSON RESOURCES:

Assessment Task 2 notification sheet

Samples of writing and reading tasks from IELTs examinations (general training)

available on various IELTS sites, like

Cambridge ESOL:https://www.teachers.cambridgeesol.org/ts/teachingresourcesLESSON OUTCOMES

LO1, LO2, LO4


CDBU1.4. (1-

6)

Last lesson (the last lesson of week 12, following all Assessment Task 1 presentations) students were notified that they would be asked

to share a story about their weekend with the class, to make sure that they will keep practicing their English speaking skills. Conduct

these show and tell presentations, remembering to keep them informal and clear of rules. Students can speak about whatever they

like.

CDBU1.3 (1-5) Explain to students that they already know about how to find the features of an unseen text; as a class in lesson 19 they discussed thefeatures of a newspaper/magazine article that they had not seen before. This will be similar to a task in Assessment task 2, where they

must comprehend the information from a short text that they have not seen before. (like the IELTS writing task 1 and reading tasks)
https://www.teachers.cambridgeesol.org/ts/teachingresourceshttps://www.teachers.cambridgeesol.org/ts/teachingresourceshttps://www.teachers.cambridgeesol.org/ts/teachingresources


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LikeAmerican Born Chinese, the texts in the assignment will include words and pictures, but they may be graphs or diagrams in the

writing section. In the reading section they will be words only.

Distribute the Assessment Task 2 notification sheet and explain the achievement standards that they will be marked on, as well as the

requirements of the class. Encourage questions from students to clarify any points they do not understand, and if possible, record and

post this session in an online environment for students to access later.

CDBU1.1.3 Practice a sample reading task from a IELTS resource website, as a class.

All CDBU1s

All KLS

Halfway self-assessment: Access the distributed copies of the EAL/D curriculum documents and discuss with students the Key

Language Skills and Content Descriptors for Bridging Unit 1. Get students to rate their ability or confidence in each of the skills

described in the curriculum documents and hand them to you confidentially.

CLOSURE Explain thatnext lesson the class will include individual consultations for each student to discuss KLS and CD development.

ASSESSMENT Monitor student development through


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Quality Teaching Coding

Subject: English as an Additional Language or Dialect (EAL/D)

Stage: Senior Secondary (current stage 6)

Focus area: Bridging Unit 1

Unit coded by: Sonia Carpenter

Intellectual Quality Code Descriptor Notes

Deep knowledge 4

The unit requires sustained focus on key concepts or

ideas but does not require articulation of the

relationships between and among concepts.

Throughout this unit, students focus continually on the development of

all four language skill areas, but only learn the relationship between these

skills implicitly in the lesson plans provided.

Deep understanding 4

A substantial part of the unit requires students to

provide information, arguments or reasoning that

demonstrate deep understanding.

The weekly show and tell activities, combined with the formal assessment

tasks, require students to demonstrate their capability in the KLS and CDs,

and lesson 37 gives an example of how they demonstrate their

understanding of this skill development

Problematic knowledge 3

The unit requires knowledge to be treated as socially

constructed, with multiple perspectives addressed.

Textual analysis and show and tell activities allow for the thorough

deconstruction of knowledge. Explicit instruction in tense, voice and

person also indicates social and personal constructions of knowledge.

Higher order thinking 5

Throughout the unit students are required to

demonstrate higher-order thinking.

The simultaneous learning of language and content ensures engagement

in higher-order thinking.

Metalanguage 5The unit requires students to make substantialreference to, and complex comments on, language

and how it works.

The consistent parallel language learning and textual analysis means thatstudents consistently comment on language use

Substantive communication 4

The unit requires students to present some sustained

clarification of the ideas, concepts or arguments

related to the substance of the topic.

With language as the topic of this unit, the students must constantly

clarify their ideas and understanding of language through substantive

communication in class.


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Quality Learning Environment

Explicit quality criteria 4

Clear statements are made regarding the quality

of work and there is some elaboration of what it

means to do well.

Explicit deconstruction of the achievement standards, content

descriptors, and KLS throughout the unit ensures that the students

are aware of the quality expected in assessment tasks.

High expectations 5

The unit presents serious challenges to allstudents, and encourages them to take risks in

demonstrating their learning.

This unit strongly encourages active and independent participationas significant to success, so student constantly take risks in

choosing what to present to the class in the show and tell and

assessment task activities.

Student direction 2

Although students are given some control over

some aspect of the unit (choice, time, pace,

assessment), their control is minimal or trivial.

Students exercise control over the show and tell aspect of the class,

but texts and outcomes are prescribed by the teacher.


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Significance Code Descriptor Notes

Background knowledge 5

Students background knowledge is substantially

incorporated into the unit, and meaningful

connection to out-of-school knowledge is integral

to the unit.

The show and tell, and activities early in the unit, especially lessons 1 and 2,

draws heavily on student background knowledge. The integration of

independent selection of texts does also.

Cultural knowledge 5

The unit requires students to include substantialrecognition of cultural knowledge, and to value

this knowledge and the knowledge of the

dominant culture equally.

The cultural backgrounds of the students in this EAL/D class are highlyvalued, and integrated regularly into learning activities.

Knowledge integration 4

The unit requires students to make several

meaningful connections between topics or

subject areas.

The lesson activities that draw on current events in texts like newspapers

integrate elements of society and culture, community and family and

depending on student choice, potentially a host of other subjects and topic

areas.

Connectedness 4

The unit requires students to recognise and

explore connections between classroom

knowledge and situations outside the classroom

in ways that create personal meaning andhighlight the significance of the knowledge. The

unit may include opportunities to influence an

audience beyond the classroom.

The fact that the assessment task 2 is an IELTS-style exam is designed to

prepare students for the likelihood that they will be attending this exam in

the future, outside of the classroom context. As new arrivals in year 11, their

citizenship status when applying for university is likely to result in an IELTSexamination.

Narrative 5

The unit makes substantial use of narrative and it

is integral to the requirements of the unit.

Narrative is central to the show and tell activity, the textual analysis focus

and the entire unit plan in general.

ReferencesLadwig, J., & Gore, J. (2003). Quality Teaching in NSW Public Schools: A Classroom Practice Guide. Sydney: Department of Education and Training.

Yang, G. (2006).American Born Chinese. USA: Roaring Brook Press.


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Appendix Items / Resources

1. Introduction to Me worksheet2. Introduction to my worksheet3. Numbered EAL/D curriculum documents4. Pages from the 2012 draft curriculum document5. Description of the Emerging and Developing English Phases (Pages from EALD Teacher_Resource_05_06_12


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Introduction to Me

I can speak/my languages are


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I like

I do not like


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Introduction to My

Their name is/ they are

h k h i l


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They like

They do not like


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Numbered EAL/D curriculum

documentsLegend for codes used in unit and lesson plans

Key Language Skills for EAL/D

KLS1 Phonological features:KLS1.1 pronunciation, stress, rhythm, intonation and pitch for emphasisKLS1.2 phonemes and morphemes.

KLS2 Non-verbal language features:KLS2.1 using culturally appropriate gestures and behaviours.

KLS3 Orthographic competence:KLS3.1 using punctuation as requiredKLS3.2 spelling subject-specific vocabulary correctlyKLS3.3 using subject-specific abbreviations, signs and symbolsKLS3.4 understanding common logographic signsKLS3.5 distinguishing and using print, cursive and diverse fonts.


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KLS5 Grammatical competenceKLS5.1 clause and sentence structureKLS5.2 questioning (including rhetorical questioning)KLS5.3 types of verbs, nouns, adjectives, adverbs, pronouns, articles,

prepositions and affixes

KLS5.4 verb structures and tensesKLS5.5 modalityKLS5.6 voice (active, passive)KLS5.7 clause type (declarative, interrogative, imperative and exclamative)KLS5.8 nominalisationKLS5.9 additive, comparative, temporal and consequential conjunctionsKLS5.10 use of correct noun-verb agreementKLS5.11 negative questioningKLS5.12 direct and indirect speechKLS5.13 use of reference items to achieve cohesion.

KLS6 Semantic competence:KLS6.1 listening for specific contentKLS6.2 understanding and using words appropriate to the different semantic

fields of SAE

KLS6.3 identifying shifts in meaning according to syntax


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KLS7 Sociolinguistic competence:KLS7.1 questioning for clarification as neededKLS7.2 negotiating meaningKLS7.3 understanding how language is used to persuadeKLS7.4 experimenting with the register of texts (tone, language, audience)KLS7.5 initiating, sustaining and ending conversations in casual and formal

contexts

KLS7.6 identifying the organisation of thoughts and ideas within SAE texts(rhetorical patterns).

KLS8 Sociocultural understanding:KLS8.1 identifying register variations between familiar, semi-formal and some

formal contexts

KLS8.2 recognising some common cultural referencesKLS8.3 recognising some irony and how humour is createdKLS8.4 using culturally accepted politeness conventions in listening, speaking

and written protocols

KLS8.5 recognising cultural variations in acceptance of novice and expertknowledge

KLS8.6 understanding cultural differences in eye contact and personal spaceKLS8.7 identifying cultural variations in symbolism, classification and gender


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Bridging Unit 1 Content DescriptorsCDBU1.1 Communication skills and strategies including

CDBU1.1.1communicating needs and ideas to others using visual cues or homelanguage or dialect

CDBU1.1.2repeating modelled pronunciation and intonation, patterns of words,phrases, simple clauses, and sentences

CDBU1.1.3engaging in group work to promote language learningCDBU1.1.4understanding common cultural gestures and behaviours used by SAE

speakers; for example, nods, eye contact, and non-verbal behaviour such as

turn-taking and the distance deemed appropriate when engaging in

conversation.

CDBU1.2 Comprehension skills and strategies including:CDBU1.2.1using visual information and home language or dialect to support

understanding

CDBU1.2.2identifying characters and settings presented in stories


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CDBU1.4 Create a range of textsCDBU1.4.1using some written and oral text forms and grammatical structures,

including the linear sequencing of events through the use of simple

sentences, conjunctions, punctuation and paragraphs

CDBU1.4.2using simple first-person recounts and descriptionsCDBU1.4.3using graphic representations of informationCDBU1.4.4using everyday vocabularyCDBU1.4.5using commonly used logographs, for example $, &, and

abbreviations, for example Mr, Mrs

CDBU1.4.6using teacher editing and conferencing including editing for wordorder, articles, prepositions and simple tenses.


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English as an Additional Language or dialect (EAL/D)

Rationale

English as an Additional Language or Dialect(EAL/D) focuses on language learning and the explicit teaching of the

structure, linguistic features and sociolinguistic and sociocultural aspects of Standard Australian English (SAE).

Through close study of language and meaning, students ofEAL/D explore how learning in and through English

language and literature influences their own and others personal, social and cultural identities and thought

processes. They develop skills that enable them to use different registers of spoken and written SAE so they can

communicate effectively in a range of contexts and for a variety of purposes in order to become effective cross-

cultural users of language and dialect.

EAL/D provides opportunities for students to engage reflectively and critically with a broad range of spoken, written

and multimodal texts (including literary and non-literary texts, for example academic, everyday and workplace

texts.) Students learn to create (individually and collaboratively) increasingly complex texts for different purposes

and audiences in different forms, modes and mediums. Units 1 to 4 develop students academic English skills in

order to prepare them for tertiary study. Bridging Units 1 to 4 provide the linguistic foundation for work, training or

further study.

Within each unit, students regularly use the language modes of listening, speaking, reading, viewing and writing to

develop their communicative skills in SAE for a range of purposes, audiences and contexts.

Aims


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The senior secondary Australian Curriculum for each subject has been organised into four units. The last two units

are cognitively more challenging than the first two units. Each unit is designed to be taught in about half a 'school

year' of senior secondary studies (approximately 5060 hours duration including assessment and examinations).

However, the senior secondary units have also been designed so that they may be studied singly, in pairs (that is,

year-long), or as four units over two years.

State and territory curriculum, assessment and certification authorities are responsible for the structure and

organisation of their senior secondary courses and will determine how they will integrate the Australian

Curriculum content and achievement standards into their courses.Theywill continue to be responsible for

implementation of the senior secondary curriculum, including assessment, certification and the attendant quality

assurance mechanisms. Each of these authorities acts in accordance with its respective legislation and the policy

framework of its state government and Board. They will determine the assessment and certification specifications

for their local courses that integrate the Australian Curriculum content and achievement standards and any

additional information, guidelines and rules to satisfy local requirements including advice on entry and exit points

and credit for completed study.

The senior secondary Australian Curriculum for each subject should not, therefore, be read as a course of

study. Rather, it is presented as content and achievement standards for integration into state and territory

courses.

2. Senior secondary English subjects

The senior secondary Australian Curriculum for English is presented in four subjects that share common features.

These include the continuing development of students knowledge, understanding and skills in listening, speaking,

reading, viewing and writing. Differences between the subjects lie in the emphasis on how knowledge and skills are

developed and the contexts in which they are applied. Each of the four senior secondary Australian Curriculum


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English as an Additional Language or Dialect (EAL/D) is designed to develop students

knowledge, understanding and skills in Standard Australian English (SAE). Students studying

this subject will benefit in all curriculum areas from explicit teaching of the structure, linguistic

features and sociolinguistic and sociocultural aspects of SAE. EAL/D provides a variety of

language, literature and literacy experiences to accommodate the diverse range of starting

points for students learning English as an additional language or dialect. EAL/D focuses on how

language and texts can vary in structure and usage depending on cultural and social context,

and how language can change according to audience and purpose. One of the key focuses of

EAL/D is the development of students oral language skills.

EAL/D Units 14 are designed for students undertaking a senior secondary program of study and extend students

language, literature and literacy skills in and for a range of contexts, purposes and audience. Students respond toand create texts in all language modes. EAL/D Unit 4 presents an equivalent level of cognitive challenge to Unit 4 of

English.

EAL/D Bridging Units 14 are designed for students who are at the emerging phase (or early developing phase) of the

Foundation to Year 10 EAL/D Learning Progression. These students may include:

students who have had limited exposure to SAE. These students may have recently exited an

Intensive English Centre, or be in a rural, remote or very remote setting with limited or noaccess to EAL/D specialist intervention

students who are new to the Australian educational setting or who have had little or no prior

formal education.

Students may choose to complete 2, 4, 6 or 8 EAL/D units, and units can be studied sequentially or concurrently.

As EAL/D students may perform at different levels of competence in oral communication skills and written ability, it


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Unit 4 focuses on analysing, evaluating and using language to represent and respond to issues, ideas and attitudes in

a range of contexts. By extending and consolidating language and communication skills, critical use of SAE for a

range of contexts, purposes and audiences is developed. Independent and collaborative investigation and analysis

are used to explore how language and texts achieve specific purposes and effects. Extended oral, written and

multimodal texts and presentations are created, adapted and refined for a variety of contexts, purposes and

audiences. Effective research strategies and referencing protocols are used to present ideas, information,

conclusions, arguments and recommendations.

Bridging Units 14

Bridging Unit 1 is designed for students who are at the Emerging phase of the EAL/D Foundation to Year 10 learning

progression and focuses on developing communication skills in a range of contexts across the language modes of

SAE. There is a particular focus on developing oral communication skills. Age-appropriate texts are used to develop

vocabulary, grammar, language learning strategies and understanding. This includes the comprehension and

retrieval of key information from familiar texts. The unit will enable students to apply their knowledge and

understanding as they create simple texts that express their needs, opinions and ideas.

Bridging Unit 2 is aimed at students in the late Emerging phase of the EAL/D Foundation to Year 10 learning

progression and focuses on consolidating communication skills in a range of contexts across the language modes ofSAE. Through explicit teaching, the unit focuses on the consolidation of everyday vocabulary and the creation of

connected oral, written and multimodal texts. Age-appropriate texts are used as a guide to respond to or reproduce

simple texts in informal and rehearsed formal contexts. This unit will enable students to develop strategies for

collecting, organising and presenting ideas and information.

Bridging Unit 3 is aimed at students who are in the Developing phase of the EAL/D Foundation to Year 10 learning

progression and focuses on responding to and creating extended texts in familiar contexts in SAE. By using the


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Organisation of achievement standards

The achievement standards have been organised under two dimensions that underpin key aspects of responding to

or creating texts. This structure applies to all subjects in senior secondary English.

Dimension 1 Responding to oral, written and multimodal texts

Dimension 2 Creating oral, written and multimodal texts

Senior secondary achievement standards have been written for each Australian Curriculum senior

secondary subject. The achievement standards provide an indication of typical performance at five differentlevels (corresponding to grades A to E) following the completion of study of senior secondary Australian

Curriculum content for a pair of units. They are broad statements of understanding and skills that are best

read and understood in conjunction with the relevant unit content. They are structured to reflect key

dimensions of the content of the relevant learning area. They will be eventually accompanied by illustrative

and annotated samples of student work/ performance/ responses.

The achievement standards will be refined empirically through an analysis of samples of student work and

responses to assessment tasks: they cannot be maintained a priori without reference to actual student

performance. Inferences can be drawn about the quality of student learning on the basis of observable

differences in the extent, complexity, sophistication and generality of the understanding and skills typically

demonstrated by students in response to well-designed assessment activities and tasks.

In the short term, achievement standards will inform assessment processes used by curriculum,

assessment and certifying authorities for course offerings based on senior secondary Australian Curriculum

content.


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and [non-fiction], [media texts], [everyday texts], and [workplace texts], from increasingly complex and unfamiliar settings,

ranging from the everyday language of personal experience to more abstract, specialised and technical language

drawn from a range of contexts.

Texts provide important opportunities for learning about aspects of human experience and about aesthetic appeal.

Texts can be written, [spoken], [multimodal], and in

print or [digital/online].

Texts are structured for particular purposes; for example, to retell, to instruct, to entertain, to explain and to argue.

Teachers may select whole texts or parts of texts depending on units of study, cohorts and level of difficulty.

Literary texts refer to past and present texts across a range of cultural contexts that are valued for their form and

style and are recognised as having enduring or artistic value. While the nature of what constitutes literary texts is

dynamic and evolving, they are seen as having personal, social, cultural and aesthetic appeal and potential for

enriching students scope of experience. Literary texts include a broad range of forms such as novels, poetry, short

stories, plays, fiction, multimodal texts such as film, and non-fiction.

Sample text list


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Oodgeroo Noonuccal

At the Round Earth's Imagined Corners: A Multicultural Anthology of Contemporary

Poetryedited by Ken Watson

Bush songs and music:http://australia.gov.au/about-australia/australian-story/bush-

songs-and-music

Robert Frost

Windchimes:Asia in Australian poetryedited by Rowe and Smith

Non-fiction

Unpolished Gem by Alice Pung (memoir)

Maybe Tomorrowby Boori Monty Pryor and Meme McDonald (autobiography)

Freedom From Fearby Aung San Suu Kyi (speech)

I am Eleven directed by Genevieve Bailey (documentary)

A World without Waterdirected by Brian Woods (documentary)

The Legacy: An elders vision of our sustainable future by David Suzuki (lecture)

Making Multicultural Australia: www.multiculturalaustralia.edu.au

The Happiest Refugee: A Memoirby Anh Do

5. Language table
http://australia.gov.au/about-australia/australian-story/bush-songs-and-musichttp://australia.gov.au/about-australia/australian-story/bush-songs-and-musichttp://australia.gov.au/about-australia/australian-story/bush-songs-and-musichttp://australia.gov.au/about-australia/australian-story/bush-songs-and-musichttp://www.multiculturalaustralia.edu.au/http://www.multiculturalaustralia.edu.au/http://australia.gov.au/about-australia/australian-story/bush-songs-and-musichttp://australia.gov.au/about-australia/australian-story/bush-songs-and-music


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gradually increasing a word bank of vocabulary in SAE, for example subject-

specific vocabulary

understanding and using metalanguage correctly

using discourse markers, for example, for showing cause and effect

understanding and using collocations, idiomatic expressions and

colloquialisms

using synonyms and antonyms as required

using lexical chains to achieve cohesion

choosing vocabulary appropriate to purpose and audience

using descriptive, rhetorical and persuasive language

understanding and using formulaic and fixed expressions and collocations

understanding proverbs

understanding word order within clauses and sentences.

Grammatical competence:

clause and sentence structure

questioning (including rhetorical questioning)

types of verbs, nouns, adjectives, adverbs, pronouns, articles, prepositions

and affixes


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distinguishing between fact and opinion

understanding the SAE classification systems used in academic

environments.

Sociolinguistic competence:

questioning for clarification as needed

negotiating meaning

understanding how language is used to persuade

experimenting with the register of texts (tone, language, audience)

initiating, sustaining and ending conversations in casual and formal contexts

identifying the organisation of thoughts and ideas within SAE texts (rhetorical

patterns).

Sociocultural understanding:

identifying register variations between familiar, semi-formal and some formal

contexts

recognising some common cultural references

recognising some irony and how humour is created

using culturally accepted politeness conventions in listening, speaking and

written protocols


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or a combination of these, and using and modifying language for different purposes in a range of contexts.

InEAL/D students apply, extend and refine their repertoire of literacy skills and practices by studying the

use and impact of English in texts and contexts outside the classroom and in other subjects.

Numeracy

Students use numeracy in EAL/D when they practise and apply the skills of interpreting and analysing,

comparing and contrasting, making connections, posing and proving arguments, making inferences and

problem solving as they create and respond to a range of texts. For example, students use numeracy skills

when they create and interpret sequences and spatial information in non-fiction texts or consider timing and

sequence when developing photo stories. They draw conclusions from statistical information, interpret and

use quantitative data as evidence in persuasive texts and evaluate the use of statistics in media and otherreports.

Information and communication technology (ICT) capabilit y

There is a particular focus in EAL/D on ICT through the use of digital texts and on understanding and

creating multimodal texts. For example, students explore the effects of sound and image as they consider

how ideas are communicated in digital texts. They use digital technologies when they access, manage and

use information and when creating their own texts. In EAL/D students use digital tools to create andrespond to texts. They develop skills in reading, viewing and responding to digital and multimodal texts and

create texts using different modes and mediums to practise and consolidate their English language skills.

Critical and creative thinking

Critical and creative thinking is integral to the study of and creation of texts in EAL/D. Students analyse and

evaluate issues and ideas presented in texts. In both thinking about and creating their own texts, they


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visualising and predicting the consequences of certain behaviours and engaging in the exploration of rights

and responsibilities. They develop increasingly advanced communication, research, and presentation skills

to express considered viewpoints. They develop effective and ethical research strategies and research

protocols.

Intercultural understanding

InEAL/D, intercultural understanding encourages students to make connections between their own

experiences and the experiences of others. Through the study of contemporary texts, texts from the past

and texts from diverse cultures, students explore and analyse these connections. Students understand and

can express the interdependence of language, culture, identity and values, particularly in the Australian

context, and are able to appreciate and empathise with the cultural beliefs, attitudes and values of others.They study how cultural concepts, beliefs, practices and perspectives are represented in a range of textual

forms and for a variety of purposes and audiences. They pay special attention to the contribution of

Aboriginal and Torres Strait Islander Peoples and Asian cultures to literature and other media in Australia.

8. Representation of Cross-curriculum priorities

The senior secondary English curriculum values the histories, cultures, traditions and languages of

Aboriginal and Torres Strait Islander Peoples, and their central place in contemporary Australian societyand culture. Through the study of texts, students are provided with opportunities to develop their

understanding and appreciation of the diversity of cultures and histories of Aboriginal and Torres Strait

Islander Peoples and theircontribution to Australian society. The illustrative text lists for each subject

include a selection of Aboriginal and Torres Strait Islander literature.

There are strong social, cultural and economic reasons for Australian students to engage with Asia and

with the contribution of Asian Australians to our society and heritage. It is through the study of texts from


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EAL/D Bridging Units

Bridging Unit 1

Unit description

Bridging Unit 1 is designed for students who are at the Emerging phase of the EAL/D Foundation to Year 10 learning

progression and focuses on developing communication skills in a range of contexts across the language modes of

SAE. There is a particular focus on developing oral communication skills. Age-appropriate texts are used to develop

vocabulary, grammar, language learning strategies and understanding. This includes the comprehension and

retrieval of key information from familiar texts. The unit will enable students to apply their knowledge andunderstanding as they create simple texts that express their needs, opinions and ideas.

Learning outcomes


communicate to express their ideas on familiar topics using visual aids, modelled text and/or

teacher support

demonstrate an understanding of the main ideas in familiar texts and of literal information at

sentence level

respond to familiar texts and begin to articulate opinions

create short, simply structured oral, written and multimodal texts on familiar topics with some

accuracy.


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knowing that language choices can influence the success of communication

identifying how language and imagery can change according to context

articulating different ways that texts can be interpreted.

Create a range of texts:

using some written and oral text forms and grammatical structures, including the linear sequencing

of events through the use of simple sentences, conjunctions, punctuation and paragraphs

using simple first-person recounts and descriptions

using graphic representations of information

using everyday vocabulary

using commonly used logographs, for example $, &, and abbreviations, for example Mr, Mrs

using teacher editing and conferencing including editing for word order, articles, prepositions and

simple tenses.

Bridging Unit 2

Unit description

Bridging Unit 2 is aimed at students in the late Emerging phase of the EAL/D Foundation to Year 10 learning

progression. It focuses on consolidating communication skills in a range of contexts across the language modes of

SAE. Through explicit teaching, the unit focuses on the consolidation of everyday vocabulary and the creation of

connected oral, written and multimodal texts. Age-appropriate texts are used as a guide to respond to or reproduce


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Comprehension skills and strategies including:

interpreting non-verbal cues and intonation to guess the meaning in unfamiliar situations

identifying and describing characters, settings and events presented in stories

using simple graphic organisers

identifying essential information from a range of familiar texts

retelling and responding to familiar texts

using known vocabulary and familiar text structures to find information

using modelled research skills and strategies to find information.

Language and text analysis skills and strategies including:

identifying the way information in texts has been ordered and structured

identifying and explaining text structures and language features used in literary texts

explaining the purposes of common text types

understanding and explaining how information may be included in or excluded from texts to achieve

a purpose identifying the persuasive nature of simple text types

understanding how there can be nuances in familiar, commonly used words.

Create a range of texts:

using simple written and oral text forms, punctuation and grammatical structures including graphic

representations of information


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Achievement standards Bridging Units 1 and 2

Responding to oral, written and multimodal texts

A B C D E

explains literal

and implied

ideas and

information

presented in

short texts

explains an

attitude or point

of view in simple

texts

explains the

purpose of

familiar text

structures and

vocabulary used

in texts

describes literal

and some

implied ideas

and information

presented in

short texts

describes an

attitude or point

of view in simple

texts

describes the

purpose of

familiar text

structures and

vocabulary used

in texts

identifies literal

ideas and

information

presented in

short familiar

texts

identifies a point

of view in simple

texts

identifies the

purpose of

familiar text

structures and

vocabulary used

in texts

locates some

literal

information

presented in

short familiar

texts with

support

understands

that texts have a

purpose

identifies some

familiar text

structures and

vocabulary used

in texts

locates very

limited literal

information in

some short

familiar texts

with support

locates simple

text structures

and vocabulary

used in texts


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simple ideas

with clarity

simple ideas

meaningfully

with some

clarity

simple ideas

with limited

control of

expression

limited control

of expression

Bridging Unit 3

Unit description

Bridging Unit 3 is aimed at students who are in the Developing phase of the EAL/D Foundation to Year 10 learning

progression. It focuses on responding to and creating extended texts in familiar contexts in SAE. By using the

language modes, students engage with familiar and some unfamiliar texts, including literary texts. Language skills for

effective communication in SAE in most social, familiar and some community situations are developed. The unit will

enable students to create extended oral, written and multimodal texts with a degree of accuracy in structure,

language and register. Strategies for collecting, organising and presenting ideas and information continue to be

developed.

Learning outcomes


communicate in a variety of rehearsed and unrehearsed contexts

demonstrate literal comprehension of information and ideas used in familiar and simple unfamiliar texts


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English as an Additional Language Teacher Resource Overview and EAL/D Learning Progression Foundation to Year 10EAL/D Learning Progression View by Stage of Schooling 23

EAL/D Learning ProgressionEmerging English

CHARACTERISTICS OF THIS LEARNER GROUP

Each phase describes a period of significant English language learning development. There will be differences between a student at the beginning of the

phase and a student at the end of the phase.

These students can speak one or more languages/dialects, including basic English, and have a growing knowledge of print literacy in English. They

understand and participate in classroom behaviours and school routines. They engage with curriculum demands with some success, but continue to benefitgreatly from the use of first language with peers and teachers assistants to clarify and consolidate understanding. Explicit and focused language teaching will

enable them to produce simple written and spoken English, using predictable and learned formulas. They are still in a phase of language learning that

requires intense concentration, so they are likely to tire during the day or disengage when the spoken or written texts under discussion are not accompanied

by adequate contextual scaffolds. These learners still require extensive EAL/D explicit teaching throughout the school day from both the specialist teacher

and the classroom teacher. These students are able to engage with and learn the content of the Australian Curriculum when provided with suitable language

teaching and additional time to complete classroom activities. However, they will f ind it difficult to show their understandings if achievement must be

demonstrated through language-reliant activities.


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EAL/D Learning ProgressionFoundation to Year 2

EMERGING ENGLISH (Years F 2)

Listening Speaking Reading/viewing Writing

Student progress can be monitored during the school year using the EAL/D learning progression. It is important to note that:

placement on this continuum should be based on a body of evidence and not just one work sample

ability in one mode is not an indication of ability across all modes throughout this resource, English refers to Standard Australian English..

Learners at the beginning of this

phase successfully distinguish

spoken English from other languages

and dialects (i.e. on hearing English,

they attempt to respond in English).

In this phase, they become more

attentive listeners and understand

tone of voice (eg teacher praise).


phase communicate verbally and

nonverbally in familiar social and

classroom situations, relying on

formulaic expressions. In this phase,

they begin to innovate with language,

expanding upon learned phrases and

expressions.


phase decode simple texts with

familiar vocabulary. In this phase,

they are beginning to read

independently and understand that

texts may have different

communicative purposes, and that

these purposes may be the same or

different from texts they have

experienced in their first language.


phase independently write simple

sentences using repetitive structure,

familiar words and phrases from their

oral language, or through following

highly structured examples. In this

phase, they write basic classroom

text types when provided with

models, using an emerging

knowledge of English sentencestructure and demonstrating an

emerging understanding of the

difference between spoken English

and written English.

Students:

attend for short periods to simple stories

and songs with visual scaffolds

may show comprehension through

action and gesture rather than words

understand familiar, simple andrepetitive spoken English supported by

the immediate context, including simple

instructions relying on key words and

context (eg Come to the mat), and

Students:

participate in highly structured routine

exchanges located in the immediate

environment, using gesture, isolated

words, formulaic language and well-

rehearsed patterns to express needsand information

initially watch and imitate some social

and classroom activities

use comprehensible pronunciation and

Students:

look through books, focusing on

illustrations

differentiate between first language print

and English print, and follow print

conventions of reading left to right andtop to bottom

bring their previous cultural and linguistic

experiences to the task of reading in

order to make sense of print

Students:

collaboratively construct a limited range

of very brief visual and written texts

about familiar things using predictable

structures

produce independent writing usingsimple repetitive sentences with familiar

words and phrases from their spoken

language

construct images or writing that fulfils


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EAL/D Learning ProgressionEMERGING ENGLISH (Years F 2)


simple questions asking for personal

information (eg Whats your name?)

use first language knowledge of the

world to make interpretations of spoken

texts and may use other first language

speakers to confirm understanding, ask

for clarification, translate, repeat or

paraphrase this is positive learning

behaviour

increasingly discriminate between

sounds in English, including initial,

medial and final sounds

use intonation and stress on words to

gain meaning from spoken English (eg

hear approval or displeasure, or

distinguish between a question and a

command)

require time to process information and

respond.

attempt to approximate English stress

and intonation

move from using single words and

telegraphic speech, and begin to repeat

short, familiar phrases and simple

language structures

initially use spoken vocabulary focused

on content words connected with

immediate interests or needs, or

vocabulary required to participate in

classroom routines (eg finished)

demonstrate a beginning understanding

of word order in simple phrases and

sentences

use speaking behaviours from first

language to communicate and predict

meaning of some unfamiliar spoken

texts by using their first language culture

and personal experiences

make use, when available, of first

language speakers to provide words,

clarification and translation

distinguish between English and other

languages and dialects (ie on hearing

English, they attempt to respond in

English).

have a foundational knowledge of

predictable English soundsymbol

relationships, and some common letter

patterns (graphemes)

have a small bank of sight words

demonstrate comprehension of everyday

vocabulary, simple grammatical

structures using extensive visual

scaffolds

benefit greatly from the use of first

language with peers, and teachers

assistants.

use word by word reading when

decoding.

different purposes closely linked to

concrete experiences (eg descriptions or

recounts with explicit instruction)

understand simple environmental print

around the classroom and school

are aware of English print direction,

spacing conventions, letter formation

and sizing

use sentence structures that indicate

their developing English syntax (eg

Saturday stay home)

increasingly use standard English letter

patterns, although there may be

evidence of writing from the first

language

use basic punctuation (eg full stops,

question marks, capital letters)

use a limited range of cohesive devices

such as a pronoun reference (eg he,

she, it) and subjectverb agreement,

although not always accurately

use common, everyday vocabulary and

some isolated examples of concrete

technical vocabulary used in the

classroom

when encouraged, will use their first

language and previous learning

experiences productively to scaffold

their writing efforts (eg write in the

first language, ask for translations

from first language to English from


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EAL/D Learning ProgressionEMERGING ENGLISH (Years F 2)


other first language speakers,

record new English vocabulary

using phonetic spelling from first

language, or use a combination of

first language and English).


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EAL/D Learning ProgressionYears 3 to 6

EMERGING ENGLISH (Years 3 6)


Student progress can be monitored during the school year using the EAL/D learning progression. It is important to note that:

placement on this continuum should be based on a body of evidence and not just one work sample

ability in one mode is not an indication of ability across all modes throughout this resource, English refers to Standard Australian English..


phase distinguish spoken English

from other languages and dialects (ie

on hearing English, they attempt to

respond in English), they pay

attention to the speaker and

acknowledge being spoken to. In this

phase, they begin to take a more

active role in communication, such as

seeking clarification when meaning isunclear.


phase communicate verbally and

nonverbally with some success in

familiar situations. In this phase, they

communicate with less reliance on

formulaic expressions in routine

social and classroom situations,

attempting to modify their English in

response to a range of familiar

classroom and social purposes.


phase decode texts with varying

success and begin to recognise

some common subject-specific

words. As they reach the end of this

phase, they are beginning to read

independently and understand that

texts may have different

communicative purposes, and that

these purposes may be the same ordifferent from texts they have

experienced in their first language.


phase understand some basic

purposes for writing, initiate writing

for their own purposes and

communicate their ideas and

experience simply through writing,

drawing or copying. In this phase,

they experiment with common

classroom text types with varying

grammatical accuracy. First languageinfluence is still evident in text

organisation and language features.

Students:

follow simple instructions or directions

where the context is obvious and

recognise familiar words in spoken texts

demonstrate understanding of short

spoken texts, especially those

containing known words and phrases,

and respond appropriately to familiarformulaic utterances (eg Time to pack

up now)

engage in face-to-face interactions,

responding to key words and phrases

Students:

use formulas, well-rehearsed and

common sentence patterns, and short,

simple telegraphic utterances to make

basic requests, express basic needs and

to contribute some relatively complex

ideas, usually about concrete subject

matter

use speaking behaviours from first

language to communicate and predict

meaning of some unfamiliar spoken

texts by using their first language culture

Students:

attend to texts read aloud, following the

print and understanding some of the

main ideas

bring their previous cultural and linguistic

experiences to the task of reading in

order to make sense of print

differentiate between first language printand English print, and follow English

print conventions of reading left to right

and top to bottom

read familiar print around the classroom

Students:

write simple sequenced texts (with

explicit instruction) about topics of

personal interest and for a number of

school purposes, including recounting

an event, writing a simple description or

a set of instructions

engage in joint shared writing, both asobservers and participants, offering

some ideas and options

follow text models for text structure and

some language patterns (eg a long time


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EAL/D Learning ProgressionEMERGING ENGLISH (Years 3 6)


demonstrate appropriate listening

behaviours such as paying attention and

looking at the speaker

participate in group learning activities

such as games, rhymes and songs,

joining in appropriat

Senior Secondary English as an Additional Language or Dialect (EAL/D) Bridging Unit 1 (c3109550...

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