Assessment and Reporting Authority (ACARA). Modified ACARA material: You must credit ACARA in the following manner: Based on Australian Curriculum,.
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Amendment History i All material in this brochure is subject to copyright under the Copyright Act 1968 (Cth) and is owned by the Australian Curriculum, Assessment and Reporting Authority (ACARA) 2013. Licence Unless otherwise noted, all material in this brochure Πexcept the logo of ACARA, third party icons and any material protected by trademark Πis licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Australia (CC BY NC SA) licence identified by the following logo: Under a CC BY NC SA Licence, you may download, copy, print and communicate material for personal or non-commercial purposes, including educational or organisational use, provided you attri bute ACARA and licence any new work created incorporating material from this website under the same CC BY NC SA Licence. Attribution (Credit ACARA) All ACARA material licensed under the CC BY NC SA licence must be attributed in the following manner: Unmodified ACARA material: You must credit ACARA in the following manner: Source: Australian Curriculum, Assessment and Reporting Authority (ACARA) Modified ACARA material: You must credit ACARA in the following manner: Based on Australian Curriculum, Assessment and Reporting Authority (ACARA) materials Copyright inquiries For all copyright inquiries, please email: info@acara.edu.au or phone: 1300 895 563 (if within Australia) or 61 2 8098 3100 (if outside Australia).
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ii EAL/D Learning Progression About the Resource .. 1EAL/D Learning Progression . 1 Introduction 2The EAL/D learning progression includes: 2 Important considerations when using the EAL/D learning progression 3 EAL/D Learning Progression: View by Stage of Schooling . 5 Beginning English: Some print literacy in first language .. 5 Emerging English . 6Foundation to Year 2 .. 6 Years 3 to 6 9Years 7 to 10 .. 11 Developing English 13 Foundation to Year 2 .. 13 Years 3 to 6 . 16Years 7 to 10 .. 18 Consolidating English . 20 Foundation to Year 2 .. 20 Years 3 to 6 . 22Years 7 to 10 .. 24 EAL/D learning progression: View by language modes . 26 Listening .. 26Beginning English: Some Print Literacy in First Language .. 26 Emerging English .. 28Developing English .. 30 Consolidating English . 32 Speaking .. 34Beginning English Some Print Literacy in First Language 34 Emerging English .. 36Developing English .. 38 Consolidating English . 40 Reading/ Viewing 42 Beginning English: Some Print Literacy in First Language .. 42
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Contents English as an Additional Language Teacher Resource: EAL/D Learning Progression Foundation to Year 10 iii Beginning English: Limited Literacy Background .. 45 Emerging English .. 46Developing English .. 49 Consolidating English . 51 Writing 53Beginning English: Some Print Literacy in First Language .. 53 Beginning English: Limited Literacy Background .. 55 Emerging English .. 56Developing English .. 58 Consolidating English . 61
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About the Resource English as an Additional Language Teacher Resource: EAL/D Learning Progression Foundation to Year 10 1 About the Resource The Shape of the Australian Curriculum describes ACARA™s commitment to supporting equity of access to the Australian Curriculum for all students. As part of this commitment, ACARA developed the English as an Additional Language or Dialect Teacher Resource to support teachers as they develop teaching and learning programs in the Australian Curriculum: Foundation to Year 10 with students for whom English is an additional language or dialect (EAL/D). The English as an Additional Language or Dialect Teacher Resource is available as several related publications: EAL/D Overview and Advice EAL/D Learning Progression Foundation to Year 10 EAL/D Annotated Content Descriptions Foundation to Year 10 for each of English, Mathematics, Science and History Student Illustrations of EAL/D Learning Progression Foundation to Year 10 . Additional components of the resource will be published as the Australian Curriculum is developed. All publications are available on the Australian Curriculum Website. The resource has been developed to: advise teachers about areas of the curriculum that EAL/D students may find challenging and why assist classroom teachers to identify where their EAL/D students are broadly positioned on a progression of English language learning help teachers understand students™ cultural and linguistic diversity, and the ways this understanding can be used in the classroom provide examples of teaching strategies supportive of EAL/D students direct teachers to additional relevant and useful support for teaching EAL/D students. Throughout the resource, English refers to Standard Australian English. EAL/D Learning Progression This publication comprises an EAL/D learning progression typical of EAL/D students that will help teachers to identify the English language levels of the EAL/D students in their classrooms and address the EAL/D student™s specific learning requirements. This learning progression is available in two views Š by stage of schooling (Foundation to Year 2; Years 3 Œ 6 and Years 7-10) and by language modeŒ Speaking; Listening; Reading and viewing and Writing.
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Australian Curriculum, Assessment and Reporting Authority: © licensed under Creative Commons (CC BY NC-SA) 2 EAL/D Learning Progression Introduction This EAL/D learning progression describes a progression of English language learning typical of students learning English as an additional language or dialect (EAL/D). It has been developed primarily for teachers who are not EAL/D specialists. EAL/D or English as a Second Language (ESL) documents developed by the states and territories provide for more detailed and specialist information. Teachers can use this progression to: understand the broad phases of English language learning that EAL/D students are likely to experience identify where their EAL/D students are located on the progression and the nature of their speaking, listening, reading/viewing and writing skills monitor the linguistic progression of their EAL/D students. By considering examples of EAL/D students™ work, including their speaking and listening skills, teachers can identify linguistic elements and/or behaviours that best match those found in the EAL/D learning progression. This will indicate the level of support that will need to be provided for students to access learning area content. The publication Student Work Learning Progression Foundation to Year 10 available on the Australian Curriculum Website that supports the learning progression. It contains annotated examples of student work that illustrate characteristics of students at each stage of schooling for most phases on the EAL/D learning progression. The collection will be added to over time. Examples of considerations and strategies to assist teachers to adapt their curriculum delivery can be found in the advice for teachers of EAL/D students. Student progress can be monitored at key points in the school program (such as reporting times) by referring to the EAL/D learning progression. The EAL/D learning progression includes: broad descriptions of the characteristics of learner groups at each of four phases of English language learning. EAL/D students of any age may be in any of the language learning phases: o Beginning English Š students with some print literacy in their first language. A subcategory, Limited Literacy Background , is included to describe the reading/viewing and writing behaviours typical of students with little or no experience of literacy in any language o Emerging English Š students who have a growing degree of print literacy and oral language competency with English
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Australian Curriculum, Assessment and Reporting Authority: © licensed under Creative Commons (CC BY NC-SA) 4 EAL/D Learning Progression Although the phases describe a developmental language progression, the rate of progress and the extent of the achievement within each phase are dependent upon a number of factors including, for example, the nature of previous schooling, proficiency in the first language and an individual™s cognitive and emotional development. The descriptions provide a broad account of language learning behaviours typical of each phase Š they are not a comprehensive list and do not constitute a checklist. In broad terms, EAL/D students who demonstrate English language proficiency at the Beginning English or Emerging English phases require informed EAL/D intervention in order to access content in the Australian Curriculum. In particular, students who have limited literacy in their first language require informed EAL/D teaching to assist them to develop literacy in English. EAL/D students who are developing or consolidating their English language skills continue to require specific language instruction in their mainstream classes. Additional advice for mainstream teachers of EAL/D students can be accessed through: the advice for teachers in this publicat ion that provides general information about linguistic and cultural considerations required when teaching EAL/D students the publications which include annotated Australian Curriculum content descriptions for English, Mathematics, Science and History Š available on the Australian Curriculum Website the examples of student work published in the Student Illustrations of eth EAL/D Learning Progression Foundation to Year 10 Š available on the Australian Curriculum Website additional EAL/D resources in the states and territories the advice and support of specialist EAL/D teachers.
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EAL/D Learning Progression View by Stage of Schooling 5 EAL/D Learning Progression EAL/D Learning Progression: View by Stage of Schooling Beginning English: Some print literacy in first language The Beginning English phase of learning also includes a sub cat egory of Limited Literacy Background to describe the development of reading/viewing and writing behaviours typical of students with little or no experience of literacy in la nguage. Throughout this resource, English refers to Standard Australian English. CHARACTERISTICS OF THIS LEARNER GROUP Each phase describes a period of significant English l anguage learning development. There will be differences between a student at the beginning of the phase and a student at the end of the phase. AGE-RELATED CONSIDERATIONS These students are starting to learn English. They can speak one or more languages/dialects other than English and have an age-appropriate level of print literacy in their first language. They have had varying experiences of formal schooling and may be literate in their first language. In a familiar learning environment, they will begin to engage with simple language tasks o f the curriculum, particularly with support from a speaker of t heir first language, and targeted contextual support (eg visuals and gestures). Learning a language requires intense concentration, and students are likely to tire when listening to and speaking English constantly. High levels of explicit teaching of specif ic EAL/D skills are required from both the specialist teacher and the classroom teacher. These students are capable of understanding the c oncepts of the curriculum for their year level. However, as they are new to learning in and about English, they will find it difficult to show achievement as described in the achieveme nt standards for their year level, as these rely heavily on English language proficiency to convey content knowledge and understandings. While many of these characteristics are applicable to all students beginning to learn English, older students will have more life experiences as well as more developed cognitive abilities and will understand print in their first language. They draw upon their first language literacy knowledge as they learn English.
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Australian Curriculum, Assessment and Reporting Author ity: © licensed under Creative Commons (CC BY NC-SA) 6 EAL/D Learning Progression Emerging 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, includi ng basic English, and have a growing knowledge of print literac y in English. They understand and participate in classroom behaviours and school routines. They engage with curriculum demands wi th some success, but continue to benefit greatly 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 intens e concentration, so they are likely to tire during the day o r 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 lear n the content of the Australian Curriculum when provided with suitable language teaching and additional time to complete classroom activities. However, they will find it difficult to show their understandings if achievement must be demonstrated thr ough language-reliant activities. Foundation to Year 2 EMERGING ENGLISH (Years F Œ 2) Listening Speaking Reading/viewing Writing Student progress can be monitored during the school year using the EAL/D learning pr ogression. 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.
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EAL/D Learning Progression View by Stage of Schooling 7 EAL/D Learning Progression EMERGING ENGLISH (Years F Œ 2) Listening Speaking Reading/viewing Writing 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). Learners at the beginning of this 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. Learners at the beginning of this 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. Learners at the beginning of this 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 sentence structure 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 and repetitive spoken English supported by the immediate context, including simple instructions relying on key words and context (eg Come to the mat), and simple questions asking for personal information (eg What™s 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 Œ this is positive learning behaviour Students: participate in highly structured routine exchanges located in the immediate environment, using gesture, isolated words, formulaic language and well- rehearsed patterns to express needs and information initially watch and imitate some social and classroom activities use comprehensible pronunciation and 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 Students: look through books, focusing on illustrations differentiate between first language print and English print, and follow print conventions of reading left to right and top to bottom bring their previous cultural and linguistic experiences to the task of reading in order to make sense of print have a foundational knowledge of predictable English soundŒsymbol 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 Students: collaboratively construct a limited range of very brief visual and written texts about familiar things using predictable structures produce independent writing using simple repetitive sentences with familiar words and phrases from their spoken language construct images or writing that fulfils 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
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