English as an Additional Language (EAL) Learners
Amy, all students benefit from differentiated and tailor made lesson plans and units of work. There seems to be a few students in your class with language difficulties. Prisca in particular has only just started at the school and has probably experienced more hardships than most in your class or school. You need to have an understanding of your EAL learners and aim to facilitate their every need to build up their knowledge, skills and esteem.
Who are EAL Learners?
EAL learners are children who have language backgrounds other than English, and who are learning English as their second or additional language at school. They include:
The following documents outline expectations and guidelines as required from the NSW DET:
Who are EAL Learners?
EAL learners are children who have language backgrounds other than English, and who are learning English as their second or additional language at school. They include:
- Students with minimal or no exposure to English
- Students with no formal school in an English-speaking country
- Students with severely interrupted education backgrounds
- Aboriginal or Torres Strait Islanders learning English as their second or additional language at school
The following documents outline expectations and guidelines as required from the NSW DET:
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Resources and Strategies
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The Board of Studies (1998) also outline 10 main points that teachers should consider when planning for EAL students.
Teachers should:
Teachers should:
- Ensure learning activities reflect cultural diversity
- Encourage students to use literacy skills from first language in second language
- Engage community members to participate in learning activities
- Provide students with information through a variety of experiences including sensory, real objects, models, photographs, illustrations, diagrams, excursions and so on
- Utilise teaching strategies such as simplification, paraphrasing, elaboration and illustrated procedural charts to assist learners
- Give students access to appropriate models for spoken and written texts
- Plan small group & pair activities to provide non-threatening opportunities for students to practice new language
- Encourage risk-taking as indicators of students' developing confidence
- Provide activities which require a range of responses
- Introduce new vocabulary in meaningful contexts to engage learners
Refugee Support Programs
A refugee is a person who has fled his or her country and cannot return because of a well-founded fear of persecution due to their race, religion, nationality or membership of a particular social group.
Amy, many refugee families have lived in protracted refugee situations before coming to Australia. Some students were born and have lived all their lives in refugee camps. All have experienced disrupted schooling. Some may have had very limited schooling and, as a result, have few or no first language literacy skills. Prisca falls into this category and you need to be aware of the programs that are available to students to ensure safety, security and support is felt. You will find all of these prgrams on the following website:
Amy, many refugee families have lived in protracted refugee situations before coming to Australia. Some students were born and have lived all their lives in refugee camps. All have experienced disrupted schooling. Some may have had very limited schooling and, as a result, have few or no first language literacy skills. Prisca falls into this category and you need to be aware of the programs that are available to students to ensure safety, security and support is felt. You will find all of these prgrams on the following website: