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Joint planning for EAL/D students

Joint planning for EAL/D students, An English as an additional language or dialect (EAL/D) specialist and IT teacher meet to plan how to modify a unit of work to support EAL students in a Year 10 Information Processing and Publishing class. The original task required knowledge of skiing that could not be assumed and was unnecessary, so that became the first modification. The EAL/D teacher then recommended breaking down the task components, providing an item bank, and using a Teaching Learning Cycle to plan details, An EAL/D specialist and a subject teacher have met twice a term to work on identifying and addressing the learning needs of EAL/D students in a year 10 class, particularly regarding the language demands and the prior knowledge assumptions underpinning the set tasks. This third term meeting relates to a new class, and started with the EAL/D specialist providing information about the particular learning needs of the EAL/D students on the class list

https://www.aitsl.edu.au/tools-resources/resource/joint-planning-for-eal-d-students-illustration-of-practice

EAL/D reading strategies

EAL/D reading strategies, A teacher and team leader of English as an Additional Language or Dialect (EAL/D) implements a lesson plan to demonstrate teaching strategies for a pre-service teacher. The teacher models reading strategies and effective communication to demonstrate how students can be encouraged to make predictions and inferences. She then reflects on the aims and outcomes, thereby assisting the pre-service teacher to review, modify and expand his repertoire of teaching strategies

https://www.aitsl.edu.au/tools-resources/resource/eal-d-reading-strategies-illustration-of-practice

Dictogloss for EAL/D students

Dictogloss for EAL/D students, The multilingual students in this Year 8 class have been assessed as needing targeted support to develop their English proficiency and are working with an English specialist as an additional language/dialect (EAL/D) teacher. The teacher has designed a program that provides cultural and English language content with a focus on accessing the mainstream curriculum and mastering the socio-linguistic demands of its assessment tasks. Here the unit of work is on folktales from around the world

https://www.aitsl.edu.au/tools-resources/resource/dictogloss-for-eal-d-students-illustration-of-practice

ANZAC Day

A teacher of English as an Additional Language or Dialect (EAL/D) designs and delivers an activity based around ANZAC Day to a Year 11 class with limited English proficiency. The teacher revisits 'note taking' strategies from previous lessons to prepare students for an upcoming research project. She understands the importance of providing students with many opportunities to practice and revise, repeating activities regularly to allow students to select and apply these skills independently, A teacher of English as an Additional Language or Dialect (EAL/D) designs and delivers an activity based around ANZAC Day to a Year 11 class with limited English proficiency. The teacher revisits 'note taking' strategies from previous lessons to prepare students for an upcoming research project. She understands the importance of providing students with many opportunities to practice and revise, repeating activities regularly to allow students to select and apply these skills independently

https://www.aitsl.edu.au/tools-resources/resource/anzac-day-illustration-of-practice

The no-language method

The teacher draws on teaching strategies informed by indigenous Australian culture, that she feels are relevant for all of her students. She uses a no-language activity to tune the students in to maths and to remove any potential confusion for EAL/D students, generated by language. The teacher also incorporates drawing into the activity, inspired by sand-drawings, to facilitate the sharing of knowledge and collaboration

https://www.aitsl.edu.au/tools-resources/resource/the-no-language-method-illustration-of-practice

Student engagement

The teacher has created a range of opportunities for his students to engage with classroom activities, and understands the importance of catering for the diverse needs and learning needs of students from a transient remote community in South Australia. The teacher modifies tasks to allow students with English as an additional language or dialect (EAL/D) to access the lesson, and is assisted by an Aboriginal Education Worker (AEW) in ensuring that these students are supported and able to fully

https://www.aitsl.edu.au/tools-resources/resource/student-engagement-illustration-of-practice

Sentence structure

The school in outer suburban Melbourne has approximately 300 students. It has an increasing number of students from EAL/D backgrounds, many of which are represented in the teacher’s class. In year 1, there are a number of students that have been identified as requiring support in oral language and literacy. The school encourages professional learning through peer observation. Another year 1 teacher observes the lesson in order to improve her knowledge and understanding of the strategies used

https://www.aitsl.edu.au/tools-resources/resource/sentence-structure-illustration-of-practice

Engaging parents and carers

This is a metropolitan school in the Adelaide area. The school also has a unit for hearing impaired students. This class has five students with English as a second language or dialect (EAL/D) who have Bilingual School Services Officer (BSSO) access. Communication with parents who have hearing impairments is managed by visual means such as text, email and the class wiki

https://www.aitsl.edu.au/tools-resources/resource/engaging-parents-and-carers-illustration-of-practice

Selecting resources

St Francis of Assisi Primary School is located north of Melbourne and has over 900 students enrolled in years prep to year 6. Over 50 per cent of students speak English as an additional language or dialect (EAL/D), and 46 countries are represented within the school population. The library is staffed with one full time teacher librarian, one 0.7 teacher librarian and a full time library technician. Volunteer parents are also involved with the day-to-day tasks of borrowing, returns and processing

https://www.aitsl.edu.au/tools-resources/resource/selecting-resources-illustration-of-practice

Engaging students in literature

St Francis of Assisi Primary School is located north of Melbourne and has over 900 students enrolled in prep to year 6. Over 50 per cent of students speak English as an additional language or dialect (EAL/D), and 46 countries are represented within the school population. The library is staffed with 1 fulltime teacher librarian, one 0.7 teacher librarian and a fulltime library technician. Volunteer parents are also involved with the day-to-day tasks of borrowing, returns and processing

https://www.aitsl.edu.au/tools-resources/resource/engaging-students-in-literature-illustration-of-practice

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