English as an Additional Language or Dialect

Context:

When working with EALD students, I have acknowledged that I need to understand where students are located on a typical English language learning progression and identify where explicit teaching is required, as well as the level of support needed to help them access the curriculum in the learning area. A range of student assessment data has informed me about where my EALD students’ are within their language learning progression. Other assessments using strategies appropriate to EALD students’ phase of language learning will identify their current knowledge of curriculum content. Diagnostic assessment is a crucial starting point for the effective teaching of EALD students. It provides information about where they are in terms of their general English language learning, their mastery of the academic language demands of each learning area and their knowledge of curriculum content.

Annotation/Action:

This year in my class I have 9 students who are identified as EALD students. As part of the process to interpret where they are at within their English language, as a teaching cohort, we take part in Language and Literacy scaling for each EALD student that connects to the Australian Curriculum. For the scaling, students are levelled from 1-7. Firstly, we look at what level each student is currently at, which was assessed last year. We interpret the student data and familiarise ourselves with where they were at last year, and what key things we are looking for to see if they have progressed in the last twelve months. We then look at two written pieces of work, typically a different genre each, per EALD student. Specifically looking for grammar and punctuation skills, sentence structures, spelling, word groups, expressions and the overall sequence/flow of the text. Additionally, we also look at how well they can interpret texts and their reading comprehension skills. This activity at staff meeting had all teachers assessing learning for the EALD students and distinguishing future goals for each student to progress them to the next level. The scaling system allows us as teachers to consistently look back on for each student to see where they were last year, to where they are now, to what we can do as teachers to progress them further with the English language. Additionally, working alongside colleagues provided a good opportunity to advise each other and share resources/strategies to help EALD students. Allowing us to support and differentiate for EALD students efficiently in the English subject.

Results:

This was a great staff meeting activity for an Early Career Teacher. Catering for EALD students is a factor of teaching that needs acknowledgement of a lot of background content and resources to continue the progress of students. This activity allowed us as staff, to recognise the growth of each student from where they started from to where they are now. Additionally, getting to know more about the students in our class and take recognition and respect within their first language. I believe that it has been beneficial to visually see, interpret and annotate written pieces of EALD students as it guides us to plan effectively to support these students continue their skills and development in the English language.

Evaluation:

I found this to be extremely beneficial to take part in. I believe that my knowledge and understanding around catering for EALD students has strengthened due to the scaling tasks, working with colleagues and participating in staff discussions. Not only for myself, we recognise and collect the data of students in which I was able to take with me and consider when planning English lessons. Modifying lessons and targeting key factors for EALD students to ensure they are continually developing in the language.

Standards:

1.1 Physical, social and intellectual development and characteristics of students

1.2 Understand how students learn

1.3 Students with diverse lingustic, cultural, religious and socioeconomic backgrounds

1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities

2.5 Literacy and numeracy strategies

3.1 Establish learning goals

4.1 Support student participation

5.1 Assess student learning

5.3 Make consistent and comparable judgements

5.4 Interpret student data

5.5 Report on student achievement

6.3 Engage with colleagues and improve practice

6.4 Apply professional learning and improve student learning

Scaling - Category Levels and Rubric Used to Moderate