An introductory guide to the EQ Bandscales for English as an … · 2014. 10. 5. · 1.2 EAL/D...

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An introductory guide to the EQ Bandscales for English as an additional language or dialect (EAL/D) learners

This guide is a support resource for a whole school approach to the use of the EQ Bandscales for EAL/D learners. It includes information for school leadership teams and classroom teachers to assist them to identify their EAL/D learners and monitor their development in English language proficiency. It is not intended to be comprehensive or to cover extensive EAL/D pedagogical considerations.

© State of Queensland (Department of Education, Training and Employment) 2013

LicenceExcept for any third party copyright material, An introductory guide to the EQ Bandscales for English as an additional language or dialect (EAL/D) learners is licensed by the State of Queensland, Department of Education, Training and Employment, under a Creative Commons Attribution Non-commercial (CC BY-NC) 3.0 Australia licence.

You are free to copy, communicate and adapt this guide for non-commercial purposes, as long as you attribute the work to the Department of Education, Training and Employment. To view a copy of this licence, visit http://creativecommons.org/licenses/by-nc/3.0/au/deed.en

AttributionContent from this guide should be attributed as: An introductory guide to the EQ Bandscales for English as an additional language or dialect (EAL/D) learners, © State of Queensland, Department of Education, Training and Employment, 2013.

For any other uses of the guide other than those permitted above, you must obtain the express permission of the Department of Education, Training and Employment.

Written requests for permission should be addressed to the:

Legal and Administrative Law Branch

Department of Education, Training and Employment

PO Box 15033 City East, Qld 4002

Acknowledgements:Acknowledgement is given to the stakeholders who played an important role in the development of this Department of Education and Training International (DETi) and Education Queensland (EQ) combined project An introductory guide to the EQ Bandscales for English as an additional language or dialect (EAL/D) learners and to Joy Amery for her careful attention to incorporating this feedback and working on the guide.

Acknowledgement is given to staff from:

• Community Engagement and Partnerships (CEP)

• Education Queensland

• Education Queensland International

• Education Queensland Regional Offices:

- Central Queensland Region

- Darling Downs South West Region

- Far North Queensland Region

- Metropolitan Region

- North Coast Region

• Indigenous Policy and Partnerships

• Indigenous Schooling Support Unit, Far North

Queensland

• OneSchool Education Business Support

• Queensland State Primary and Secondary Schools

• Schooling Support Unit, Central Southern

Queensland

• State Schooling Implementation

• State Schooling Operations and Strategy

• Sunshine Coast Intensive English Unit.

Acknowledgement of photographs and tablesLearners from various cultural groups: front cover and pages 4, 6, 8, 9, 10, 12, 13, 14, 15, 18, 19, 25, 27 and 28 © Josh Kelly

Indigenous learners: page 21: © Kerry Trapnell

Disclaimer: The Queensland Department of Education, Training and Employment advises that this document may contain images or references to deceased Aboriginal and Torres Strait Islander peoples from diverse cultural backgrounds and communities. This could be upsetting for some people.

2 Department of Education, Training and Employment

CONTENTS

1. Who are EAL/D learners? 4

2. What are the EQ Bandscales for EAL/D learners? 6

3. Why bandscale learners? 8

4. When to bandscale learners 10

5. How to bandscale learners 13

6. After bandscaling 21

Key references 24

Appendix 1: The diversity of EAL/D learner groups 25

Appendix 2: The EQ Bandscales for EAL/D learners 29

Appendix 3: EQ bandscales headings and levels 41

Bibliography 43

Department of Education, Training and Employment 3

1. Who are EAL/D learners?1.1 The D in EAL/D

In 2011, Education Queensland added the

D for dialect to ESL with the release of the

English as a second language (ESL)/English

as a second dialect (ESD) procedure. This

was done to recognise those learners who

have language learning needs because

they speak dialects of English that are

considerably different from SAE.

The ESL/D procedure identified the wide

range of learners in state schools who are in

the process of acquiring English as a second

(or additional) language or dialect; and are

learning curriculum content through this

language.

In the Queensland context, the D refers

particularly to speakers of language varieties

which formed as a result of historical

language contact between speakers of

English and speakers of Aboriginal and

Torres Strait Islander languages.

The term EAL/D, now being used in

Queensland state schools, replaces the term

English as a second language (ESL). When

English is used in this document in the

context of the additional language or dialect

being learnt, it refers to SAE.

Section

ONE

Access the Education Queensland Policy statement: English as an additional language or dialect (EAL/D) learners at: http://education.qld.gov.au/curriculum/framework/p-12/docs/policy-statement-eal-learners.pdf

The Education Queensland policy statement

English as an additional language or dialect

learners (EAL/D) describes EAL/D learners

as learners whose first language is other

than Standard Australian English (SAE) and

who require additional support to develop

proficiency in SAE.

These learners come from diverse language

and cultural backgrounds and face the

common challenge of learning a new

language, SAE. Whilst learning SAE they must

also learn curriculum content in and through

this new language.


EAL/D learner groups

1.2 EAL/D diversity

Classroom teachers may have EAL/D learners in their classrooms from a diverse range of cultural

backgrounds and with varying levels of proficiency in SAE. Not all learners from these groups will be

EAL/D learners.

See Appendix 1: The diversity of EAL/D learner groups for more detailed information on each group.

Aboriginal students and Torres Strait Islander students

Children born in Australia of migrant heritage where English is not spoken at home

Australian-born students returning from abroad, having lived for extended periods of time in countries where their schooling was not in English

Immigrants to Australia: Temporary residents, and migrants on recognised permanent, temporary or bridging visas

Students of Australian South Sea Islander background

Children of deaf adults who use AUSLAN as their first language

Students with Maori or Pacific Islander backgrounds

Students with a refugee background (or students who have a refugee-like status or circumstance)

International students: Dependants of international students on student visas, and fee paying international students


Section

TWO

2. What are the EQ Bandscales for EAL/D learners?

The EQ Bandscales for EAL/D learners are

presented for two phases of learning:

• early phase for learners from Prep to Year 3

• middle phase for learners from

Year 4 to Year 9.

It is important to note that bandscale levels

are not linked to school years. For example,

an EAL/D learner in Year 1 can be at level 5

or 6 in writing or reading on the early phase

bandscales. An EAL/D learner in Year 9 can

be at level 3 in writing or speaking on the

middle phase bandscales. If required, the

NLLIA Bandscales can be used for learners in

Years 11 and 12 (McKay et al. 2007).

The EQ bandscales were developed in 2008

to encompass learner pathways for all EAL/D

learners in one document.

Bandscales provide a map of EAL/D learner

progress in Standard Australian English (SAE)

language development in the school context.

They describe observable behaviours which

are indicative of typical second language

acquisition and development. Bandscales

assist classroom teachers in identifying and

tracking EAL/D learners’ progression of SAE

language learning.

2.1 The EQ Bandscales for EAL/D learners

Queensland state schools use the EQ

Bandscales for EAL/D learners. The EQ

bandscales describe six levels of language

development in each of the four macro skills

of listening, speaking, reading/viewing and

writing. The levels are from pre level 1 (new to

SAE) to level 6 (becoming competent in SAE).

Access the EQ Bandscales for English as an additional language or dialect (EAL/D) learners at: http://www.learningplace.com.au/uploads/documents/store/doc_866_2964_bandscales.pdf


Prior to 2008, teachers were using a variety

of bandscales including the National

Languages and Literacy Institute of Australia

(NLLIA) ESL Bandscales and the Queensland

Bandscales for Aboriginal and Torres Strait

Islander Learners. Teachers may still use and

refer to these fuller versions on which the EQ

bandscales have been based.

The EQ Bandscales for EAL/D learners

describes pathways for learners both from

overseas-born backgrounds (including

refugees) and from Australian-born

backgrounds (including Aboriginal and Torres

Strait Islander learners). The levels on the EQ

bandscales are equivalent to those on the

NLLIA ESL Bandscales and the Bandscales

for Aboriginal and Torres Strait Islander

Learners.

2.2 EAL/D teachers

EAL/D teachers are a valuable resource. They

can work within schools to assist classroom

teachers in the bandscaling process. Using

the bandscales, EAL/D teachers can provide

individual and whole school support in the

identification of EAL/D learners and their

language learning needs.

Schools without the services of an EAL/D

teacher could contact their regional office for

further information.

ACARA 2012, p. 2. English as an Additional Language or Dialect Teacher Resource http://www.acara.edu.au/verve/_resources/EALD_teacher_resource.pdf

Further essential reading on EAL/D learners can be found on the Education Queensland Learning Place website. http://learningplace.com.au/default_community.asp?orgid=126&suborgid=866

2.3 Australian Curriculum, Assessment and Reporting Authority (ACARA) EAL/D resource

ACARA has developed the English as an

Additional Language or Dialect Teacher

Resource to assist teachers as they develop

teaching and learning programs in the

Australian Curriculum for EAL/D learners.

The resource includes an EAL/D Learning

Progression (Foundation to Year 10).

The ACARA EAL/D learning progression

does not take the place of existing state and

territory EAL/D assessment and monitoring

tools and is not aligned to the EQ Bandscales

for EAL/D learners.

ACARA encourages schools in states and

territories to continue using the ‘more

detailed information’ of their own scales.

Education Queensland schools use the EQ Bandscales for EAL/D learners.


3. Why bandscale learners?

Section

THREE

3.1 Identify EAL/D learners

Bandscaling assists schools to:

• identify and record learners as EAL/D

learners in OneSchool. The enrolment officer

will indicate this using the EAL/D flag in the

Cultural and Citizenship sub-tab of ‘Manage

Student Details’

• determine the type of EAL/D support that

will be provided, depending on the needs of

the learner, teacher expertise and resources,

including personnel, as available.

3.2 Teaching and learning

After bandscaling, teachers:

• identify the language needs of EAL/D

learners based on their SAE language

proficiency

• identify the language demands of the unit

of work

• determine the language and learning support

necessary to enable students to access the

intended curriculum.

3.3 Funding

• Some EAL/D learners are eligible for

additional funding. Schools may be required

to provide information on learner bandscale

levels to the organisations that fund

these educational programs for example,

Department of Education and Training

International (DETi).

DETi funding is calculated using various criteria, one of which is the bandscale level of learners.

3.4 Data collection and OneSchool

• In Queensland state schools, OneSchool

is used to collect and share learner data

including EAL/D learners’ bandscale levels.

• Once the OneSchool reporting administrator

has configured the developmental maps

and assigned the bandscales for EAL/D

learners to the appropriate year levels, the

developmental map markbooks are available

for each classroom teacher to track learner

progress.


• Class teachers access the EQ bandscales

markbooks through List Assessment Records.

• Teachers can document evidence and record

levels for listening, speaking, reading/

viewing and writing for each EAL/D learner.

• OneSchool users with the role of enrolment

officer or student information officer can

update the enrolment status of EAL/D

learners.

• Reports,

including an EAL/D

Bandscale Progress

Tracking Export and an EAL/D Bandscale

Summary and Graphs Report, are available

to monitor learner progress.


4. When to bandscale learners

Section

FOUR

A whole school approach provides school-wide processes for identification and support of each EAL/D learner, including the collection of detailed background information.

4.1 Identification

• Some EAL/D learners may be identified

through enrolment processes because of the

nature of their visa and/or other language

information provided on their enrolment

form, or at their enrolment interview.

• These learners are bandscaled as soon as

possible after enrolment, keeping in mind

that they may require a settling in period.

• Others, including Australian-born EAL/D

learners, may not self-declare as EAL/D

learners at enrolment and their possible

EAL/D status may only become apparent

through their classroom learning behaviours

and language use.

• Once a classroom teacher becomes aware

of a possible EAL/D learner, they start

collecting information and begin classroom

observations to ascertain whether to initiate

a bandscaling process.


4.2 Collection of background information

On enrolment, schools collect information on:

• cultural background or heritage of the learner

and parent/s or caregiver/s. (If they are

available, interpreters may be required to

help in collecting background information

from parents/carers.)

• main language/s or dialect/s other than

English (MLOTE)

• language background other than

English (LBOTE)

• the learner’s previous SAE learning and

exposure to SAE/tuition

• country, or place of birth in Australia, and/or

countries of residence

• date of arrival, if not born in Australia

• a copy of the learner’s passport, visa and/or

travel documents.

EAL/D learners not identified at enrolment will

be identified through their classroom learning

behaviours and language use.

Other information to be collected during or after enrolment includes:

• languages spoken in the family circle,

including any shift away from these amongst

younger family members

• information about: prior education in the

learner’s first language/dialect or other

language/s; how many years they were

educated in those languages or dialects;

whether the education was provided in

refugee, rural or urban settings; and school

reports or achievements (if applicable)

• any previous EAL/D or bandscale reports,

including reports about prior SAE learning

and achievement

• experience with eLiteracy (previous use of

computers)

• living circumstances and human and material

support resources

• interests and aspirations

• special gifts and abilities

• previous work experience (young adults)

and skills.Student background information is particularly useful for ‘kick-starting’ the identification and bandscaling process.


Teachers will then:

• gather additional information about their

language background, as per above list

• determine whether they are possible EAL/D

learners and require bandscaling

• gather language samples and begin

observations to support the bandscaling

process

• bandscale learners to ascertain their English

language proficiency

• plan their ongoing support.

4.3 Frequency of bandscaling

Learners are bandscaled every six months to

monitor progress, inform classroom planning

and learner support and to report to parents.


5. How to bandscale learners

Section

FIVE

EAL/D learners’ levels of proficiency in the

four macro skills of listening, speaking,

reading/viewing and writing are determined

by matching their language skills to the

descriptors on the bandscales tables. To

do this, evidence of their language use is

gathered from observations, work samples

and focused discussions over a range of

activities and contexts.

Individual EAL/D learners will progress

at different paces and at different times.

Learners may not display all the descriptors

in a level at once, but may display some from

two or three levels. Teachers will need to look

for a cluster of descriptors around a level to

find the best fit.

Bandscales levels describe broad stages of

development. For some learners the best-fit

is best expressed as being at either the high

end of the level or the low end of the level,

rather than at the level as such. For example:

a low level 3 or a high level 3 rather than at

level 3.

Many learners display a ‘jagged’ profile

across the macro skills. For example, they

may have a listening level of 4, a speaking

level of 4, a reading/viewing level of 3, and a

writing level of 2.

There is no one right way to collect samples

of language use. For example, better

information may be gained about a learner’s

listening or reading ability by having them

speak about, rather than write about,

something that they have heard, viewed or

read. This is because their level of spoken

English is higher than their level of written

English. Alternatively, the same teacher may

find it better to allow another learner to write

about what they have heard, viewed or read

because their prior experience with English

was through written materials and they are

more confident in making written rather than

spoken responses.


5.1 In-class observations and interactions

Bandscale descriptors relate to classroom

learning contexts, so noting learners’

language use in class is very important.

During classroom discussions, teachers

can monitor and identify EAL/D learners’

listening and speaking levels and observe

the extent of EAL/D learners’ participation.

5.2 ‘Tuning in’ to your EAL/D learners’ language

The following approaches have been used by

teachers to ‘tune in’ to their EAL/D learners’

language use. Teachers use strategies

to ‘tune in’ when making classroom

observations and collecting language

samples before determining a bandscale

level. The strategies have been included as

examples to help teachers of EAL/D learners

to become more familiar with what to look for

in their classrooms.

By focusing attention on the following

features of a learner’s language in their

everyday responses to classroom activities,

teachers will be more able to accurately

determine which bandscale level best

describes the learner’s language proficiency

in listening, speaking, reading/viewing and

writing.

Listening observations EAL/D

Consider whether the learner demonstrates

any of the following listening behaviours

(sometimes, usually or always) in order

to determine their bandscale level for

listening. Ask the learners to self-assess by

asking, ‘How much did you understand in

that lesson?’

• What is the learner’s general ability to

understand spoken language (to process,

comprehend and synthesise) in a variety of

classroom and school learning contexts

such as:

- following teacher instructions

- participating in one-on-one conversations

on classroom topics

- answering questions in whole class

contexts

Observations and interactions across content

learning areas are also important, as the

learners may perform better in one area than

in another for a variety of reasons, including

language demands, teaching approaches,

prior learning and level of support. For

example, learners may perform well in highly

supported writing tasks, but teachers may

not be aware of their level of listening, which

is critical to being able to learn new material

in the classroom.


- exchanging ideas in small groups

- synthesising spoken information for use

in speaking and writing?

• How does the learner generally behave in

a listening context? Does the learner follow

different kinds of conversations, questions or

discussions equally easily? Can the learner

answer questions or contribute information

fully or partially or are they ‘off-topic’?

• Does the learner rely on extra support such as:

- working with highly familiarised content

or pre-teaching of language and content

- having a conversation partner aware of

known language and context

- re-phrasing by teacher

- extra ‘wait time’ to respond?

• How does the familiarity of a topic affect

the learner’s listening behaviours,

comprehension and participation in

classroom learning? Does the learner

require familiarised language to

comprehend subject matter (taught and

recycled language and concepts)?

• Does the learner respond with rehearsed

language or self-formulated responses?

• Does the learner need support to enhance

the meaning of spoken language (prompts,

concrete experiences/materials, visual

support)?

• To what extent can the learner harness

information from spoken language? Can they:

- repeat short amounts of spoken language

(instructions for a class activity)

- recall and retell spoken information

(experiment results, sequence of a story)

- express ideas in different words (concepts

as heard in classroom discussions)

- summarise main points of a spoken story

(plot elements, character description)

- understand important points of a spoken

exchange (argument, discussion)?


Speaking observations for EAL/D learners

Consider whether the learner demonstrates

any of the following behaviours (sometimes,

usually or always) in order to determine their

bandscale level for speaking.

• Does the learner offer to speak in classroom

activities? Would the learner initiate or sustain

a conversation about classroom content?

• Would you expect the learner to respond non-

verbally, minimally or extensively on known or

taught subject matter?

• How does the language they use compare to

what you would say? Does the learner produce

examples of learner approximations to SAE,

such as omitted endings or non-target forms

of verb tenses? If the learner produces a non-

standard feature, can the learner self-correct?

• Does the learner rely on gestures, single words

or familiarised language?

• How does the learner respond when given

instructions or asked to answer a question?

Do the learner’s responses to questions or

tasks demonstrate understanding? Does the

learner ask for repetition or explanation? How

does the learner communicate any lack of

understanding?

• How much support do you need to provide in:

- re-phrasing or re-stating questions

- asking less complex questions

- encouraging peers to explain things to

them?

• How fluent is the learner’s talk? (Consider

hesitation, repetition, use of fillers,

intonation, pace of delivery and reliance on a

conversation partner.)

Reading/viewing observations for EAL/D learners

Consider whether the learner requires

support or demonstrates any of the

following behaviours in order to determine

their bandscale level for reading/viewing.

• Can the learner decode text (read out loud)?

Can the learner recognise and locate letters,

words, phrases or information?

• How does the learner make meaning of print?

Does the learner need extra information

such as gestures, illustrations, headings or

explanations to make sense of text? Can the

learner state orally what is written?

• Can the learner make meaning from texts

on well-familiarised topics? Can the learner

extract information from text on unfamiliar

topics?

• How accurately and extensively does the

learner comprehend age appropriate texts?

• Does the learner understand the information

that comprehension questions (what,

where, how, when, why, who) are seeking?

What kind of support is required, if any, to

answer questions successfully? How much

information does the learner provide?

• Does the learner need a high level of one-to-

one support to understand the expectations

in written assessment tasks?


Writing observations for EAL/D learners

Use the learner’s own drafts or work in

order to determine their bandscale level

for writing. If work has been corrected or

edited by the teacher, the learner’s original

work must still be visible.

• Is the learner reproducing formulaic language

and sentence patterns, or is the learner

making their own attempts at SAE? How

reliant is the learner on prior language

instruction?

• Is the learner’s language flexible? Can the

learner change their language patterns to

suit different text types (use the different

language features of different text types)?

Can the learner express an idea in more than

one way? Can they turn a sentence around?

• How does the language compare to what

you, or any SAE-speaking peers, would say

or write? Is the meaning of the learner’s

writing clear?

• Have you observed any learner features such

as the omission of endings or function words

and use of non-standard words or word

forms?

• Can the learner produce texts of age-

appropriate length and complexity and

a range of varied text types? Do they use

simple sentences, compound sentences,

or are they beginning to make complex

sentences?

5.3 A range of learner language samples

Samples of what EAL/D learners can produce

through their participation in the classroom

are crucial in determining their bandscale

levels and support needs. Collecting a variety

of spoken and written language samples is

recommended.

Samples of EAL/D learners’ language use

that may be collected include:

• teacher’s notes of a learner’s spoken

responses to listening, speaking, reading

and viewing tasks or activities in class

• written responses to listening, reading

and viewing tasks or activities

• journaling, or notes from class workbooks

across the learning areas and disciplines

• transcripts of oral interviews

• drafts and final versions of selected

assessment tasks.

Note

When questioning learners to elicit a

spoken language sample use, ‘open-ended

questions’ that begin with who, what,

when, where, how and why.


5.4 Focused discussions with EAL/D learners

There needs to be a whole school approach

to identifying the SAE language proficiency of

EAL/D learners. If a specialist EAL/D teacher

is available, they can start the bandscaling

process through a focused discussion or

interview with the EAL/D learners.

Teachers can tailor the discussion to start

from a contextualised/concrete more familiar

topic and move to a higher level discussion

around (classroom) topics suiting the

learner, their background, and the learning

context.

A private, quiet, well presented and friendly

environment can be created where the

atmosphere is relaxed and conversational.

In this way, information on SAE language

proficiency for shy, unsettled or new learners

can be collected in an affirming and non-

threatening manner.

When conducting a focused discussion or

interview, teachers may use activities that:

• cover a range of listening, speaking,

reading/viewing and writing skills

• reflect age-appropriate materials

• cover a range of tasks in a range of

support contexts

• come from the learning environment

of the learner, and/or reflect current or

previous experiences and learning

• are culturally inclusive

• allow for expression of previous

knowledge on a subject

• start with a level that is comfortable for the

learner and then move towards a ‘ceiling’

of abilities

• are interesting and varied.

• Teachers may choose to record and

transcribe interviews as evidence for use

with the bandscales.


5.5 On-going monitoring of EAL/D learners’ progress

Teachers can build activities into their unit of

work to facilitate the collection of language

observations and samples for ongoing

monitoring using the bandscales. These can

be used to document the progress of EAL/D

learners’ SAE language development.

• Include an initial lesson for a unit that

enables learners to demonstrate the

language that they are bringing to the

unit of work, their general language

proficiency and their subject-specific

language. This alerts teachers to how

they might need to differentiate their

curriculum delivery so these learners can

access the information.

• Explicitly teach the language learners

require to complete the unit of work.

• Collect writing samples and responses

to texts, and make notes about spoken

responses in class discussions during the

course of the unit.

• Document ongoing observations and

interactions that indicate noticeable

progress.

Bandscale the EAL/D learner every six months

using a collection of observations and

samples, taking into consideration level of

teacher support. Use recent language samples

for bandscaling.


BANDSCALING OUTCOMES

BANDSCALING PROCESS

CLASSROOMENROLMENT

Identification on enrolment Learner’s (likely) EAL/D status is

self-declared through the provision

of language or other background

information.

Identification in the classroom Learner’s (likely) EAL/D status

is indicated through learning

behaviours, conversations and/

or language features.

A whole school approach

EAL/D learner identification

1. Collect information about learners’ listening,

speaking, reading/viewing and writing in SAE:

• Background information (4.3)

• In-class observations and interactions (5.3)

• Language samples (5.5)

2. Assign bandscale levels in the four macro skills.

3. Record EAL/D status and bandscale levels in OneSchool.

4. Determine whole school support structure for EAL/D learners.

5. Review bandscale levels every six months.

Bandscaling process


6.1 Teaching and learning considerations

In the Education Queensland P-12

curriculum, assessment and reporting

framework, the policy statement Curriculum

provisions to students with diverse learning

needs makes provision for the differentiation

and focused teaching that is necessary for

EAL/D learners. It states:

By identifying the English language

proficiency of the student using the

Education Queensland Bandscales for

EAL/D Learners, teachers can target

the language learning needs of the

students within the context of the

classroom.

6.2 Supporting EAL/D learners

Once schools have bandscaled EAL/D

learners they have a profile of learners

and their SAE proficiency levels. This data,

gained through bandscaling, can be used to

determine the model or types of support that

can be offerered to enable EAL/D learners to

develop proficiency in SAE and to access the

curriculum.

Section

SIX

6. After bandscaling

Access the P-12 curriculum, assessment and reporting framework at: http://education.qld.gov.au/curriculum/framework/p-12/

Access the Policy statement: Curriculum provisions to students with diverse learning needs at: http://education.qld.gov.au/curriculum/framework/p-12/docs/policy-diverse-needs.pdf

Schools will choose one or a combination

of appropriate responses for their context

based on the numbers of EAL/D learners,

their distribution across year levels and their

SAE proficiencey levels.

Models of responses to bandscale data

could include:

• Provision of support for EAL/D learners

through a whole class differentiated

approach by the classroom teacher.

• Provision of intensive support for

EAL/D learners with additional support

provided by specialist staff.

• Establishment of an intensive language

class that provides explicit and targeted

SAE language teaching to groups of

EAL/D learners.

• Implementing a whole-school

pedagogical response that includes

integrating SAE and curriculum teaching

and includes differentiating teaching

for learners with different levels of SAE

proficiency.


6.3 EAL/D approach to teaching and learning: Break it Down, Build it Up

Break it down, Build it up is a planning and

teaching framework to meet the needs of

EAL/D learners through explicit and targeted

language teaching in whole class settings.

It focuses and contextualises language

teaching and learning within the school

curriculum by:

• explicitly identifying the language

demands of a task/unit of work for a

specific cohort of students (Break it down)

• sequencing teaching and learning to

address these language demands within

the curriculum focus (Build it up).

Break it down, Build it up, is an example of

differentiation of teaching in a whole class

context to address:

• the language learning needs of EAL/D

learners in the classroom

• the language requirements of English

speaking students who may not be

familiar with (SAE).

This framework can be used across all

learning areas from Prep to Year 12. It has

been trialled by teachers in over 50 schools

across Queensland and has been used

successfully in classrooms with varying

proportions of EAL/D and non-EAL/D

learners.

Access information on Break it down, Build it up online at: http://www.learningplace.com.au/deliver/content.asp?pid=48633

Access the Dimensions of teaching and learning at: http://www.learningplace.com.au/deliver/content.asp?pid=49267

Break it down, Build it up is comprised

of 10 practical steps that guide teachers

as they support their students in

building the English language required

to successfully complete a unit of work

or a task within a unit of work. It aligns

with quality professional practice as

described by the Dimensions of teaching

and learning.


https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/NewSchoolToolkit/

https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/NewSchoolToolkit/

Step 1. BREAK IT DOWN WHAT DO STUDENTS NEED TO DO?Curriculum Intent (for example, Australian Curriculum, Early Years Curriculum Guidelines, Essential Learnings, Senior Syllabus requirements) and language demands of assessment tasks

WHAT CAN STUDENTS ALREADY DO?Feedback/Assessment (for example, oral and written work samples, developmental maps, Bandscale levels, observations, interviews)

Step 2. BREAK IT DOWN

Step 5. BUILD IT UPMAKE MEANING, BUILD LANGUAGE AND DEVELOP ORACY

Step 6. BUILD IT UPAPPLY LANGUAGE TO DEVELOP LITERACY

Step 8. BUILD IT UPENGAGE WITH ASSESSMENT

Step 7. BUILD IT UPEXPAND UNDERSTANDING OF FOCUS CONTENT AREAS

WHAT IS IN THE GAP?

TEACH THIS


NEED CAN TO DO DO

‘GAP’

Step 4. BRIDGE ACROSSA TEXT AS A FOUNDATION FOR A UNIT

HOW WELL DID STUDENTS PROGRESS?Analyse what students produced in their assessment task(s)


A framework for working with EAL/D learners in whole class contexts

Develop students’ language and core understanding on the curriculum focus through oral, kinaesthetic, visual, dramatic and/or art activities based on this text

Develop students’ literacy by utilising language and understanding from the textto create and/or explore other texts related to the curriculum focus

Develop students’ understanding by applying this language and literacy todeepen learning within the curriculum focus

Develop students’ capability to respond to a range of spoken and written assessment tasks based on this language, literacy and content

© The State of Queensland (Department of Education, Training and Employment) 2013

Monitor students’ language progressHOW ARE STUDENTS DEVELOPING?


Watch a recorded web conference on Break it down, Build it up at:https://staff.learningplace.eq.edu.au/OneChannel/Pages/Program.aspx?cid=2&eid=2101&PD-


Key referencesAll policy statements that are available

on the P-12 curriculum, assessment and

reporting framework can be found online at:

http://education.qld.gov.au/curriculum/

framework/p-12/

Education Queensland, The Learning Place,

ESL in the Classroom (online).

http://www.learningplace.com.au/default_

community.asp?orgid=126&suborgid=866

ESL in the classroom supports teachers

and schools in meeting the needs of EAL/D

learners within a whole school approach. It

outlines the knowledge and understanding

necessary for identifying, planning and

responding to English as a second language/

dialect (EAL/D) learners in Queensland

schools. It also contributes towards providing

all students with equitable access to

learning.

Topics include:

• A definition of EAL/D learners

• Processes for identification of EAL/D

students

• Hidden EAL/D learners

• Language and EAL/D learners

• Standard Australian English

• Assessing EAL/D learners

• Bandscales for EAL/D learners

• Teaching EAL/D learners

• Language in the classroom

• Language acquisition

• Explicit language teaching

• A downloads store of documents in Adobe

and Word formats.

Bandscale documents:

Education Queensland 2002, Bandscales for

Aboriginal and Torres Strait Islander Learners

(online).

http://education.qld.gov.au/students/

evaluation/monitoring/bandscales/

Education Queensland 2013, EQ Bandscales

for English as a second language/dialect

(EAL/D) learners (online).

http://www.learningplace.com.au/

uploads/documents/store/doc_866_2964_

bandscales.pdf

McKay, P. (ed.) 2007, Assessing, Monitoring

and Understanding English as a Second

Language in Schools: The NLLIA ESL

Bandscales Version 2. Queensland University

of Technology and Independent Schools

Queensland, Brisbane.

NLLIA 1994, NLLIA ESL Development:

Language and Literacy in Schools Project,

Vol. 1 (Coordinator P.McKay) National

Languages and Literacy Institute of Australia,

Canberra.


http://education.qld.gov.au/curriculum/framework/p-12/


http://www.learningplace.com.au/default_community.asp?orgid=126&suborgid=866


http://education.qld.gov.au/students/evaluation/monitoring/bandscales/


http://www.learningplace.com.au/uploads/documents/store/doc_866_2964_bandscales.pdf



Appendix 1:

The diversity of EAL/D learner groups

Islander languages as first languages;

however, many speak ‘contact languages’.

These may be creoles which have historical

influences from English, or non-standard

dialects of English. These languages may

erroneously be construed as a developing

form of SAE, rather than a distinct language,

so careful attention should be given to

assessing Aboriginal and Torres Strait Islander

students from these language backgrounds.

In a significant number of rural and remote

locations across Queensland, EAL/D learners

of Aboriginal and Torres Strait Islander

backgrounds make up the majority or the

entire student cohort, so they receive little

practice in peer interaction with SAE.

2. Students with Maori or Pacific Islander backgrounds

This group is comprised of students either

born in Australia (or another English speaking

country) or arriving in Australia on New

Zealand (or other) passports. If they have

another language spoken at home they will

often be EAL/D learners. If arriving on step

migration from a Pacific or South Sea Island

their SAE learning needs may be quite high,

depending on the language of instruction in

their home school. These students may have

spent considerable time learning in English

in New Zealand schools or they may have low

literacy in English, having spent very little time

in New Zealand. Some may be experiencing

1. Aboriginal students and Torres Strait Islander students

EAL/D learners of Aboriginal and Torres

Strait Islander backgrounds commence and

undertake their formal schooling in SAE.

Some may have a degree of prior learning

in SAE, depending on individual, family or

community circumstances. Many, however,

commence their schooling with beginner

levels of SAE, especially in remote, rural and

urban communities where SAE is not used in

the home or in daily interactions. Aboriginal

and Torres Strait Islander EAL/D learners

in these situations can be thought of as

learning SAE as a foreign language, because

they may only hear and use SAE with their

SAE-speaking teachers.

Some Aboriginal and Torres Strait Islander

EAL/D learners in Queensland speak

traditional Aboriginal and Torres Strait

Appendix 1 introduces the diversity of EAL/D learners who may be present in a Queensland state school classroom. The information contained in this appendix is intended to assist teachers in identifying and supporting their EAL/D learners.


the effects of a shift of language use within

their family or their speech community from

traditional languages towards dialects of

English. Often these do not match classroom-

based, instructional SAE.

3. Students of Australian South Sea Islander background

Australian South Sea Islanders are

the Australian-born descendants of

predominantly Melanesian people who were

brought to Queensland between 1863 and

1904 from 80 Pacific islands, but primarily

Vanuatu and the Solomon Islands. The

Queensland Government formally recognises

Australian South Sea Islanders as a distinct

cultural group. Australian South Sea Islanders

are all Australian permanent residents or

citizens.

4. Immigrants to Australia and temporary visa holders from non-English speaking backgrounds

EAL/D learners who come from non-English

speaking countries to Australia enter

school from a broad range of educational

backgrounds. They arrive in Australia at

any age and might enter school at any time

of the year and at any stage in the school

program. They may or may not be applying

for permanent residency. Some students

may have had age-appropriate schooling in

their first language. Others may have only

completed some English studies, or none at

all. They also bring varying levels of literacies,

skills and knowledge with them which may

assist their learning in Australia. This group

includes:

4a. Temporary residents

This group is comprised of students arriving

as dependants of temporary visa holders.

Their parent/s have obtained a visa to work

or stay in Australia for a specified period of

time (indicated on their visa). If they enrol

their children in an Education Queensland

school they may or may not be required

to pay fees depending on the type of visa

that they hold. This group of students is

not actively or currently seeking permanent

residency.

4b. Migrants on recognised permanent,

temporary or bridging visas

This group is comprised of students arriving

as dependants of migrants on temporary or

permanent or bridging visas. Their parents

have obtained a visa to work or stay in

Australia for either a specified period of time

(indicated on their visa) or permanently (also

indicated on their visa). Some students in

this group may have experienced multiple

migrations before arriving in Australia,

and have had few opportunities to access

educational programs. These students either

have, or are seeking, permanent residency.


5. Students with a refugee background (or students who have a refugee-like status or circumstance)

These students have usually come to

Australia on permanent visas of which there

are many categories. The Human Rights

Education Associates (HRES), defines

refugees:

People who are forced to flee their

homes due to persecution, whether

on an individual basis or as part of a

mass exodus due to political, religious,

military or other problems, are known

as refugees.

Refugee students often have low literacy in

their first language due to lack of schooling

accompanying their displacement. They

may require more assistance than other

overseas-born students. Many students have

left their country in a problematic way and

have endured extreme hardship and other

traumatic experiences.

6. Children born in Australia of migrant heritage where English is not spoken at home

These EAL/D learners are born in Australia

with one or both parents born overseas. They

are second generation migrants and may live

in a home where:

• English is not used

• English may not be the only language

used

• English may be used as a common

language between parents without the

same first language

• a form of spoken English which differs

from SAE is used

• little or no written English is used.

These EAL/D learners may be exposed to

much, some, little or no print-based literacy

in their first language or in English prior to

entering school. This category also includes

learners born in another English-speaking

country where their primary language is not

the national language.

HRES Refugees and Displaced Persons http://www.hrea.org/index.php?doc_id=418

See also: A teacher’s guide to working with students from refugee and displaced backgrounds

http://www.qpastt.org.au/documents/Schoolteachersguide2007.pdf

Find other QPASTT resources at:

http://www.qpastt.org.au/resources_index.html


7. Australian-born students returning from abroad having lived for extended periods of time in countries where their schooling was not in English

Some students were born in Australia but

have travelled with their parents to non-

English speaking countries, sometimes going

back and forth. These students may have

acquired the language of the country they

spent time in and may not have acquired full

proficiency in SAE due to the nature of their

schooling overseas and the lack of SAE being

spoken in that country. They may have EAL/D

needs when they return to Australian schools.

8. Children of deaf adults who use AUSLAN as their first language

AUSLAN is the language of the deaf

community in Australia. Hearing children

raised by deaf family members who use

AUSLAN are referred to as Children of Deaf

Adults (CODAs). These children who have

Australian sign language (AUSLAN) as their

first language may also be EAL/D learners

and can benefit from EAL/D classroom

strategies.

9. International students from non-English speaking countries including:

9a. Dependants of international students on

student visas

Dependants of international students are

school-aged students in Australia with a

parent (or parents) who is studying with

a Queensland education provider. Their

parents enrol school-age students in

Queensland state schools by agreement with

Education Queensland International (EQI) for

the period of their parents’ study program.

They may or may not have EAL/D learning

needs and usually return to their county of

origin.

9b. Fee paying international students

accessing international student programs on

student visas

Fee paying international students on student

visas, requiring EAL/D support, are provided

for as part of the tuition fees paid to schools

by EQI.


Appendix 2:

The EQ Bandscales for EAL/D learners

This is the complete version of the EQ Bandscales for

EAL/D learners. It is the central reference document used

for bandscaling EAL/D learners in Queensland.

The EQ bandscales are used to determine the students’

English language proficiency levels in the four macro

skills of listening, speaking, reading/viewing and writing.




EQ

B

an

ds

ca

le

s

fo

r

EA

L/

D

le

ar

ne

rs

EQ

Band

scale

s

EQ B

ands

cale

s fo

r Eng

lish

as a

n ad

ditio

nal l

angu

age

or d

iale

ct (E

AL/

D) l

earn

ers

EEEQQQBBBaaannndddssscccaaallleeesssfffooorrrEEEAAALLL///DDDllleeeaaarrrnnneeerrrsss

Lang

uage

for E

AL/

D le

arne

rs

Pag

e2

Ban

dsca

les

for E

AL/

D le

arne

rs —

Ear

ly p

hase

P

age

5

Ban

dsca

les

for E

AL/

D le

arne

rs —

Mid

dle

phas

e P

age

9

12/1

1157

2

L

an

gu

ag

e

fo

r

EA

L/

D

le

ar

ne

rs

E

AL/

D le

arne

rs a

re le

arne

rs o

f Eng

lish

as a

n ad

ditio

nal l

angu

age

or d

iale

ct (E

AL/

D).

They

spe

ak

lang

uage

s ot

her t

han

Sta

ndar

d A

ustra

lian

Eng

lish

(SA

E) a

s th

eir f

irst l

angu

age(

s) a

nd b

ring

rich

and

dive

rse

lingu

istic

and

cul

tura

l kno

wle

dge

from

thes

e to

the

clas

sroo

m.

EA

L/D

lear

ners

are

sim

ulta

neou

sly

lear

ning

a n

ew la

ngua

ge p

lus

the

know

ledg

e, u

nder

stan

ding

and

sk

ills

of th

e cu

rric

ulum

thro

ugh

that

new

lang

uage

. Tea

chin

g ne

eds

to s

uppo

rt E

AL/

D s

tude

nts

as

they

add

Eng

lish

to th

eir e

xist

ing

lang

uage

repe

rtoire

.

EA

L/D

lear

ners

may

requ

ire a

dditi

onal

tim

e an

d su

ppor

t alo

ng w

ith in

form

ed te

achi

ng th

at e

xplic

itly

addr

esse

s th

eir l

angu

age

need

s, a

nd a

sses

smen

ts th

at ta

ke in

to a

ccou

nt th

eir d

evel

opin

g E

nglis

h la

ngua

ge p

rofic

ienc

y.

Thro

ugh

who

le-s

choo

l pla

nnin

g, s

choo

ls u

se v

ario

us s

trate

gies

and

adj

ustm

ents

to s

uppo

rt E

AL/

D

lear

ners

in a

chie

ving

the

lear

ning

des

crib

ed fo

r the

ir ag

e co

hort

in th

e m

anda

ted

curr

icul

um. A

ll cl

assr

oom

teac

hers

, acr

oss

all l

earn

ing

area

s, w

ill n

eed

to id

entif

y th

e la

ngua

ge d

eman

ds a

nd

cultu

ral u

nder

pinn

ings

of l

earn

ing

task

s an

d ex

plic

itly

teac

h bo

th th

ese

aspe

cts.

Wha

t are

the

EQ b

ands

cale

s fo

r EA

L/D

lear

ners

? Th

e E

Q b

ands

cale

s pr

ovid

e a

map

of E

AL/

D le

arne

r pro

gres

s in

lear

ning

the

Eng

lish

lang

uage

in

the

scho

ol c

onte

xt.

Thei

r pur

pose

is n

ot to

des

crib

e an

inte

nded

EA

L/D

cur

ricul

um.

Rat

her,

the

band

scal

es a

re d

escr

iptio

ns o

f typ

ical

sec

ond

lang

uage

acq

uisi

tion

and

deve

lopm

ent.

The

y en

able

te

ache

rs to

ass

ess

the

lang

uage

and

lear

ning

sup

port

nece

ssar

y to

ena

ble

EA

L/D

lear

ners

to

acce

ss th

e in

tend

ed c

urric

ulum

acr

oss

all l

earn

ing

area

s.

The

band

scal

es p

rovi

ded

here

are

a s

umm

ary

of d

escr

ipto

rs ta

ken

from

the

Nat

iona

l Lan

guag

es

and

Lite

racy

Inst

itute

of A

ustra

lia (N

LLIA

) ES

L ba

ndsc

ales

(McK

ay P

., H

udso

n, C

., an

d S

apup

po, M

. 19

94) i

n P

. McK

ay (e

d) E

SL

Dev

elop

men

t: La

ngua

ge a

nd L

itera

cy in

Sch

ools

. Can

berr

a, N

atio

nal

Lang

uage

s an

d Li

tera

cy In

stitu

te o

f Aus

tralia

, as

adap

ted

in th

e E

duca

tion

Que

ensl

and

Indi

geno

us

band

scal

es w

ith th

e in

clus

ion

of re

leva

nt n

ew d

escr

ipto

rs to

enc

ompa

ss a

ll E

AL/

D le

arne

rs.

Thes

e de

scrip

tors

wer

e co

mpi

led

base

d on

sec

ond

lang

uage

exp

ertis

e an

d te

ache

r obs

erva

tions

of

stud

ent b

ehav

iour

as

part

of th

e N

LLIA

ES

L D

evel

opm

ent p

roje

ct (1

994)

and

the

Edu

catio

n Q

ueen

slan

d In

dige

nous

Ban

dsca

les

proj

ect (

1999

, 200

2).

Thes

e ba

ndsc

ales

des

crib

e E

AL/

D le

arne

r pat

hway

s fo

r stu

dent

s fro

m m

igra

nt b

ackg

roun

ds a

nd

from

Aus

tralia

n-bo

rn b

ackg

roun

ds (i

nclu

ding

Indi

geno

us s

tude

nts)

. The

leve

ls a

re e

quiv

alen

t to

thos

e on

the

NLL

IA b

ands

cale

s an

d th

e ba

ndsc

ales

for A

borig

inal

and

Tor

res

Stra

it Is

land

er

lear

ners

.

How

are

the

band

scal

es p

rese

nted

? Th

e ba

ndsc

ales

are

pre

sent

ed fo

r tw

o ph

ases

of l

earn

ing:

early

pha

se, f

or le

arne

rs fr

om P

rep

to Y

ear 3

mid

dle

phas

e fo

r lea

rner

s fro

m Y

ear 4

to Y

ear 9

.

Man

y te

ache

rs u

tilis

e th

e m

iddl

e ph

ase

band

scal

es fo

r mon

itorin

g th

eir E

AL/

D le

arne

rs in

the

seni

or

phas

e of

sch

oolin

g. A

ltern

ativ

ely

the

NLL

IA E

SL

Ban

dsca

les

may

be

used

, if t

hey

are

avai

labl

e, a

s th

ey in

clud

e a

spec

ific

seco

ndar

y ye

ars

set o

f ban

dsca

les.

EA

L/D

lear

ners

com

e in

to Q

ueen

slan

d sc

hool

s w

ith w

idel

y di

ffere

nt le

vels

of E

nglis

h pr

ofic

ienc

y an

d m

ay e

nter

at a

ny y

ear l

evel

. The

refo

re, t

he b

ands

cale

s le

vels

do

not a

lign

with

the

year

leve

ls

pres

ente

d in

lear

ning

are

a se

quen

ces.

For

exa

mpl

e, a

stu

dent

may

be

aged

14

and

be p

lace

d in

Y

ear 9

but

may

be

a ne

w a

rriv

al to

Aus

tralia

with

no

prev

ious

Eng

lish

and

ther

efor

e, m

ay b

e

oper

atin

g at

a b

ands

cale

leve

l 1 o

r 2 o

n th

e m

iddl

e ph

ase

band

scal

e le

vels

. In

this

cas

e, th

e st

uden

t w

ould

nee

d in

tens

ive

EA

L/D

sup

port

to a

cces

s th

e m

ains

tream

cur

ricul

um fo

r the

ir ag

e co

hort.

Som

e, b

ut n

ot a

ll, o

f the

ban

dsca

le le

vels

con

tain

a p

re-le

vel,

gene

rally

at l

evel

s 1,

2 o

r 3. P

re-le

vels

ha

ve b

een

incl

uded

to m

ore

expl

icitl

y de

scrib

e th

e va

st p

rogr

ess

lang

uage

lear

ners

mak

e,

parti

cula

rly if

they

:

com

e fro

m a

low

-prin

t lite

racy

bac

kgro

und

ha

ve h

ad li

ttle

prio

r edu

catio

n in

thei

r firs

t lan

guag

e

are

in c

onte

xts

whe

re th

ey o

nly

use

SA

E in

the

clas

sroo

m (e

.g. s

ome

rem

ote

scho

ols)

.

Pre

-leve

ls in

dica

te a

pos

sibl

y le

ngth

ier p

athw

ay o

f dev

elop

men

t. M

ore

spec

ifica

lly, t

he m

iddl

e ph

ase

band

scal

e de

scrip

tors

for r

eadi

ng a

nd w

ritin

g co

ntai

n di

stin

ct c

ateg

orie

s re

late

d to

lear

ners

fro

m ‘l

imite

d sc

hool

ing’

bac

kgro

unds

, to

bette

r ass

ist t

each

ers

in u

nder

stan

ding

and

des

crib

ing

the

prog

ress

of t

his

grou

p of

stu

dent

s.

Oth

er le

arne

rs, w

ho m

ay h

ave

cons

ider

able

edu

catio

n in

a fi

rst l

angu

age,

may

pro

gres

s ra

pidl

y to

ba

ndsc

ale

leve

l 4 if

giv

en ta

rget

ed E

AL/

D s

uppo

rt, b

ut m

ay ta

ke lo

nger

to p

rogr

ess

from

leve

l 4 to

le

vel 5

and

from

leve

l 5 to

leve

l 6.

Sup

port

for E

nglis

h la

ngua

ge le

arni

ng is

crit

ical

in e

nsur

ing

that

EA

L/D

lear

ners

pro

gres

s to

leve

l 6.

All

EA

L/D

lear

ners

nee

d pa

rticu

lar l

angu

age

lear

ning

sup

port

at k

ey ju

nctu

res,

suc

h as

tim

es o

f m

ovem

ent f

rom

prim

ary

to s

econ

dary

sch

ool a

nd a

s sc

hool

lear

ning

task

s be

com

e m

ore

cogn

itive

ly

dem

andi

ng a

nd c

ompl

ex. A

s ac

adem

ic la

ngua

ge b

ecom

es m

ore

com

plex

in s

econ

dary

sch

ool,

EA

L/D

lear

ners

may

not

pro

gres

s as

rapi

dly

thro

ugh

the

band

scal

e le

vels

, whi

le th

ey c

onso

lidat

e th

eir k

now

ledg

e of

sch

ool s

ubje

cts

as th

ey le

arn

in, t

hrou

gh a

nd a

bout

SA

E.

Stu

dent

s w

ho s

peak

a d

iale

ct o

f Eng

lish

may

not

be

visi

ble

in th

e lo

wer

ban

dsca

le s

peak

ing

leve

ls.

How

ever

, due

to th

e la

ngua

ge d

iffer

ence

s be

twee

n th

eir s

poke

n va

rietie

s an

d w

ritte

n E

nglis

h, th

ey

are

wel

l des

crib

ed b

y th

e re

adin

g an

d w

ritin

g ba

ndsc

ales

.

How

can

teac

hers

use

the

band

scal

es?

The

band

scal

es a

re u

sed

for d

iagn

osin

g w

here

stu

dent

s ar

e ‘a

t’ in

term

s of

thei

r Sta

ndar

d A

ustra

lian

Engl

ish

(SA

E) a

cqui

sitio

n. T

hey

prov

ide

teac

hers

with

a b

road

and

gen

eral

ised

pic

ture

of

seco

nd la

ngua

ge a

cqui

sitio

n in

Eng

lish

in th

e sc

hool

con

text

, and

ena

ble

them

to m

onito

r lea

rner

pr

ogre

ss in

the

four

mac

ro s

kills

: lis

teni

ng, s

peak

ing,

read

ing/

view

ing

and

writ

ing.

Lear

ners

may

be

at d

iffer

ent l

evel

s ac

ross

the

mac

ro s

kills

.

To e

stab

lish

an E

AL/

D le

arne

r's b

ands

cale

leve

l, te

ache

rs n

eed

to fi

nd th

e be

st fi

t. Le

arne

rs m

ay

not d

ispl

ay a

ll th

e de

scrip

tors

in a

leve

l at o

nce,

but

may

dis

play

som

e fro

m tw

o or

thre

e di

ffere

nt

leve

ls.

Teac

hers

nee

d to

look

for a

clu

ster

of d

escr

ipto

rs w

hich

indi

cate

a p

artic

ular

leve

l.

For t

he c

lass

room

teac

her,

the

band

scal

es a

re u

sed

in th

e co

ntex

t of c

olle

ctin

g da

ta to

info

rm th

eir

plan

ning

acr

oss

the

lear

ning

are

as.

Whe

n pl

anni

ng, t

each

ers

star

t with

thei

r stu

dent

s an

d m

ake

curr

icul

um d

ecis

ions

bas

ed o

n th

eir

stud

ents

’ lea

rnin

g ne

eds.

The

cur

ricul

um in

tent

will

be

the

sam

e fo

r the

EA

L/D

lear

ner a

s fo

r oth

er

stud

ents

in th

e ag

e co

hort.

Tea

cher

s m

ay n

eed

to ‘b

uild

lang

uage

brid

ges’

usi

ng a

var

iety

of

teac

hing

stra

tegi

es fo

r the

EA

L/D

lear

ner t

o su

ppor

t the

m in

acc

essi

ng th

e in

tend

ed le

arni

ng.

By

usin

g th

e ba

ndsc

ales

to u

nder

stan

d th

e st

uden

t’s le

vel o

f SA

E a

cqui

sitio

n, th

e te

ache

r is

bette

r ab

le to

pro

vide

the

scaf

fold

ing

— in

term

s of

the

appr

opria

te la

ngua

ge fo

cus

— n

eede

d. S

tude

nts

on a

low

er b

ands

cale

leve

l will

hav

e di

ffere

nt la

ngua

ge re

quire

men

ts fr

om th

ose

on h

ighe

r lev

els.

2

L

an

gu

ag

e

fo

r

EA

L/

D

le

ar

ne

rs

3

Sim

ilarly

, in

asse

ssin

g th

e le

arni

ng, t

each

ers

may

nee

d to

sca

ffold

ass

essm

ent t

asks

to s

uppo

rt st

uden

ts in

dem

onst

ratin

g w

hat t

hey

have

lear

ned.

The

band

scal

es p

rese

nted

in th

is d

ocum

ent d

o no

t sup

port

teac

hers

in k

now

ing

wha

t stra

tegi

es to

us

e, a

lthou

gh th

ey c

lear

ly s

ugge

st im

plic

atio

ns fo

r ped

agog

y. T

hey

supp

ort t

each

ers

in

unde

rsta

ndin

g th

e S

AE

acq

uisi

tion

of th

e st

uden

t and

hen

ce to

reco

gnis

e th

at s

caffo

ldin

g m

ight

be

need

ed.

It is

impo

rtant

to n

ote

that

mos

t EA

L/D

lear

ners

are

dev

elop

ing

Eng

lish

lang

uage

ski

lls, l

itera

cy s

kills

, nu

mer

acy

skill

s an

d co

nten

t kno

wle

dge

and

skills

of t

he le

arni

ng a

reas

sim

ulta

neou

sly.

Wha

t tea

chin

g st

rate

gies

wor

k fo

r EA

L/D

lear

ners

? E

AL/

D le

arne

rs, w

ho a

re le

arni

ng th

roug

h S

AE

whi

le a

t the

sam

e tim

e ac

quiri

ng S

AE

, nee

d sp

ecifi

c te

achi

ng a

ppro

ache

s to

bui

ld a

lang

uage

foun

datio

n fo

r suc

cess

ful c

lass

room

lear

ning

.

Eac

h su

bjec

t are

a ha

s its

ow

n la

ngua

ge d

eman

ds a

nd s

peci

fic s

poke

n an

d w

ritte

n ge

nres

. Te

ache

rs s

houl

d be

aw

are

of th

ese,

and

con

side

r the

exp

licit

teac

hing

requ

ired

in o

rder

for t

heir

EA

L/D

lear

ners

to a

cces

s th

e le

arni

ng e

xper

ienc

es, i

nclu

ding

bot

h th

e in

tend

ed c

urric

ulum

and

as

sess

men

t of t

he le

arni

ng1 .

Whe

n th

ere

is n

o al

ignm

ent o

f lan

guag

e le

arne

r nee

ds to

the

curr

icul

um, l

angu

age

lear

ners

can

be

excl

uded

from

muc

h le

arni

ng.

List

enin

g an

d sp

eaki

ng p

rovi

de th

e ba

sis

for l

itera

cy le

arni

ng. F

or th

is re

ason

, in

plan

ning

for

lang

uage

dev

elop

men

t of E

AL/

D le

arne

rs, l

earn

ing

task

s sh

ould

incl

ude

all t

he m

acro

ski

lls o

f lis

teni

ng, s

peak

ing,

read

ing/

view

ing

and

writ

ing.

At a

ll tim

es, l

angu

age

wor

k sh

ould

sit

with

in th

e ag

e co

hort

curr

icul

um a

nd th

e to

pic

and

genr

es b

eing

stu

died

in th

e cl

assr

oom

.

Bre

ak it

dow

n, B

uild

it u

p B

reak

it d

own,

Bui

ld it

up

is a

pla

nnin

g an

d te

achi

ng fr

amew

ork

desi

gned

to m

eet t

he n

eeds

of

EA

L/D

lear

ners

in w

hole

cla

ss s

ettin

gs th

roug

h ex

plic

it an

d ta

rget

ed la

ngua

ge te

achi

ng fo

r all

stud

ents

.

Teac

hers

who

pla

n fo

r EA

L/D

lear

ners

in c

lass

room

set

tings

kno

w th

at la

ngua

ge is

fund

amen

tal t

o co

mm

unic

atio

n so

they

pla

n ho

w to

bui

ld la

ngua

ge fr

om th

e ou

tset

of t

heir

topi

c or

uni

t.

Thes

e te

ache

rs u

nder

stan

d la

ngua

ge, n

ot ju

st in

term

s of

voc

abul

ary,

but

in a

ll its

inte

ract

ing

com

pone

nts

or ‘l

ayer

s’ w

hich

a s

peak

er o

r writ

er u

ses

to c

onve

y m

eani

ng in

a p

artic

ular

con

text

–

such

as

genr

e, s

eman

tics,

stru

ctur

es, w

ord

form

atio

ns, i

nfle

ctio

ns a

nd s

ound

s.

Bre

ak it

dow

n, B

uild

it u

p fo

cuse

s an

d co

ntex

tual

ises

lang

uage

teac

hing

and

lear

ning

with

in th

e sc

hool

cur

ricul

um b

y:

expl

icitl

y id

entif

ying

the

lang

uage

dem

ands

of a

task

/uni

t of w

ork

for t

he s

peci

fic c

ohor

t of

stud

ents

(Bre

ak it

dow

n)

se

quen

cing

teac

hing

and

lear

ning

to a

ddre

ss th

ese

lang

uage

dem

ands

with

in th

e cu

rricu

lum

fo

cus

(Bui

ld it

up)

.

1 G

ibbo

ns, P

. 200

2. S

caffo

ldin

g la

ngua

ge, s

caffo

ldin

g le

arni

ng: t

each

ing

seco

nd la

ngua

ge le

arne

rs in

the

mai

nstre

am

clas

sroo

m. H

eine

man

n: P

orts

mou

th, N

H.

R

eiss

, J. 2

005.

Tea

chin

g co

nten

t to

Eng

lish

lang

uage

lear

ners

: stra

tegi

es fo

r sec

onda

ry s

choo

l suc

cess

. Pea

rson

E

duca

tion:

Whi

te P

lain

s, N

W.

Bre

ak it

dow

n, B

uild

it u

p su

ppor

ts d

iffer

entia

tion

of te

achi

ng th

roug

h a

who

le c

lass

app

roac

h to

ad

dres

s th

e la

ngua

ge le

arni

ng n

eeds

of E

AL/

D le

arne

rs in

the

clas

sroo

m. I

t als

o he

lps

to a

ddre

ss

the

lang

uage

requ

irem

ents

of E

nglis

h sp

eaki

ng s

tude

nts

who

may

not

be

fam

iliar

with

the

Sta

ndar

d A

ustra

lian

Engl

ish

(SA

E) u

sed

in th

e cl

assr

oom

.

Bre

ak it

dow

n, B

uild

it u

p co

mpr

ises

10

prac

tical

ste

ps th

at g

uide

teac

hers

as

they

sup

port

thei

r st

uden

ts in

bui

ldin

g th

e E

nglis

h la

ngua

ge re

quire

d to

suc

cess

fully

com

plet

e a

unit

of w

ork

or a

task

w

ithin

a u

nit o

f wor

k.

The

ES

L in

the

clas

sroo

mw

ebsi

te c

onta

ins

deta

iled

info

rmat

ion

on th

e us

e of

the

Bre

ak it

dow

n,

Bui

ld it

up

fram

ewor

k.

ESL

spea

king

leve

ls a

nd te

achi

ng s

trat

egie

s (E

SLA

TS)

The

ESLA

TS d

ocum

ent d

evel

oped

by

Den

ise

Ang

elo,

Man

ager

, Lan

guag

e P

ersp

ectiv

es, F

ar N

orth

Q

ueen

slan

d In

dige

nous

Sch

oolin

g Su

ppor

t Uni

t (FN

Q IS

SU

), br

ings

toge

ther

EA

L/D

ban

dsca

les

leve

ls w

ith te

achi

ng s

trate

gies

to ta

rget

the

lang

uage

lear

ning

nee

ds o

f EA

L/D

stu

dent

s at

eac

h ba

ndsc

ale

leve

l.

Teac

hing

stra

tegi

es fo

r spe

cific

ban

dsca

le le

vels

hav

e be

en d

evel

oped

for t

he fo

llow

ing

area

s:

Aw

aren

ess

of s

tude

nts’

lang

uage

situ

atio

n B

eing

sup

porti

ve o

f act

ive

parti

cipa

tion

in c

lass

room

talk

C

oncr

ete

stim

uli f

or p

rom

otin

g ta

lk

Dep

th s

tudi

es o

f writ

ten

or m

ultim

edia

text

sEn

cour

agin

g co

nfid

ent l

angu

age

use

thro

ugh

rehe

arsa

l Fo

cus

on e

xplic

it la

ngua

ge te

achi

ng

Expl

icit

gram

mar

teac

hing

It is

ess

entia

l to

teac

h SA

E g

ram

mar

exp

licitl

y, s

yste

mat

ical

ly a

nd c

onsi

sten

tly, c

onte

xtua

lised

with

in

the

text

s be

ing

stud

ied.

With

out e

xplic

it an

d ap

prop

riate

gra

mm

ar te

achi

ng, s

econ

d la

ngua

ge

lear

ners

typi

cally

pla

teau

at a

leve

l bel

ow th

eir a

cade

mic

pro

ficie

ncy

pote

ntia

l.

Cla

ssro

om te

ache

rs n

eed

know

ledg

e of

gra

mm

atic

al fe

atur

es a

t a te

xt, c

laus

e, g

roup

and

wor

d le

vel.

This

ena

bles

them

to a

naly

se g

ram

mat

ical

feat

ures

of t

arge

t tex

ts a

nd id

entif

y re

leva

nt a

spec

ts to

sh

are

with

stu

dent

s. T

his

prac

tice

help

s to

pro

vide

EA

L/D

lear

ners

with

the

nece

ssar

y lin

guis

tic to

ols

to d

emon

stra

te th

eir l

earn

ing

and

to p

rodu

ce o

ptim

al te

xts.

If te

ache

rs te

ach

a m

eta-

lang

uage

abo

ut g

ram

mar

in S

AE

, the

n st

uden

ts a

nd c

lass

room

teac

hers

w

ill s

hare

a c

omm

on te

rmin

olog

y fo

r dis

cuss

ing

gram

mat

ical

form

s an

d st

ruct

ures

, and

it w

ill b

e po

ssib

le to

sup

port

stud

ents

in a

cqui

ring

a de

eper

and

mor

e ac

cura

te c

ontro

l of t

he s

econ

d la

ngua

ge. A

s th

e la

ngua

ge o

f sch

ool b

ecom

es m

ore

cont

extu

ally

redu

ced

and

mor

e ab

stra

ct, t

he

abili

ty to

exp

licitl

y di

scus

s gr

amm

ar in

all

key

lear

ning

are

as is

nec

essa

ry.

Add

ition

al re

sour

ces

The

EA

L/D

web

site

ht

tp://

ww

w.le

arni

ngpl

ace.

com

.au/

defa

ult_

com

mun

ity.a

sp?o

rgid

=126

&su

borg

id=8

66

Ban

dsca

les

for A

borig

inal

and

Tor

res

Stra

it Is

land

ers

ww

w.e

duca

tion.

qld.

gov.

au/s

tude

nts/

eval

uatio

n/m

onito

ring/

band

scal

es/

TES

OL

reso

urce

s ar

e av

aila

ble

from

Lib

rary

Ser

vice

s ht

tp://

educ

atio

n.ql

d.go

v.au

/libr

ary/

http://www.learningplace.com.au/default_community.asp%3Forgid%3D126%26suborgid%3D866

www.education.qld.gov.au/students/evaluation/monitoring/bandscales/

www.%20education.qld.gov.au/information/service/libraries/services/tesol.html

http://www.learningplace.com.au/deliver/content.asp%3Fpid%3D48633

http://www.learningplace.com.au/default_community.asp%3Forgid%3D126%26suborgid%3D866

http://www.learningplace.com.au/deliver/content.asp%3Fpid%3D40661

33

Dep

artm

ent o

f Edu

cati

on, T

rain

ing

and

Empl

oym

ent

EQ

Ba

nd

sc

ale

s f

or

EA

L/D

le

arn

ers

— E

arl

y p

ha

se

List

enin

g

New

to S

tand

ard

Aus

tralia

n E

nglis

h (S

AE

) B

egin

ning

to c

ompr

ehen

d fa

milia

r SA

EBe

ginn

ing

to c

ompr

ehen

d cl

assr

oom

SAE

D

evel

opin

g co

mpr

ehen

sion

of S

AE

C

onso

lidat

ing

com

preh

ensi

on o

f SA

EB

ecom

ing

com

pete

nt in

SA

E

Leve

l 1 s

tude

nt u

nder

stan

ds is

olat

ed k

ey

wor

ds in

con

text

. Le

vel 2

stu

dent

is b

egin

ning

to

unde

rsta

nd fa

mili

ar ta

lk.

Leve

l 3 s

tude

nt u

nder

stan

ds s

ome

clas

sroo

m

talk

.Le

vel 4

stu

dent

und

erta

kes

som

e le

arni

ng

thro

ugh

SAE.

Le

vel 5

stu

dent

exp

ands

thei

r co

mpr

ehen

sion

of S

AE.

Le

vel 6

stu

dent

com

preh

ends

ex

tend

ed ta

lk in

SA

E.

Descriptors

The

stud

ent:

re

cogn

ises

a fe

w k

ey fa

mili

ar w

ords

su

ppor

ted

by c

onte

xt, g

estu

res,

real

ob

ject

s, v

isua

ls.

co

mpr

ehen

ds th

roug

h no

n-ve

rbal

cue

s w

hich

mat

ch o

wn

cultu

re o

r are

vis

ually

su

ppor

ted.

w

atch

es c

aref

ully

wha

t oth

ers

are

doin

g,

ofte

n fo

llow

ing

thei

r act

ions

, and

in

terp

retin

g w

hat i

s m

eant

by

gest

ures

and

in

tona

tion.

jo

ins

in a

n ac

tivity

but

may

not

spe

ak.

m

ay e

xper

ienc

e a

soci

al a

nd e

mot

iona

l ‘o

rient

atio

n ph

ase’

(ove

rwhe

lmed

with

new

le

arni

ng s

ituat

ion,

impa

ct o

f tra

uma,

nee

d to

dev

elop

trus

t in

clas

sroo

m re

latio

nshi

ps

with

teac

hers

and

pee

rs),

whi

ch c

an b

e pr

olon

ged.

m

ay s

pend

a p

erio

d (fe

w d

ays

to a

few

m

onth

s) a

cqui

ring

lang

uage

thro

ugh

liste

ning

but

is n

ot y

et re

ady

to s

peak

(‘s

ilent

per

iod’

). T

his

is a

nor

mal

but

not

ne

cess

ary

phas

e of

‘act

ive’

lang

uage

le

arni

ng.

The

stud

ent:

co

mpr

ehen

ds a

nd re

spon

ds to

hig

h fre

quen

cy g

reet

ings

, cou

rtesy

phr

ases

an

d si

mpl

e di

rect

ions

.

de

pend

s on

face

-to-fa

ce c

onta

ct w

ith

acco

mpa

nyin

g bo

dy la

ngua

ge.

re

spon

ds p

hysi

cally

to s

impl

e di

rect

ions

an

d in

stru

ctio

ns w

ith e

xtra

sup

port

(e.g

. ge

stur

es, r

epet

ition

and

reph

rasi

ng a

s ne

eded

) fro

m th

e sp

eake

r.

ne

eds

time

to p

roce

ss w

hat i

s he

ard.

do

es n

ot p

erce

ive

certa

in s

ound

s in

SA

E

or c

erta

in c

ombi

natio

ns o

f sou

nds

due

to

hom

e la

ngua

ge (H

L) c

onso

nant

/vow

el

conf

igur

atio

ns (e

.g. n

ot h

earin

g co

nson

ants

at t

he e

nds

of w

ords

, not

he

arin

g m

iddl

e vo

wel

sou

nds

for r

hym

ing

wor

ds).

m

ay a

ppea

r to

unde

rsta

nd S

AE

, but

may

us

e no

n-st

anda

rd fo

rms

of ta

ught

fo

rmul

aic

SA

E w

hich

pro

vide

evi

denc

e of

be

ing

an E

AL/

D le

arne

r (e.

g. s

ays

‘Gol

dilo

cks

an d

a tre

e be

ar’).

The

stud

ent:

pi

cks

out s

ome

key

wor

ds a

nd p

hras

es fr

om

teac

her t

alk

on fa

mili

ar to

pics

and

whe

re

cont

extu

al s

uppo

rt (p

ictu

res,

ges

ture

s, e

tc.)

is

prov

ided

. Com

preh

ends

bes

t in

face

to fa

ce

cont

act,

and

whe

n re

petit

ion,

sim

plifi

catio

n an

d pa

raph

rasi

ng a

re p

rovi

ded

by th

e te

ache

r.

co

mpr

ehen

ds a

nd re

spon

ds (e

.g. y

es/n

o) to

ro

utin

e en

quiri

es w

ith li

ttle

diffi

culty

.

fo

llow

s a

shor

t seq

uenc

e of

inst

ruct

ions

rela

ted

to

fam

iliar

cla

ssro

om p

roce

dure

s, (e

.g. t

each

er s

ays

‘brin

g yo

ur b

ook

to m

e an

d sh

ow m

e yo

ur s

tory

’).

co

ntin

ues

to n

eed

time

to p

roce

ss w

hat i

s he

ard.

ha

s di

fficu

lty fo

llow

ing

sim

ple

inte

ract

ions

at S

AE

sp

eake

r spe

ed, o

r with

bac

kgro

und

nois

e.

ha

s lim

ited

com

preh

ensi

on o

f a ra

nge

of

gram

mat

ical

feat

ures

suc

h as

pre

posi

tions

, ver

b te

nses

, pro

noun

s an

d ad

verb

s in

add

ition

to

cont

ent w

ords

.

ne

eds

one-

on-o

ne a

ssis

tanc

e af

ter t

each

er

inst

ruct

ion

to c

larif

y th

e ta

sk w

hen

com

men

cing

le

arni

ng a

ctiv

ity (e

.g. w

ritin

g ta

sks,

gro

up

activ

ities

).

m

ay re

ly o

n H

L w

ith p

eers

for c

larif

icat

ion

arou

nd

clas

sroo

m ta

sks.

re

lies

on te

ache

r kno

win

g th

ey s

peak

ano

ther

la

ngua

ge.

The

stud

ent:

co

mpr

ehen

ds w

ith e

ase

soci

al S

AE in

fa

mili

ar c

onte

xts

(e.g

. in

gene

ral s

choo

l co

ntex

t: in

cla

ssro

om in

tera

ctio

n ar

ound

ac

tiviti

es, i

n pl

aygr

ound

inte

ract

ions

, on

excu

rsio

ns),

with

onl

y oc

casi

onal

hel

p gi

ven

by th

e sp

eake

r.

fo

llow

s in

stru

ctio

ns w

ithin

the

clas

sroo

m

lear

ning

act

ivity

if e

xpla

ined

and

pre

sent

ed

clea

rly (i

.e. w

ith c

lear

ste

ps, m

odel

ling

of

the

task

, log

ical

seq

uenc

ing

of s

teps

) but

w

ill o

ften

rely

on

furth

er re

petit

ion

of

inst

ruct

ions

on

a on

e-to

-one

or s

mal

l gr

oups

bas

is.

m

isse

s pr

ecis

e de

tails

of t

each

er ta

lk.

co

ntin

ues

to n

eed

time

to p

roce

ss w

hat i

s he

ard.

m

isse

s ba

sic

info

rmat

ion

due

to le

vels

of

back

grou

nd n

oise

.

be

nefit

s fro

m H

L he

lper

.

re

quire

s co

nsta

nt s

caffo

ldin

g to

pro

cess

cl

assr

oom

lear

ning

, eve

n th

ough

sur

face

so

cial

spo

ken

fluen

cy s

ugge

sts

that

suc

h sc

affo

ldin

g is

not

nec

essa

ry.

m

ay u

se s

trate

gies

whi

ch g

ive

the

impr

essi

on th

at c

ompr

ehen

sion

has

take

n pl

ace

e.g.

nod

ding

, sm

iling

.

The

stud

ent:

co

mpr

ehen

ds s

ocia

l SA

E in

a ra

nge

of

soci

al c

onte

xts

perti

nent

to th

eir a

ge le

vel

with

littl

e de

pend

ence

on

extra

hel

p fro

m

the

spea

ker,

espe

cial

ly if

the

topi

c is

fa

mili

ar.

co

mpr

ehen

ds m

ain

poin

ts a

nd m

ost d

etai

l in

lear

ning

act

iviti

es o

n ta

ught

fam

iliar

to

pics

if a

ctiv

ities

are

lang

uage

focu

sed.

ga

ins

gene

ral s

ense

of n

ew to

pic-

spec

ific

lang

uage

if c

onte

xtua

l and

lang

uage

su

ppor

t is

give

n, a

nd ti

me

allo

wed

for

proc

essi

ng.

m

isse

s so

me

spec

ific

deta

ils o

f new

le

arni

ng b

ecau

se o

f lac

k of

‘dep

th’ o

f la

ngua

ge, e

.g. l

ack

of u

nder

stan

ding

of

rela

tions

hips

suc

h as

pro

blem

/sol

utio

n (if

…th

en),

com

pare

/con

trast

(sim

ilar t

o;

diffe

rent

from

), lim

ited

rang

e of

vo

cabu

lary

.

co

ntin

ues

to h

ave

som

e di

fficu

lty

com

preh

endi

ng e

xten

ded

teac

her t

alk

at

norm

al s

peed

.

ex

perie

nces

diff

icul

ty c

ompr

ehen

ding

co

mpl

ex id

eas

in le

arni

ng a

ctiv

ities

whe

n th

ey a

re e

xpre

ssed

thro

ugh

com

plex

SA

E

lang

uage

.

ha

s di

fficu

lty d

istin

guis

hing

rele

vant

in

form

atio

n du

e to

bac

kgro

und

nois

e (e

.g.

in a

sch

ool a

ssem

bly)

.

The

stud

ent:

co

mpr

ehen

ds e

asily

in m

ost

soci

al a

nd le

arni

ng c

onte

xts

rele

vant

to th

eir o

wn

age

and

phas

e of

sch

oolin

g.

un

ders

tand

s ex

tend

ed te

ache

r ta

lk a

t nor

mal

spe

ed in

clud

ing

new

topi

cs. L

apse

s, w

hich

so

met

imes

occ

ur g

ener

ally

, do

not a

ffect

ove

rall

com

preh

ensi

on.

su

stai

ns u

nder

stan

ding

of m

ain

idea

s in

gro

up a

nd w

hole

cla

ss

disc

ussi

ons

invo

lvin

g m

ore

than

on

e in

tera

ctio

n.

4

EQ

Ba

nd

sc

ale

s f

or

EA

L/D

le

arn

ers

— E

arl

y p

ha

se

Spea

king

New

to S

tand

ard

Aus

tralia

n E

nglis

h (S

AE

) B

egin

ning

to u

se fa

milia

r SA

E

Beg

inni

ng to

par

ticip

ate

in S

AED

evel

opin

g us

e of

SA

E

Con

solid

atin

g us

e of

SA

EB

ecom

ing

com

pete

nt in

SA

E

Pre-

Leve

l 1 s

tude

nt u

ses

hom

e la

ngua

ge e

xclu

sive

ly.

Leve

l 1 s

tude

nt u

ses

isol

ated

SA

E w

ords

. Pr

e-Le

vel 2

stu

dent

sta

rtin

g to

us

e re

hear

sed

SAE

phra

ses.

Le

vel 2

stu

dent

trie

s sh

ort u

ttera

nces

on

thei

r ow

n.

Leve

l 3 s

tude

nt p

artic

ipat

es

in s

ome

clas

sroo

m ta

lk.

Leve

l 4 s

tude

nt u

nder

take

s so

me

lear

ning

thro

ugh

SAE.

Le

vel 5

stu

dent

exp

ands

th

eir r

ange

of S

AE.

Le

vel 6

stu

dent

exp

ress

es

mor

e co

mpl

ex id

eas

in

SAE.

Descriptors

The

stud

ent:

m

ay u

se h

ome

lang

uage

(H

L) –

spo

ken

and

‘bod

y la

ngua

ge’ –

eve

n w

ith S

AE

sp

eake

rs (p

artic

ular

ly c

reol

e sp

eake

rs).

m

ay ta

lk s

pont

aneo

usly

in

HL

(e.g

. dur

ing

clas

sroo

m

activ

ities

).

m

ay a

nsw

er S

AE

que

stio

ns

in H

L.

ne

eds

an a

ttent

ive

liste

ner

to p

redi

ct m

eani

ng (e

.g.

from

ges

ture

s an

d co

ntex

t).

m

ay e

xpec

t all

liste

ners

to

unde

rsta

nd H

L (i.

e. e

ven

SA

E s

peak

ers)

.

re

quire

s an

inte

rpre

ter f

or

impo

rtant

com

mun

icat

ion

with

in s

choo

l or b

etw

een

scho

ol a

nd fa

mily

(up

to

leve

l 5).

The

stud

ent:

us

es s

ingl

e S

AE

wor

ds

occa

sion

ally

(e.g

. whe

n na

min

g or

labe

lling

so

me

obje

cts)

.

us

es w

ords

that

exp

ress

im

med

iate

nee

ds.

us

es g

estu

res

to in

dica

te

mea

ning

s, n

eeds

, lik

es

and

disl

ikes

.

ne

eds

an a

ttent

ive

liste

ner t

o pr

edic

t m

eani

ng (e

.g. f

rom

ge

stur

es a

nd c

onte

xt).

m

ay ‘e

cho’

SA

E w

ords

an

d ph

rase

s.

m

ay ta

lk s

pont

aneo

usly

in

HL

(e.g

. dur

ing

clas

sroo

m a

ctiv

ities

).

m

ay s

pend

a p

erio

d (fe

w

days

to a

few

mon

ths)

ac

quiri

ng la

ngua

ge b

ut

is n

ot y

et re

ady

to s

peak

(‘s

ilent

per

iod’

). T

his

is a

no

rmal

but

not

ne

cess

ary

phas

e of

la

ngua

ge le

arni

ng.

m

ay e

xper

ienc

e a

soci

al

and

emot

iona

l ‘o

rient

atio

n ph

ase’

(o

verw

helm

ed w

ith n

ew

lear

ning

situ

atio

n, im

pact

of

trau

ma,

nee

d to

de

velo

p tru

st in

cl

assr

oom

rela

tions

hips

w

ith te

ache

rs a

nd

peer

s), w

hich

can

be

prol

onge

d.

The

stud

ent:

us

es s

ome

rout

ine

and

rehe

arse

d so

cial

SA

E (e

.g.

fam

iliar

cou

rtesi

es s

uch

as

‘goo

d m

orni

ng M

iss’

).

is

dev

elop

ing

a la

rger

set

of

sing

le w

ords

.

us

es re

hear

sed,

mem

oris

ed

or fo

rmul

aic

taug

ht u

ttera

nces

(e

.g. r

epea

ting

mem

oris

ed

phra

ses/

sent

ence

s fro

m a

sh

ared

read

ing

book

; util

isin

g ro

utin

e m

emor

ised

sen

tenc

es

from

wel

l-reh

ears

ed

clas

sroo

m to

pic)

.

pr

oduc

es a

ccur

ate

mem

oris

ed S

AE

whi

ch m

ay

mis

lead

ingl

y su

gges

t a h

ighe

r le

vel.

m

akes

mea

ning

onl

y w

hen

liste

ner h

as p

rior

unde

rsta

ndin

g of

the

cont

ext.

m

ay ta

lk s

pont

aneo

usly

in H

L (e

.g. d

urin

g cl

assr

oom

ac

tiviti

es).

The

stud

ent:

us

es ro

utin

e an

d re

hear

sed

soci

al S

AE

(e

.g. e

very

day

polit

e re

ques

ts s

uch

as

‘can

I ge

t a d

rink,

ple

ase?

’).

be

gins

com

bini

ng w

ords

into

a fe

w (i

.e.

not r

ehea

rsed

) tw

o –

thre

e w

ord

utte

ranc

es li

nked

by

sequ

ence

(i.e

. not

co

nnec

tives

) but

nee

ds s

uppo

rtive

lis

tene

r and

env

ironm

ent.

m

akes

slig

ht d

evia

tions

in ro

utin

e fo

rmul

aic

SA

E w

hich

indi

cate

that

SA

E

is n

ot fi

rst l

angu

age.

is

dev

elop

ing

conf

iden

ce to

take

risk

s w

ith th

eir b

egin

ning

SA

E a

t sch

ool.

m

ay u

se s

ome

SA

E to

exe

rt in

fluen

ce

on a

situ

atio

n (e

.g. d

irect

ing

othe

rs:

says

‘sit

on th

e m

at’ a

s pa

rt of

mor

ning

ro

utin

e).

jo

ins

in re

petit

ive

lang

uage

of s

torie

s,

poem

s an

d so

ngs.

m

ay re

peat

que

stio

ns o

r sta

tem

ents

of

othe

rs.

ta

lks

spon

tane

ousl

y in

HL

(e.g

. dur

ing

clas

sroo

m a

ctiv

ities

) and

will

con

tinue

to

do s

o.

w

ill re

ly o

n at

tent

ive

spea

ker (

gest

ures

, co

ntex

t, ob

ject

and

pic

ture

s) to

hel

p co

mm

unic

atio

n.

The

stud

ent:

jo

ins

in ro

utin

e ex

chan

ges

(e.g

. gre

etin

g, s

impl

e ro

utin

e cl

assr

oom

re

spon

ses)

with

out g

reat

di

fficu

lty.

ne

eds

to re

ly h

eavi

ly o

n th

e co

ntex

t and

on

the

conv

ersa

tion

partn

er fo

r su

ppor

t (e.

g. a

llow

ing

time

for t

he le

arne

r to

proc

ess

wha

t the

y w

ant t

o sa

y,

givi

ng s

uppo

rtive

ges

ture

s an

d fa

cial

exp

ress

ions

, re

phra

sing

que

stio

ns,

usin

g ob

ject

s/pi

ctur

es,

rete

lling

a s

tory

).

pa

rtici

pate

s in

and

initi

ates

fa

ce-to

-face

inte

ract

ion

on

fam

iliar

cla

ssro

om to

pics

w

ith fa

mili

ar p

eopl

e in

a

clas

sroo

m s

ituat

ion

but

relie

s on

sup

port

from

lis

tene

r and

con

text

.

co

nstru

cts

own

lang

uage

be

yond

form

ulae

and

two

--

thre

e w

ord

utte

ranc

es.

gi

ves

shor

t res

pons

es to

te

ache

r’s g

uidi

ng q

uest

ions

ab

out c

lass

room

act

iviti

es

(e.g

. tea

cher

ask

s ’w

hat

have

you

got

ther

e?’).

m

ay n

eed

or p

refe

r a lo

ng

wai

t tim

e be

fore

re

spon

ding

in S

AE

.

us

es H

L fo

r soc

ial

inte

ract

ion.

The

stud

ent:

co

mm

unic

ates

in a

gro

win

g ra

nge

of

fam

iliar

soc

ial a

nd le

arni

ng s

ituat

ions

w

ith s

ome

supp

ort f

rom

list

ener

and

co

ntex

t.

at

tem

pts

to e

xpre

ss c

ompl

ex

thou

ghts

and

feel

ings

in E

nglis

h bu

t re

lies

on a

ttent

ive

conv

ersa

tion

partn

er to

follo

w m

eani

ng.

pr

efer

s to

exp

ress

them

selv

es

with

out i

nter

rupt

ion

or c

orre

ctio

ns.

su

stai

ns a

con

vers

atio

n w

ith a

n at

tent

ive

adul

t on

a fa

mili

ar to

pic

(e.g

. de

scrib

ing

clas

sroo

m a

ctiv

ities

, re

telli

ng s

torie

s, d

escr

ibin

g pa

st a

nd

pres

ent e

vent

s) b

ut m

ay n

ot p

rovi

de

expl

icit

deta

ils.

ha

s co

nfid

ence

to g

ive

a sh

ort

mor

ning

talk

but

has

frag

men

ted

lang

uage

whe

n at

tem

ptin

g lo

nger

di

scou

rses

.

ex

plor

es m

ore

com

plex

idea

s in

HL

with

HL-

spea

king

pee

rs a

nd a

dults

.

ca

n gi

ve s

hort

answ

ers

to w

ho, w

hat,

whe

re, w

hen,

why

and

how

sin

gle-

clau

se q

uest

ions

abo

ut

cont

extu

alis

ed c

lass

room

act

iviti

es.

re

quire

s tim

e to

pro

cess

thou

ghts

an

d fo

rmul

ate

SA

E u

ttera

nces

.

m

akes

app

roxi

mat

ions

to S

AE

form

s

and

so s

peak

ing

and

writ

ing

will

co

ntai

n er

rors

(whi

ch a

re a

sig

n of

la

ngua

ge d

evel

opm

ent)

but m

eani

ng

is g

ener

ally

uni

mpe

ded.

The

stud

ent:

su

stai

ns p

artic

ipat

ion

in

smal

l gro

up d

iscu

ssio

ns

on fa

mili

ar le

arnt

topi

cs.

co

ntrib

utes

ow

n id

eas

and

opin

ions

in S

AE

in

one-

to-o

ne c

onve

rsat

ion

and

with

enc

oura

gem

ent

with

in s

uppo

rtive

cl

assr

oom

con

text

.

is

flue

nt in

fam

iliar

are

as,

thou

gh m

ay s

till

appr

oxim

ate

SA

E fo

rms.

pa

rtici

pate

s in

regu

lar

clas

sroo

m a

ctiv

ities

on

fam

iliar

topi

cs, b

ut d

oes

not h

ave

the

‘dep

th’ o

f la

ngua

ge n

eede

d to

re

late

mor

e co

mpl

ex

idea

s ne

eded

in le

arni

ng

thro

ugh

SA

E.

The

stud

ent:

us

es S

AE

with

flue

ncy

in a

ll so

cial

and

lear

ning

ac

tiviti

es.

ca

n pa

rtici

pate

in a

n in

tera

ctio

n ex

pres

sing

ow

n id

eas

and

opin

ions

with

littl

e he

lp fr

om te

ache

rs o

r pee

rs

thou

gh w

ith s

ome

diffi

culti

es w

ith p

reci

sion

of

mea

ning

.

ex

pres

ses

mor

e co

mpl

ex

idea

s on

bot

h fa

mili

ar a

nd

new

topi

cs a

s lo

ng a

s th

e co

nten

t is

wel

l gro

unde

d.

5

35

Dep

artm

ent o

f Edu

cati

on, T

rain

ing

and

Empl

oym

ent

EQ

Ba

nd

sc

ale

s f

or

EA

L/D

le

arn

ers

— E

arl

y p

ha

se

R

eadi

ng/v

iew

ing

New

to re

adin

g an

d to

SA

E

Beg

inni

ng to

reco

gnis

e w

ords

and

wor

d cl

uste

rs

Beg

inni

ng to

com

preh

end

shor

t fa

milia

r tex

ts

App

lyin

g de

velo

ping

read

ing

skills

C

onso

lidat

ing

read

ing

skills

B

ecom

ing

com

pete

nt

read

ers

Pre-

Leve

l 1 s

tude

nt is

new

to

read

ing

and

to S

AE.

Le

vel 1

stu

dent

is n

ew to

read

ing

in S

AE.

Pr

e-Le

vel 2

stu

dent

beg

ins

to

reco

gnis

e fa

mili

ar w

ords

and

m

emor

ised

wor

d cl

uste

rs.

Leve

l 2 s

tude

nt b

egin

s to

re

cogn

ise

wor

ds a

nd

shor

t wor

d cl

uste

rs.

Leve

l 3 s

tude

nt b

egin

s to

co

mpr

ehen

d sh

ort f

amili

ar te

xts

in

SAE

with

con

text

ual s

uppo

rt.

Leve

l 4 s

tude

nt a

pplie

s re

adin

g sk

ills

in fa

mili

ar c

onte

xts

and

topi

cs.

Leve

l 5 s

tude

nt is

bec

omin

g a

conf

iden

t rea

der w

ithin

thei

r lim

ited

lang

uage

pro

ficie

ncy.

Leve

l 6 s

tude

nt

com

preh

ends

mos

t te

xts.

Descriptors

The

stud

ent:

m

akes

mea

ning

from

vi

sual

cue

s in

thei

r en

viro

nmen

t (e.

g. fi

ndin

g ite

ms

in th

e lo

cal s

hop

or

supe

rmar

ket,

McD

onal

ds

logo

).

m

ay d

emon

stra

te w

ell-

deve

lope

d ob

serv

atio

nal

skill

s (e

.g. r

eadi

ng tr

acks

in

the

envi

ronm

ent).

sh

ows

fam

iliar

ity w

ith

mul

timed

ia (e

.g. D

VD

s,

tele

visi

on p

rogr

ams)

.

ha

s lit

tle e

xper

ienc

e w

ith

book

s an

d th

eir

purp

oses

.

lo

oks

at p

ictu

res

in b

ooks

.

us

es h

ome

lang

uage

(H

L) in

any

atte

mpt

s to

co

mm

unic

ate

thei

r ide

as.

The

stud

ent:

re

cogn

ises

and

nam

es s

ome

lette

rs a

nd w

ords

with

in v

isua

l co

ntex

t, w

hich

they

enc

ount

er

frequ

ently

and

for w

hich

mea

ning

is

giv

en (e

.g. s

igns

and

labe

ls,

bran

d na

mes

, pol

ice,

sch

ool).

re

cogn

ises

thei

r nam

e, o

r par

t of i

t, in

prin

t.

ex

hibi

ts re

adin

g-lik

e be

havi

our,

(e.g

. whe

n ch

oosi

ng a

boo

k, s

ittin

g an

d lo

okin

g at

a b

ook,

turn

ing

page

s, s

tudy

ing

pict

ures

).

be

gins

to d

evel

op c

once

pts

of

clas

sroo

m li

tera

cy.

re

lies

heav

ily o

n m

emor

y, te

ache

r, vi

sual

and

con

text

ual s

uppo

rt to

m

ake

mea

ning

in s

hare

d te

xts.

pr

ogre

sses

mor

e ra

pidl

y th

roug

h th

is le

vel i

f the

y ha

ve fi

rst

lang

uage

prin

t lite

racy

bac

kgro

und

(up

to le

vel 4

).

The

stud

ent:

re

cogn

ises

mem

oris

ed w

ords

an

d sh

ort w

ord

clus

ters

in

SA

E if

thes

e ha

ve b

een

recy

cled

, ofte

n in

a v

arie

ty o

f la

ngua

ge a

ctiv

ities

(e.g

. w

ords

on

the

wea

ther

cha

rt).

re

cogn

ises

mem

oris

ed w

ords

in

con

text

(e.g

. may

kno

w a

w

ord

on a

cha

rt bu

t may

not

be

abl

e to

reco

gnis

e it

in a

st

oryb

ook/

com

pute

r gam

e).

sh

ows

sign

s of

resp

ondi

ng to

kn

own

text

‘rea

d’

inde

pend

ently

, e.g

. lau

ghte

r, su

rpris

e an

d di

sapp

oint

men

t an

d ve

rbal

resp

onse

s in

HL.

m

akes

mea

ning

s an

d pr

edic

tions

in H

L an

d be

gins

to

und

erst

and

SA

E in

text

s re

ad to

them

with

teac

her

supp

ort.

ca

n ‘re

ad’ s

hort

and

very

fa

mili

ar S

AE

text

s fro

m

mem

ory.

lin

ks s

poke

n S

AE

wor

ds a

nd

phra

ses

with

pic

ture

s.

The

stud

ent:

be

gins

to s

ee

them

selv

es a

s re

ader

s,

and

disp

lays

‘one

to o

ne

corr

espo

nden

ce’

conf

iden

tly.

at

tem

pts

to re

ad s

impl

e an

d sh

ort t

exts

with

re

petit

ive

sent

ence

pa

ttern

s on

ow

n.

be

gins

to u

se c

onte

xtua

l an

d vi

sual

cue

s to

gai

n m

eani

ng fr

om te

xt (e

.g.

who

le w

ord

shap

e, u

sing

a

lette

r sha

pe in

wor

ds

to re

cogn

ise

the

wor

d,

usin

g cu

es fr

om

pict

ures

).

is

dev

elop

ing

phon

emic

aw

aren

ess

skill

s an

d so

und-

sym

bol

rela

tions

hips

.

ha

s a

limite

d ra

nge

of

read

ing

voca

bula

ry

/phr

ases

unt

il th

ey h

ave

acqu

ired

the

rele

vant

sp

oken

lang

uage

.

re

quire

s ab

ility

to h

ear

SA

E s

ound

s be

fore

they

ca

n be

iden

tifie

d in

re

adin

g.

The

stud

ent:

re

ads

shor

t fam

iliar

text

s (w

ords

and

ph

rase

s in

pas

sage

s, s

hort

pass

ages

) with

con

text

ual s

uppo

rt w

hich

use

s la

ngua

ge th

at h

as b

een

recy

cled

in a

var

iety

of w

ays.

is

lim

ited

by th

eir d

evel

opin

g sp

oken

pr

ofic

ienc

y in

SA

E.

re

ads

own

writ

ten

stor

ies

to p

eers

an

d te

ache

rs (u

sing

bot

h m

emor

y an

d w

ord

reco

gniti

on).

re

tells

sto

ries

in H

L w

ith g

uide

d qu

estio

ning

and

pro

mpt

ing

from

the

teac

her (

e.g.

Tea

cher

ask

s ‘w

hat

happ

ened

then

? O

h th

ey…

did

then

?

Wha

t did

they

do

then

?’).

be

gins

to e

xpec

t wha

t is

read

in S

AE

to

mak

e se

nse.

in

dica

tes

full

mea

ning

not

ach

ieve

d (e

.g. s

ays

‘Tha

t mak

e no

sen

se!’)

and

ne

eds

assi

stan

ce to

mov

e fro

m

deco

ding

to c

ompr

ehen

sion

.

ne

eds

expl

icit

lang

uage

teac

hing

(w

ord

orde

r, gr

amm

ar, u

nfam

iliar

vo

cabu

lary

) and

lite

racy

teac

hing

(p

hone

mic

aw

aren

ess,

gr

apho

phon

ics,

wor

d at

tack

ski

lls) o

r m

ay p

late

au a

t dec

odin

g le

vel.

re

quire

s su

ppor

t and

exp

licit

teac

hing

if

creo

le/d

iale

ct s

peak

er in

un

ders

tand

ing

the

diffe

renc

es in

vo

cabu

lary

and

gra

mm

ar.

The

stud

ent:

ga

ins

mea

ning

from

text

s ar

ound

w

hich

lang

uage

act

iviti

es h

ave

been

ba

sed

and

for w

hich

con

text

ual c

ues

are

prov

ided

(e.g

. sho

rt re

petit

ive

narr

ativ

es, s

impl

e pr

oced

ures

in

clud

ing

reci

pes,

sim

ple

invi

tatio

ns,

lette

rs, e

mai

l).

ga

ins

a ‘s

ense

’ of t

exts

(whi

ch m

ay

be o

n cl

assr

oom

topi

cs) b

ased

on

clas

s ex

perie

nce

and

join

tly

cons

truct

ed b

y th

e te

ache

r and

st

uden

ts; h

owev

er c

ompr

ehen

sion

m

ay b

e sp

orad

ic.

in

depe

nden

tly re

ads

with

in th

e ra

nge

of th

ese

type

s of

text

s, a

nd w

ithin

the

rang

e of

thei

r ove

rall

prof

icie

ncy

in

SA

E.

dr

aws

on a

gro

win

g bu

t stil

l lim

ited

over

all p

rofic

ienc

y in

SA

E;

com

preh

ensi

on in

unf

amili

ar to

pics

is

rest

ricte

d.

be

nefit

s fro

m in

tens

ive

voca

bula

ry

build

ing

as th

ey e

ncou

nter

new

text

s.

re

quire

s ex

tra p

roce

ssin

g tim

e,

espe

cial

ly w

hen

oper

atin

g un

der t

est

cond

ition

s up

unt

il le

vel 6

.

The

stud

ent:

re

ads

mos

t tex

ts (w

ithin

leve

l ra

nges

exp

ecte

d at

thei

r ph

ase

of s

choo

ling)

on

fam

iliar

/taug

ht to

pics

but

us

ing

less

com

plex

lang

uage

an

d co

ntex

tual

cue

s.

la

cks

‘dep

th’ o

f co

mpr

ehen

sion

and

pr

edic

ting

abili

ty in

nar

rativ

es,

and

in in

form

atio

nal t

exts

on

unfa

mili

ar to

pics

and

pr

oced

ures

.

re

ads

at th

e lit

eral

leve

l but

no

t at i

nfer

entia

l and

ev

alua

tive

leve

ls.

co

mpr

ehen

ds s

traig

ht fo

rwar

d te

xts

whi

ch re

late

to o

ral

lang

uage

and

whi

ch a

re n

ot

over

load

ed w

ith n

ew

lang

uage

, con

cept

s an

d cu

ltura

lly s

peci

fic in

form

atio

n.

ne

eds

teac

her a

nd c

onte

xtua

l su

ppor

t for

new

lang

uage

and

co

ncep

ts in

info

rmat

iona

l te

xts

on u

nfam

iliar

topi

cs.

The

stud

ent:

re

ads

com

pete

ntly

in

SA

E w

ithin

the

rang

e of

ab

ility

exp

ecte

d at

thei

r ph

ase

of s

choo

ling

thou

gh s

till n

eed

mor

e tim

e th

an th

eir

mai

nstre

am p

eers

to

proc

ess

info

rmat

ion

to

gain

mea

ning

from

text

s an

d to

inte

rnal

ise

the

cont

ent.

co

mpr

ehen

ds m

ost t

exts

(w

ithin

the

rang

e of

ab

ility

exp

ecte

d at

thei

r ph

ase

of s

choo

ling)

, w

ith th

e su

ppor

t no

rmal

ly p

rovi

ded

to

lear

ners

at t

heir

phas

e of

sch

oolin

g (e

.g.

intro

duct

ion

of n

ew

voca

bula

ry a

nd

conc

epts

, tal

king

aro

und

the

topi

c).

is

abl

e to

read

to

acqu

ire n

ew le

arni

ng.

ne

eds

supp

ort w

ith

cultu

ral r

efer

ence

s an

d id

iom

atic

lang

uage

, pa

ttern

s of

poe

try a

nd

rhym

es in

SA

E.

6

EQ

Ba

nd

sc

ale

s f

or

EA

L/D

le

arn

ers

— E

arl

y p

ha

se

7

Writ

ing New

to w

ritin

g B

egin

ning

to

expe

rimen

t with

writ

ing

in S

AE

Beg

inni

ng to

writ

e ow

n sh

ort s

impl

e te

xts

App

lyin

g un

ders

tand

ing

of te

xts

to o

wn

writ

ing

Dev

elop

ing

cont

rol o

ver

lang

uage

and

text

B

ecom

ing

com

pete

nt

writ

ers

Pre-

Leve

l 1 s

tude

nt is

new

ly

intr

oduc

ed to

con

cept

of

writ

ing.

Leve

l 1 s

tude

nt is

new

to

writ

ing.

Le

vel 2

stu

dent

atta

ches

m

eani

ng to

thei

r writ

ing

in

an a

ppro

xim

atio

n of

SA

E.

Pre-

Leve

l 3 s

tude

nt b

egin

s to

writ

e w

ith s

impl

e se

nten

ce s

truc

ture

s.

Leve

l 3 s

tude

nt b

egin

s to

w

rite

own

very

sho

rt te

xts.

Le

vel 4

stu

dent

pro

duce

s sm

all r

ange

of

sim

ple,

sho

rt te

xts.

Le

vel 5

stu

dent

writ

es lo

nger

, fa

mili

ar te

xt ty

pes.

Le

vel 6

stu

dent

writ

es

mos

t tex

t typ

es in

pr

ofic

ient

SA

E.

Descriptors

The

stud

ent:

pl

ays

as in

itial

form

of s

elf-

expr

essi

on.

pr

efer

s to

use

con

stru

ctio

n m

ater

ials

and

obj

ects

to

repr

esen

t ide

as ra

ther

than

dr

aw.

m

ay h

ave

wel

l-dev

elop

ed

fine

mot

or s

kills

, spa

tial

awar

enes

s an

d gr

oss

mot

or

skill

s.

us

es h

ome

lang

uage

(HL)

w

hen

com

mun

icat

ing

idea

s.

is

new

to li

tera

cy

impl

emen

ts: p

aper

, pen

cils

, cr

ayon

s.

The

stud

ent:

us

es d

raw

ing

as a

n in

itial

form

of s

elf-

expr

essi

on.

m

ay h

ave

little

spo

ken

SA

E fo

r tal

king

abo

ut

thei

r dra

win

gs a

nd

writ

ing.

m

akes

app

roxi

mat

ions

of

lette

rs a

nd s

ymbo

ls

(role

-pla

y w

ritin

g).

be

gins

to d

evel

op

conc

epts

of c

lass

room

lit

erac

y.

The

stud

ent:

dr

aws

pict

ures

as

the

cont

ext f

or th

eir w

ritin

g.

re

spon

ds to

pro

mpt

s fro

m

teac

her a

bout

thei

r ow

n pi

ctur

es fo

r tea

cher

to

expa

nd a

nd s

crib

e.

ex

perim

ents

with

writ

ing

lette

rs a

nd w

ords

.

co

pies

from

env

ironm

enta

l pr

int (

day

and

date

on

whi

tebo

ard)

to la

bel

pict

ures

.

w

rites

ow

n na

me.

The

stud

ent:

be

gins

to w

rite

to a

ccom

pany

dr

awin

gs, f

orm

ulai

c si

mpl

e se

nten

ce/s

or o

wn

tele

grap

hic

capt

ions

.

dr

aws

on p

erso

nally

sig

nific

ant

even

ts a

nd p

eopl

e, u

sual

ly w

ritte

n in

firs

t per

son

(e.g

. I/w

e).

as

sign

s a

cons

iste

nt m

essa

ge to

th

eir m

emor

ised

sim

ple

SA

E

stru

ctur

es (w

hich

are

ofte

n re

peat

ed to

ens

ure

succ

ess

in

thei

r writ

ing

atte

mpt

s).

The

stud

ent:

be

gins

to w

rite

thei

r ow

n ve

ry s

hort

text

s (e

.g. e

arly

re

coun

ts).

is

con

sign

ing

a co

nsis

tent

m

essa

ge to

thei

r writ

ing

in

SA

E.

is

affe

cted

in w

ritin

g by

lim

ited

prof

icie

ncy

in

spea

king

and

list

enin

g in

S

AE

.

w

rites

with

EA

L/D

feat

ures

(e

.g.

inap

prop

riate

pr

epos

ition

s, m

issi

ng

endi

ngs,

non

-SA

E w

ord

orde

r) a

s th

ey e

xper

imen

t w

ith w

ritin

g.

is

less

acc

urat

e th

an

prev

ious

leve

l due

to

writ

ing

own

lang

uage

.

ne

eds

one-

on-o

ne

assi

stan

ce a

fter t

each

er

inst

ruct

ion

to c

larif

y th

e ta

sk w

hen

com

men

cing

le

arni

ng a

ctiv

ity (e

.g.

writ

ing

task

s, g

roup

ac

tiviti

es) b

ecau

se o

f E

AL/

D li

sten

ing

leve

l (up

to

Leve

l 5).

The

stud

ent:

w

rites

sim

ple

shor

t ver

sion

s of

an

expa

ndin

g ra

nge

of te

xt ty

pes

on fa

mili

ar to

pics

(e.g

. si

mpl

e le

tters

, sim

ple

desc

riptio

ns, s

impl

e re

coun

ts, s

impl

e in

form

atio

n re

ports

, sim

ple

proc

edur

es).

w

rites

with

ear

ly te

xt s

truct

ure

but E

AL/

D

feat

ures

are

cle

arly

pre

sent

and

mea

ning

will

so

met

imes

bre

ak d

own.

ne

eds

stro

ng s

uppo

rt (e

.g. p

re-ta

sk ta

lk,

mod

ellin

g, jo

int c

onst

ruct

ion

of te

xts,

co

nfer

enci

ng b

y te

ache

r, pr

ovis

ion

of

voca

bula

ry) a

nd n

eeds

mor

e tim

e th

an th

eir

SA

E-s

peak

ing

peer

s.

w

ritin

g is

influ

ence

d by

ove

rall

prof

icie

ncy

in

SA

E.

be

gins

to w

rite

text

s co

ntai

ning

rela

ted

idea

s ar

ound

cen

tral t

opic

or t

hem

e.

m

ay b

e lim

ited

by w

ritin

g on

ly w

hat i

s ‘c

orre

ct’

acco

rdin

g to

gen

eric

and

lang

uage

mod

els

and

ther

efor

e pl

atea

u in

thei

r writ

ing

from

lack

of

expe

rimen

tatio

n (r

epro

duci

ng to

a fo

rmul

a ra

ther

than

lear

ning

).

m

ay b

e in

nova

tive

with

gen

re a

nd la

ngua

ge

mod

els

and/

or fo

llow

ow

n so

cio-

cultu

ral t

ext

stru

ctur

es w

hich

sho

uld

be v

alue

d as

a s

ign

of

lang

uage

and

lite

racy

dev

elop

men

t.

The

stud

ent:

w

rites

with

som

e flu

ency

som

e fa

mili

ar w

ritte

n te

xt ty

pes

(e.g

. pe

rson

al le

tters

, des

crip

tions

, re

coun

ts, i

nfor

mat

ion

repo

rts,

narra

tives

) on

fam

iliar

ised

cl

assr

oom

topi

cs.

ne

eds

supp

ort (

e.g.

pre

task

-ta

lk, m

odel

ling,

join

t co

nstru

ctio

n of

text

s,

conf

eren

cing

by

teac

hers

, pr

ovis

ion

of v

ocab

ular

y) a

nd

mor

e tim

e th

an th

eir S

AE

- sp

eaki

ng p

eers

.

w

rites

with

som

e E

AL/

D

feat

ures

, how

ever

thes

e ge

nera

lly d

o no

t im

pede

m

eani

ng. E

xpre

sses

ow

n id

eas

in w

ritin

g w

ith e

ncou

rage

men

t.

The

stud

ent:

w

rites

mos

t tex

ts a

t the

le

vel e

xpec

ted

at th

e la

ter

stag

es o

f jun

ior p

rimar

y,

e.g.

nar

rativ

es, r

ecou

nts,

pr

oced

ures

, inf

orm

atio

n re

ports

.

is

now

sup

porte

d by

a

wel

l-dev

elop

ed o

vera

ll pr

ofic

ienc

y in

SA

E th

at is

re

flect

ed in

thei

r writ

ing.

w

rites

with

occ

asio

nal

EA

L/D

fea

ture

s.

w

rites

with

incr

easi

ng

fluen

cy a

nd s

peed

and

th

is in

fluen

ces

the

leng

th

of te

xt le

arne

rs a

re a

ble

to p

rodu

ce.

Implications

EAL/

D s

tude

nts

at th

ese

leve

ls o

f lis

teni

ng, s

peak

ing,

read

ing/

view

ing

and

writ

ing

will

requ

ire s

peci

alis

t, in

tens

ive

supp

ort.

Whe

re th

is is

not

pos

sibl

e, th

e te

achi

ng a

nd le

arni

ng p

rogr

am a

t the

mai

nstr

eam

sc

hool

sho

uld

prov

ide

extr

a sc

affo

ldin

g to

mee

t the

se s

tude

nts’

nee

ds a

nd a

dditi

onal

sup

port

sho

uld

be p

rovi

ded.

Som

e st

uden

ts, f

or e

xam

ple

stud

ents

who

spe

ak c

reol

es, m

ay p

late

au a

t lev

el 3

in

liste

ning

bec

ause

of t

he la

ck o

f und

erst

andi

ng th

at th

e la

ngua

ge th

ey s

peak

is n

ot S

AE.

Tha

t is,

it m

ay b

e er

rone

ousl

y as

sum

ed b

y bo

th s

tude

nts

and

teac

hers

that

the

stud

ents

are

SA

E us

ers

and

ther

efor

e th

ey ‘s

houl

d’ b

e ab

le to

und

erst

and

wha

t is

bein

g sa

id in

the

clas

sroo

m.

Stud

ents

at t

his

leve

l nee

d sp

ecia

list s

uppo

rt. W

here

this

is

not

pos

sibl

e, th

e te

achi

ng

and

lear

ning

pro

gram

at t

he

mai

nstr

eam

sch

ool s

houl

d pr

ovid

e ex

tra

scaf

fold

ing

to

mee

t the

se s

tude

nts’

nee

ds

and

addi

tiona

l sup

port

sho

uld

be p

rovi

ded.

Stu

dent

s w

ill

bene

fit fr

om m

ore

time

for t

he

read

ing

and

writ

ing

requ

ired

in

asse

ssm

ent t

asks

.

Stud

ents

at t

his

leve

l nee

d su

ppor

t with

task

s th

at

are

cultu

rally

ove

rload

ed.

They

may

nee

d in

divi

dual

su

ppor

t to

unde

rsta

nd th

e cu

ltura

l dem

ands

of t

asks

, an

d w

ill b

enef

it fr

om m

ore

time

for t

he re

adin

g an

d w

ritin

g re

quire

d in

as

sess

men

t tas

ks.

37

Dep

artm

ent o

f Edu

cati

on, T

rain

ing

and

Empl

oym

ent

EQ

Ba

nd

sc

ale

s f

or

EA

L/D

le

arn

ers

— M

idd

le p

ha

se

List

enin

g

New

to S

tand

ard

Aus

tralia

n E

nglis

h (S

AE

)B

egin

ning

to c

ompr

ehen

d fa

milia

r SA

EB

egin

ning

to c

ompr

ehen

d cl

assr

oom

SA

ED

evel

opin

g co

mpr

ehen

sion

of S

AE

C

onso

lidat

ing

com

preh

ensi

on o

f SA

EB

ecom

ing

com

pete

nt in

SA

E

Leve

l 1 s

tude

nt is

new

to S

AE

and

draw

s on

kno

wle

dge

of th

eir w

orld

in h

ome

lang

uage

.

Leve

l 2 s

tude

nt is

beg

inni

ng to

co

mpr

ehen

d ro

utin

e so

cial

lang

uage

in

thei

r im

med

iate

, fam

iliar

env

ironm

ent a

nd

to e

xplo

re le

arni

ng in

SA

E.

Leve

l 3 s

tude

nt is

dev

elop

ing

liste

ning

co

mpe

tenc

e in

SA

E fo

r a ra

nge

of s

ocia

l an

d cl

assr

oom

eve

nts

and

mov

ing

into

le

arni

ng th

roug

h SA

E.

Leve

l 4 s

tude

nt is

ext

endi

ng th

eir r

ange

of

lang

uage

bey

ond

thei

r ow

n im

med

iate

so

cial

env

ironm

ent a

nd is

exp

erim

entin

g w

ith le

arni

ng th

roug

h SA

E.

Leve

l 5 s

tude

nt is

con

solid

atin

g SA

E in

an

exp

andi

ng ra

nge

of s

ocia

l con

text

s bu

t is

lim

ited

in a

bilit

y to

com

preh

end

com

plex

idea

s in

SA

E le

arni

ng a

ctiv

ities

.

Leve

l 6 s

tude

nt is

bec

omin

g a

com

pete

nt

user

of S

AE

in m

ost s

ocia

l con

text

s an

d a

soun

d us

er o

f SA

E in

lear

ning

con

text

s bu

t with

gap

s th

at n

eed

fillin

g.

Descriptors

The

stud

ent:

re

cogn

ises

a fe

w k

ey fa

mili

ar w

ords

su

ppor

ted

by c

onte

xt, g

estu

res,

real

ob

ject

s, v

isua

ls.

w

atch

es c

aref

ully

wha

t oth

ers

are

doin

g,

ofte

n fo

llow

ing

thei

r act

ions

, and

in

terp

retin

g w

hat i

s m

eant

by

gest

ures

and

in

tona

tion.

co

mpr

ehen

ds th

roug

h no

n-ve

rbal

cue

s gi

ven

by th

e sp

eake

r whi

ch m

atch

ow

n cu

lture

or w

hen

visu

ally

sup

porte

d,

parti

cula

rly in

a fa

ce-to

-face

situ

atio

n.

jo

ins

in a

n ac

tivity

but

may

not

spe

ak.

m

ay tu

ne o

ut e

asily

and

avo

id ta

sks

that

re

quire

a re

spon

se.

m

ay b

e un

able

to s

usta

in c

once

ntra

tion

and

may

be

very

tire

d in

ear

ly s

tage

s of

le

arni

ng.

m

ay e

xper

ienc

e a

soci

al a

nd e

mot

iona

l ‘o

rient

atio

n ph

ase’

(ove

rwhe

lmed

with

new

le

arni

ng s

ituat

ion,

impa

ct o

f tra

uma,

nee

d to

dev

elop

trus

t in

clas

sroo

m re

latio

nshi

ps

with

teac

hers

and

pee

rs),

whi

ch c

an b

e pr

olon

ged.

m

ay s

pend

a p

erio

d (fe

w d

ays

to a

few

m

onth

s) a

cqui

ring

lang

uage

thro

ugh

liste

ning

but

is n

ot y

et re

ady

to s

peak

(‘s

ilent

per

iod’

). Th

is is

a n

orm

al b

ut n

ot

nece

ssar

y ph

ase

of ‘a

ctiv

e’ la

ngua

ge

lear

ning

.

ne

eds

resp

ect f

or a

ge a

nd h

ome

lang

uage

(H

L) s

ocio

-ling

uist

ic c

ompe

tenc

e.

The

stud

ent:

co

mpr

ehen

ds a

nd re

spon

ds to

hig

h-fre

quen

cy g

reet

ings

, cou

rtesy

phr

ases

and

si

mpl

e di

rect

ions

.

re

lies

heav

ily o

n fa

ce-to

-face

con

tact

and

ac

com

pany

ing

body

lang

uage

, with

re

petit

ion

and/

or s

impl

ifica

tion

on th

e pa

rt of

the

spea

ker.

re

spon

ds p

hysi

cally

and

ver

bally

to s

impl

e di

rect

ions

and

inst

ruct

ions

if s

uppo

rted

by

gest

ures

, rep

etiti

on a

nd re

phra

sing

as

need

ed.

ne

eds

time

to p

roce

ss w

hat i

s he

ard.

ha

s ve

ry li

mite

d un

ders

tand

ing

of

inte

ract

ions

am

ongs

t SA

E s

peak

ers

in

clas

s ac

tiviti

es a

nd a

mon

gst p

eers

.

do

es n

ot p

erce

ive

certa

in s

ound

s in

SA

E

or c

erta

in c

ombi

natio

ns o

f sou

nds

due

to

HL

cons

onan

t/vow

el c

onfig

urat

ions

(e.g

. no

t hea

ring

cons

onan

ts a

t the

end

s of

w

ords

, not

hea

ring

mid

dle

vow

el s

ound

s fo

r rhy

min

g w

ords

).

m

ay c

ue in

to c

lass

room

act

ivity

(e.g

. so

ng) b

y fo

llow

ing

wor

ds o

n a

page

with

fin

ger,

thou

gh c

ompr

ehen

sion

sho

uld

not

be a

ssum

ed.

m

ay a

ppea

r to

unde

rsta

nd S

AE

, but

may

us

e no

n-st

anda

rd fo

rms

of ta

ught

fo

rmul

aic

SA

E w

hich

pro

vide

evi

denc

e of

be

ing

an E

AL/

D le

arne

r (e.

g. s

ays

‘whe

reda

fore

s’ m

eet d

a se

a’).

is

dev

elop

ing

awar

enes

s (if

cre

ole

spea

ker)

of d

iffer

ence

s in

lang

uage

va

rietie

s (i.

e. S

AE

v H

L) a

nd n

eeds

as

sist

ance

from

teac

hers

to e

xpan

d th

ese

early

und

erst

andi

ngs

to a

void

the

stud

ent

adap

ting

HL

rath

er th

an le

arni

ng S

AE

.

The

stud

ent:

be

gins

to c

ompr

ehen

d an

d us

e a

rang

e of

so

cial

and

cla

ssro

om s

poke

n in

tera

ctio

ns

whi

ch a

re s

hort,

sim

ple

and

on fa

mili

ar

topi

cs.

co

mpr

ehen

ds b

est i

n fa

ce-to

-face

con

tact

, an

d w

hen

repe

titio

n, s

impl

ifica

tion

and

para

phra

sing

are

pro

vide

d by

the

teac

her.

co

ntin

ues

to n

eed

time

to p

roce

ss w

hat i

s he

ard.

co

mpr

ehen

ds a

nd re

spon

ds (e

.g. y

es/n

o)

to ro

utin

e en

quiri

es w

ith li

ttle

diffi

culty

.

ha

s di

fficu

lty fo

llow

ing

inte

ract

ions

at S

AE

sp

eake

r spe

ed, o

r if t

here

is n

oise

.

fo

llow

s a

shor

t and

fam

iliar

seq

uenc

e of

in

stru

ctio

ns (e

.g. t

each

er s

ays

‘ope

n yo

ur

Eng

lish

book

s an

d w

rite

thes

e se

nten

ces’

) .

ha

s lim

ited

com

preh

ensi

on o

f a ra

nge

of

gram

mat

ical

feat

ures

suc

h as

pr

epos

ition

s, v

erb

tens

es, p

rono

uns

and

adve

rbs

in a

dditi

on to

con

tent

wor

ds.

ne

eds

one-

on-o

ne a

ssis

tanc

e af

ter

teac

her i

nstru

ctio

n to

cla

rify

the

task

w

hen

com

men

cing

lear

ning

act

ivity

(e.g

. w

ritin

g ta

sks,

gro

up a

ctiv

ities

).

m

ay re

ly o

n H

L w

ith p

eers

for c

larif

icat

ion

arou

nd c

lass

room

task

s.

re

lies

on te

ache

r kno

win

g th

ey s

peak

an

othe

r lan

guag

e.

The

stud

ent:

un

ders

tand

s so

cial

SA

E in

mos

t fam

iliar

co

ntex

ts b

ut s

till n

eeds

add

ition

al h

elp

from

S

AE

spe

aker

s (e

.g. g

estu

res,

mod

ified

sp

eech

, pro

visi

on o

f wai

t-tim

e).

be

gins

to c

ompr

ehen

d in

aca

dem

ic

lear

ning

act

iviti

es if

hel

p is

giv

en b

y th

e S

AE

spe

aker

s (a

s ab

ove)

and

if c

onte

xtua

l su

ppor

t (e.

g. re

fere

nce

to p

ictu

res,

di

agra

ms,

mat

eria

ls, a

nd s

o on

) is

prov

ided

.

fo

llow

s in

stru

ctio

ns w

ithin

the

clas

sroo

m

lear

ning

act

ivity

if e

xpla

ined

and

pre

sent

ed

clea

rly (i

.e. w

ith c

lear

ste

ps, m

odel

ling

of

the

task

, log

ical

seq

uenc

ing

of s

teps

) but

w

ill o

ften

rely

on

furth

er re

petit

ion

of

inst

ruct

ions

on

a on

e-to

-one

or s

mal

l gr

oups

bas

is.

co

ntin

ues

to n

eed

proc

essi

ng ti

me.

re

quire

s in

tens

ive

scaf

fold

ing

and

bilin

gual

as

sist

ance

to c

ompr

ehen

d sp

oken

inpu

t in

task

s co

ntai

ning

an

abst

ract

leve

l (e.

g.

com

paris

on, c

lass

ifica

tion;

sci

ence

co

ncep

ts s

uch

as m

agne

tism

, stre

ngth

, fo

rce,

orb

it; m

aths

con

cept

s su

ch a

s m

aths

fo

rmul

ae, a

lgeb

ra a

nd tr

igon

omet

ry; h

isto

ry

conc

epts

suc

h as

exp

lora

tion,

dis

tanc

e tra

velle

d).

m

isse

s de

tails

of t

each

er ta

lk (e

.g.

part/

who

le v

ocab

ular

y su

ch a

s co

llar,

cuff,

se

am a

s pa

rts o

f shi

rt).

m

isse

s ba

sic

info

rmat

ion

due

to le

vels

of

back

grou

nd n

oise

.

re

quire

s co

nsta

nt s

caffo

ldin

g to

pro

cess

cl

assr

oom

lear

ning

, eve

n th

ough

sur

face

so

cial

spo

ken

fluen

cy s

ugge

sts

that

suc

h sc

affo

ldin

g is

not

nec

essa

ry.

m

ay u

se s

trate

gies

whi

ch g

ive

the

impr

essi

on th

at c

ompr

ehen

sion

has

take

n pl

ace

e.g.

nod

ding

, sm

iling

.

The

stud

ent:

co

mpr

ehen

ds S

AE

in m

ost s

ocia

l si

tuat

ions

.

co

mpr

ehen

ds m

ost e

xten

ded

teac

her a

nd

peer

talk

in a

cade

mic

lear

ning

act

iviti

es o

n fa

mili

ar to

pics

, if c

onte

xtua

l sup

port

is

avai

labl

e, h

owev

er w

ill la

ck ‘d

epth

’ of

com

preh

ensi

on o

f mor

e co

mpl

ex

disc

ours

e.

ga

ins

the

sens

e of

new

topi

cs d

eliv

ered

w

ith e

xten

sive

con

text

ual a

nd te

ache

r su

ppor

t tho

ugh

will

lack

pre

cisi

on, a

nd

need

par

aphr

asin

g an

d ex

plan

atio

n.

gr

asps

the

conn

ectio

n of

idea

s an

d de

tails

with

in a

n ex

tend

ed s

poke

n di

scou

rse

on a

new

topi

c on

ly if

ext

ensi

ve

supp

ort a

nd ti

me

to p

roce

ss a

re p

rovi

ded

(e.g

. vie

win

g ‘B

ehin

d th

e N

ews’

with

te

ache

r int

rodu

ctio

n, p

re-li

sten

ing

focu

s ac

tiviti

es a

nd m

ultip

le v

iew

ings

bro

ken

into

sec

tions

).

re

quire

s ex

tens

ive

voca

bula

ry s

uppo

rt fo

r ne

w to

pics

.

co

ntin

ues

to h

ave

som

e di

fficu

lty

com

preh

endi

ng e

xten

ded

teac

her t

alk

at

norm

al s

peed

.

ex

perie

nces

diff

icul

ty c

ompr

ehen

ding

co

mpl

ex id

eas

in le

arni

ng a

ctiv

ities

whe

n th

ey a

re e

xpre

ssed

thro

ugh

com

plex

SA

E

lang

uage

.

ha

s di

fficu

lty d

istin

guis

hing

rele

vant

in

form

atio

n du

e to

bac

kgro

und

nois

e (e

.g.

in a

sch

ool a

ssem

bly)

.

The

stud

ent:

co

mpr

ehen

ds s

ocia

l SA

E w

ith e

ase.

un

ders

tand

s ex

tend

ed te

ache

r tal

k on

fa

mili

ar a

nd n

ew c

urric

ulum

topi

cs (w

ithin

th

e ra

nge

of a

bilit

y ex

pect

ed a

t the

ir ph

ase

of s

choo

ling)

with

onl

y oc

casi

onal

laps

es o

f un

ders

tand

ing,

thou

gh la

pses

will

gen

eral

ly

not a

ffect

ove

rall

com

preh

ensi

on.

su

stai

ns u

nder

stan

ding

of m

ain

idea

s in

gr

oup

disc

ussi

ons

invo

lvin

g an

incr

easi

ng

num

ber o

f int

erac

tions

, but

will

hav

e so

me

gaps

in c

ompr

ehen

sion

whe

re

ther

e is

qui

ck in

tera

ctio

n of

idea

s.

ha

s di

fficu

lty c

ompr

ehen

ding

cul

tura

lly

over

lade

n te

xts,

hum

our,

puns

and

id

iom

s.

ne

eds

supp

ort t

o ev

alua

te c

ultu

ral

attit

udes

, ass

umpt

ions

and

bel

iefs

in

spok

en te

xts.

8

EQ

Ba

nd

sc

ale

s f

or

EA

L/D

le

arn

ers

— M

idd

le p

ha

se

Spea

king

New

to S

tand

ard

Aus

tralia

n E

nglis

h (S

AE

) B

egin

ning

to u

se fa

milia

r SA

E

Beg

inni

ng to

par

ticip

ate

in S

AE

D

evel

opin

g us

e of

SA

E

Con

solid

atin

g us

e of

SA

E

Bec

omin

g co

mpe

tent

in

SAE

Leve

l 1 s

tude

nt u

ses

occa

sion

al s

ingl

e SA

E w

ords

.

Pre-

Leve

l 2 s

tude

nt is

be

ginn

ing

to u

nder

stan

d an

d us

e so

me

fam

iliar

SA

E w

ords

and

phr

ases

.

Leve

l 2 s

tude

nt is

beg

inni

ng

to e

xper

imen

t with

ow

n sh

ort S

AE

utte

ranc

es.

Leve

l 3 s

tude

nt is

dev

elop

ing

a ra

nge

of s

ocia

l an

d cl

assr

oom

lang

uage

and

is m

ovin

g in

to

lear

ning

thro

ugh

SAE.

Leve

l 4 s

tude

nt is

ext

endi

ng th

e ra

nge

of

lang

uage

bey

ond

own

imm

edia

te s

ocia

l en

viro

nmen

t and

exp

erim

entin

g w

ith le

arni

ng

thro

ugh

SAE.

Leve

l 5 s

tude

nt is

con

solid

atin

g SA

E la

ngua

ge u

se in

an

expa

ndin

g ra

nge

of c

onte

xts

and

able

to ta

ke a

co

llabo

rativ

e ro

le in

aca

dem

ic

lear

ning

act

iviti

es.

Leve

l 6 s

tude

nt is

bec

omin

g a

com

pete

nt u

ser o

f SA

E in

m

ost s

ocia

l con

text

s. U

se o

f SA

E in

lear

ning

con

text

s is

so

und

but g

aps

need

filli

ng.

Descriptors

The

stud

ent:

la

bels

som

e ob

ject

s an

d us

es

occa

sion

al w

ords

rela

ted

to

clas

sroo

m n

eeds

(e.g

. pen

cil;

Mis

s).

m

ay u

se h

ome

lang

uage

(HL)

to

exp

ress

imm

edia

te n

eeds

.

us

es H

L ge

stur

es to

indi

cate

m

eani

ng, p

artic

ular

nee

ds,

likes

and

dis

likes

.

m

ay w

ork

thro

ugh

a H

L-sp

eaki

ng p

eer o

r adu

lt to

co

mm

unic

ate

need

s.

m

ay e

cho

wor

ds a

nd p

hras

es

of o

ther

chi

ldre

n an

d ad

ults

.

m

ay s

pend

a p

erio

d (fe

w d

ays

to a

few

mon

ths)

acq

uirin

g la

ngua

ge b

ut is

not

yet

read

y to

spe

ak (‘

sile

nt p

erio

d’).

Thi

s is

a n

orm

al b

ut n

ot n

eces

sary

ph

ase

of la

ngua

ge le

arni

ng.

m

ay e

xper

ienc

e a

soci

al a

nd

emot

iona

l ‘or

ient

atio

n ph

ase’

(o

verw

helm

ed w

ith n

ew

lear

ning

situ

atio

n, im

pact

of

traum

a, n

eed

to d

evel

op tr

ust

in c

lass

room

rela

tions

hips

w

ith te

ache

rs a

nd p

eers

), w

hich

can

be

prol

onge

d.

re

quire

s an

inte

rpre

ter f

or

impo

rtant

com

mun

icat

ion

with

in s

choo

l or b

etw

een

scho

ol a

nd fa

mily

(up

to le

vel

5).

The

stud

ent:

be

gins

to u

se p

arts

of

rout

ine

and

form

ulai

c so

cial

la

ngua

ge (e

.g. s

ays

‘goo

d m

orni

ng’).

us

es s

ingl

e w

ords

or t

augh

t tw

o –

thre

e w

ord

form

ulae

to

con

vey

basi

c ne

eds.

is

dev

elop

ing

a la

rger

set

of

sing

le w

ords

.

re

lies

on a

ttent

ive

spea

ker

(ges

ture

s, c

onte

xt, o

bjec

t an

d pi

ctur

es) t

o he

lp

com

mun

icat

ion.

pa

rtici

pate

s in

gro

up re

citin

g of

lear

nt c

lass

room

vo

cabu

lary

, alp

habe

t, nu

mbe

rs a

nd s

o on

.

re

peat

s si

mpl

e fo

rmul

aic

SA

E s

ente

nces

follo

win

g m

odel

pro

vide

d by

teac

her

and

supp

orte

d by

sy

mpa

thet

ic s

peak

er w

ho

prov

ides

pro

mpt

s as

re

quire

d.

The

stud

ent:

us

es ro

utin

e an

d re

hear

sed

soci

al S

AE

(e.g

. eve

ryda

y po

lite

requ

ests

suc

h as

‘Can

I g

et a

drin

k, p

leas

e?’).

pa

rtici

pate

s in

gui

ded

face

-to

-face

inte

ract

ions

with

a

fam

iliar

, sup

porti

ve a

dult.

be

gins

com

bini

ng w

ords

into

a

few

, (i.e

. not

rehe

arse

d),

two

– th

ree

wor

d st

atem

ents

lin

ked

by s

eque

nce

(i.e.

not

co

nnec

tives

) but

nee

ds

supp

ortiv

e lis

tene

r and

en

viro

nmen

t.

re

lies

on g

estu

res

and/

or

peer

s an

d he

lp fr

om th

e lis

tene

r.

re

lies

heav

ily o

n le

arne

d fo

rmul

aic

lang

uage

and

ro

utin

e ph

rase

s th

at a

re

com

preh

ensi

ble

and

subs

titut

es n

ew w

ords

or

phra

ses

as th

ey a

re

acqu

ired.

m

ay m

ake

slig

ht d

evia

tions

in

rout

ine

form

ulai

c S

AE

w

hich

indi

cate

that

SA

E is

no

t firs

t lan

guag

e.

co

nstru

cts

(say

s al

oud)

si

mpl

e fo

rmul

aic

SA

E

sent

ence

s, g

uide

d b y

te

ache

r mod

ellin

g.

The

stud

ent:

pa

rtici

pate

s in

face

-to-fa

ce in

tera

ctio

ns in

SA

E o

n fa

mili

ar c

lass

room

or p

erso

nal i

nter

est t

opic

s bu

t w

ith fr

eque

nt b

reak

dow

ns in

flue

ncy

and

mea

ning

du

e to

lim

ited

SA

E re

sour

ces.

ge

nera

tes

own

lang

uage

bey

ond

form

ulae

and

tw

o –

thre

e w

ord

utte

ranc

es. T

his

crea

tive

use

of

SA

E is

an

expe

cted

dev

elop

men

tal p

hase

.

re

lies

heav

ily o

n th

e co

ntex

t and

on

the

conv

ersa

tion

partn

er fo

r sup

port

(e.g

. allo

win

g tim

e fo

r the

lear

ner t

o pr

oces

s w

hat t

hey

wan

t to

say,

giv

ing

supp

ortiv

e ge

stur

es a

nd fa

cial

ex

pres

sion

s, re

phra

sing

que

stio

ns).

pa

rtici

pate

s in

cla

ss in

tera

ctio

n on

fam

iliar

topi

cs

whe

re te

ache

r dire

cts

ques

tions

tow

ards

them

in

divi

dual

ly, u

sing

con

text

ual s

uppo

rt, re

peat

ing

and

reph

rasi

ng a

nd e

labo

ratin

g, b

ut w

ill h

ave

diffi

culty

par

ticip

atin

g in

dis

cuss

ions

bet

wee

n te

ache

r and

lear

ners

at S

AE

-spe

aker

spe

ed.

pa

rtici

pate

s in

gro

up le

arni

ng a

ctiv

ities

with

SA

E-

spea

ker p

eers

onl

y w

ith a

cle

ar ro

le d

efin

ition

(e.g

. as

the

time

keep

er),

whi

ch d

oes

not r

equi

re m

uch

spea

king

in S

AE

.

m

ay n

eed

or p

refe

r a lo

ng w

ait t

ime

befo

re

resp

ondi

ng in

SA

E.

m

akes

err

ors

whe

n ap

prox

imat

ing

SA

E a

nd th

ese

shou

ld b

e va

lued

as

a si

gn o

f lan

guag

e ac

quis

ition

an

d on

goin

g de

velo

pmen

t.

re

lies

on te

ache

r kno

win

g th

ey s

peak

ano

ther

la

ngua

ge (c

reol

e sp

eake

rs).

The

stud

ent:

in

tera

cts

soci

ally

with

fam

iliar

SA

E-s

peak

ing

adul

ts a

nd p

eers

in m

ost i

nfor

mal

con

text

s (e

.g.

disc

ussi

ng e

vent

s w

ith th

e te

ache

r and

pee

rs in

th

e sc

hool

veh

icle

/at t

he s

hop;

on

an e

xcur

sion

w

ith te

ache

rs/a

dults

).

at

tem

pts

to e

xpre

ss c

ompl

ex th

ough

ts a

nd

feel

ings

in E

nglis

h bu

t rel

ies

on a

ttent

ive

conv

ersa

tion

partn

er to

follo

w m

eani

ng.

pr

efer

s to

exp

ress

them

selv

es w

ithou

t int

erru

ptio

n or

cor

rect

ions

.

us

es w

ords

and

phr

ases

in s

tring

s to

par

ticip

ate

in

long

er s

peak

ing

turn

s.

re

coun

ts a

n ev

ent o

r a s

erie

s of

eve

nts

oral

ly (e

.g.

reco

unt o

f sha

red

lear

ning

exp

erie

nce)

.

pa

rtici

pate

s in

aca

dem

ic le

arni

ng a

ctiv

ities

on

fam

iliar

topi

cs if

sup

porte

d by

teac

her a

nd c

onte

xt

(mod

ellin

g, s

caffo

ldin

g, re

cycl

ing

of la

ngua

ge) a

nd

if su

ffici

ent t

ime

is p

rovi

ded

(e.g

. can

des

crib

e pr

oces

ses

such

as

‘the

wat

er c

ycle

’ in

sim

ple

term

s).

ex

plor

es m

ore

com

plex

idea

s in

HL

with

HL-

spea

king

pee

rs a

nd a

dults

.

gi

ves

a sh

ort p

repa

red

form

al s

poke

n re

port

with

he

avy

wor

d-fo

r-w

ord

relia

nce

on th

eir w

ritte

n te

xt

and

with

littl

e ab

ility

to re

spon

d to

que

stio

ns

beyo

nd g

ivin

g ye

s/no

ans

wer

s.

gi

ves

shor

t res

pons

es to

ope

n-en

ded

ques

tions

.

m

akes

app

roxi

mat

ions

to S

AE

form

s an

d so

sp

eaki

ng a

nd w

ritin

g w

ill c

onta

in e

rror

s (w

hich

are

a

sign

of l

angu

age

deve

lopm

ent)

but m

eani

ng is

ge

nera

lly u

nim

pede

d.

re

quire

s tim

e to

pro

cess

thou

ghts

and

form

ulat

e S

AE

utte

ranc

es.

The

stud

ent:

su

stai

ns p

artic

ipat

ion

in in

tera

ctio

ns

in S

AE

in a

n ex

pand

ing

rang

e of

co

ntex

ts e

xpec

ted

at th

eir p

hase

of

scho

olin

g.

is

flue

nt in

soc

ial s

peec

h w

ith fe

w

brea

kdow

ns in

com

mun

icat

ion.

pa

rtici

pate

s an

d co

llabo

rate

s in

cl

ass

and

grou

p le

arni

ng a

ctiv

ities

w

ith o

ther

SA

E-s

peak

ing

lear

ners

, bu

t doe

s no

t hav

e th

e ‘d

epth

’ of

lang

uage

requ

ired

to re

late

com

plex

id

eas

whi

ch a

re n

eede

d in

cer

tain

ac

adem

ic le

arni

ng a

ctiv

ities

in S

AE

(e.g

. in

a pe

rsua

sive

text

in S

tudi

es

of S

ocie

ty a

nd E

nviro

nmen

t; in

an

expl

anat

ion

of a

sci

ence

pro

cess

).

is

less

dep

ende

nt o

n th

e co

nver

satio

n pa

rtner

for r

epet

ition

or

refo

rmul

atio

n, e

spec

ially

if th

e to

pic

is fa

mili

ar b

ut w

ill h

ave

diffi

culty

if

topi

cs a

re u

nfam

iliar

and

cul

tura

l re

fere

nces

are

freq

uent

and

if

spec

ific

deta

ils a

re re

quire

d.

co

ntrib

utes

to n

ew to

pic-

spec

ific

disc

ussi

ons

if te

ache

rs a

nd

cont

extu

al s

uppo

rt is

giv

en a

nd if

tim

e is

allo

wed

for p

roce

ssin

g be

fore

a re

spon

se is

exp

ecte

d.

The

stud

ent:

ta

kes

an a

ctiv

e an

d pr

oduc

tive

part

in a

ll so

cial

and

aca

dem

ic

lear

ning

act

iviti

es (w

ithin

the

rang

e of

abi

lity

expe

cted

at

thei

r pha

se o

f sch

oolin

g).

ex

pres

ses

mor

e co

mpl

ex

idea

s (a

t the

ir le

vel o

f co

gniti

ve d

evel

opm

ent)

on

both

fam

iliar

and

new

cu

rric

ulum

topi

cs a

s lo

ng a

s th

e co

nten

t is

wel

l gro

unde

d.

ha

s so

me

diffi

culti

es in

ex

pres

sing

pre

cisi

on o

f m

eani

ng in

aca

dem

ic

lang

uage

.

ta

kes

an a

ctiv

e an

d pr

oduc

tive

part

in g

roup

act

iviti

es a

roun

d ac

adem

ic to

pics

.

ha

s a

parti

cula

r stre

ngth

in

fluen

cy.

ha

s so

me

diffi

culti

es

cont

ribut

ing

to d

iscu

ssio

ns

invo

lvin

g ev

alua

tion

of c

ultu

ral

attit

udes

, ass

umpt

ions

and

be

liefs

exp

ress

ed in

writ

ten

text

s be

caus

e of

the

com

plex

ity o

f lan

guag

e ne

eded

.

9

39

Dep

artm

ent o

f Edu

cati

on, T

rain

ing

and

Empl

oym

ent

EQ

Ba

nd

sc

ale

s f

or

EA

L/D

le

arn

ers

— M

idd

le p

ha

se

Rea

ding

/vie

win

g

New

to re

adin

g B

egin

ning

to re

cogn

ise

wor

ds a

nd w

ord

clus

ters

B

egin

ning

to

com

preh

end

shor

t fa

milia

r tex

ts

App

lyin

g de

velo

ping

read

ing

skills

C

onso

lidat

ing

read

ing

skill

s B

ecom

ing

com

pete

nt

read

ers

Pre-

Leve

l 1 le

arne

r is

new

to

read

ing

prin

t in

SAE.

Le

vel 1

lear

ner i

s be

ginn

ing

to d

evel

op e

arly

em

erge

nt

prin

t lite

racy

ski

lls.

Pre-

Leve

l 2 le

arne

r is

begi

nnin

g to

reco

gnis

e fa

mili

ar w

ords

and

sho

rt

clus

ters

in k

now

n co

ntex

ts.

Leve

l 2 le

arne

r is

begi

nnin

g to

re

cogn

ise

wor

ds a

nd s

hort

wor

d cl

uste

rs in

SA

E in

a v

arie

ty o

f tex

ts.

Leve

l 3 le

arne

r is

begi

nnin

g to

com

preh

end

shor

t tex

ts in

SA

E on

fa

mili

ar to

pics

with

co

ntex

tual

sup

port

.

Leve

l 4 le

arne

r has

an

expa

ndin

g re

adin

g ra

nge

base

d on

thei

r gr

owin

g pr

ofic

ienc

y in

SA

E.

Leve

l 5 le

arne

r is

read

ing

a ra

nge

of te

xts

but w

ith th

e ‘d

epth

’ of u

nder

stan

ding

lim

ited

by o

vera

ll pr

ofic

ienc

y in

SA

E.

Leve

l 6 le

arne

r is

beco

min

g a

com

pete

nt

read

er in

SA

E.

Descriptors

The

stud

ent w

ith li

mite

d sc

hool

ing:

ha

s vi

sual

lite

raci

es fr

om re

al

life

setti

ngs

(e.g

. can

re

cogn

ise

diffe

rent

CD

/DV

D

cove

rs a

nd a

rtist

s, te

levi

sion

pr

ogra

ms;

ord

erin

g a

fast

food

m

eal).

ga

ins

mea

ning

from

vis

ual

cues

in th

eir e

nviro

nmen

t and

m

ay d

emon

stra

te w

ell-

deve

lope

d ob

serv

atio

nal

skill

s.

ne

eds

early

lite

racy

sup

port

in

orde

r to

unde

rsta

nd th

e di

ffere

nt v

arie

ties

of p

rint

(incl

udin

g fo

nts)

, the

pur

pose

s of

read

ing,

how

to h

andl

e an

d or

ient

ate

book

s, h

ow to

read

pi

ctur

es a

nd h

ow to

use

vis

ual

cues

to h

elp

gain

un

ders

tand

ing:

this

can

be

achi

eved

thro

ugh

mod

ellin

g re

adin

g an

d ch

oosi

ng

lang

uage

leve

l-app

ropr

iate

re

adin

g m

ater

ials

.

co

mm

unic

ates

in th

eir h

ome

lang

uage

(HL)

and

may

hav

e so

me

oral

pro

ficie

ncy

and

com

preh

ensi

on in

SA

E.

m

ay h

ave

conc

eptu

alis

atio

ns

of s

choo

l prin

t lite

racy

bas

ed

on p

revi

ous

scho

ol-b

ased

ex

perie

nces

and

may

be

relu

ctan

t to

enga

ge in

read

ing

and

view

ing

activ

ities

.

The

stud

ent:

re

cogn

ises

and

nam

es

som

e le

tters

and

wor

ds

(with

in v

isua

l con

text

) whi

ch

they

enc

ount

er fr

eque

ntly

an

d fo

r whi

ch m

eani

ng is

gi

ven

(e.g

. com

mer

cial

lo

gos,

sig

ns a

nd la

bels

, br

and

nam

es, s

choo

ls,

polic

e).

is

bec

omin

g fa

mili

ar w

ith

Rom

an s

crip

t.

m

ay h

ave

liter

acy

unde

rsta

ndin

gs a

nd

stra

tegi

es fr

om fi

rst

lang

uage

.

The

stud

ent w

ith li

mite

d sc

hool

ing:

is

con

tinui

ng to

dev

elop

an

unde

rsta

ndin

g of

prin

t lit

erac

y to

var

ying

deg

rees

, ba

sed

on p

rior e

xper

ienc

es

and

is p

rogr

essi

ng th

roug

h a

rang

e of

ste

ps in

ear

ly

liter

acy

(dep

endi

ng u

pon

prio

r lite

racy

exp

erie

nces

) an

d so

may

sta

y at

this

leve

l fo

r som

e co

nsid

erab

le ti

me.

br

ings

to th

eir l

earn

ing

leve

ls o

f mat

urity

and

a

rang

e of

kno

wle

dge,

vis

ual

liter

acie

s, u

nder

stan

ding

, sk

ills

and

attit

udes

whi

ch

will

affe

ct th

eir a

ppro

ach

to

lear

ning

.

The

stud

ent:

re

cogn

ises

fam

iliar

wor

ds

and

shor

t wor

d cl

uste

rs in

S

AE

if th

ese

have

bee

n re

cycl

ed o

ften

in v

arie

ty o

f la

ngua

ge a

ctiv

ities

(e.g

. w

ord

bank

cha

rts).

re

cogn

ises

mem

oris

ed

wor

ds in

con

text

but

is n

ot

able

to tr

ansf

er th

is

know

ledg

e to

a d

iffer

ent

cont

ext (

e.g.

may

kno

w a

w

ord

on a

cha

rt bu

t may

no

t be

able

to re

cogn

ise

it in

a b

ook)

.

‘re

ads’

fam

iliar

SA

E te

xts

from

mem

ory.

ha

s a

limite

d ra

nge

of

sigh

t voc

abul

ary

(wor

ds/p

hras

es).

pa

rtici

pate

s in

beg

inni

ng

liter

acy

activ

ities

(e.g

. m

atch

es b

egin

ning

and

en

ding

sou

nds

in w

ords

w

ith a

lpha

bet l

ette

rs (‘

t’,

‘s’)

but h

as d

iffic

ulty

id

entif

ying

mid

dle

soun

ds

in o

ne s

ylla

ble

wor

ds;

mat

ches

alp

habe

t let

ters

in

diff

eren

t fon

ts).

The

stud

ent:

re

cogn

ises

and

gai

ns m

eani

ng fr

om

shor

t tex

ts, i

.e. f

amili

ar w

ords

and

ch

unks

of t

exts

in S

AE

, usi

ng

cont

extu

al a

nd v

isua

l cue

s (e

.g.

who

le w

ord

shap

e, p

ictu

re c

lues

, re

cent

exp

erie

nces

) whi

ch u

se

lang

uage

that

has

bee

n re

cycl

ed in

a

varie

ty o

f way

s.

jo

ins

in w

ith k

ey w

ords

and

re

petit

ive

phra

ses

in fa

mili

ar te

xt

(e.g

. pic

ture

s, s

torie

s, w

ritte

n ch

ants

an

d rh

ymes

) in

shar

ed re

adin

g se

ssio

ns, b

ut is

una

war

e of

the

mea

ning

car

ried

by s

truct

ural

wor

ds

such

as

‘the’

, ‘an

d’, ‘

in’,

‘of’,

‘wha

t’.

us

es s

ome

deco

ding

ski

lls w

hen

read

ing

unfa

mili

ar S

AE

but

is

rest

ricte

d in

thei

r abi

lity

to g

ain

mea

ning

from

wor

ds a

nd te

xt (e

ven

if th

ey a

re a

ble

to d

ecod

e) u

ntil

thei

r pr

ofic

ienc

y in

SA

E la

ngua

ge a

nd

cultu

re d

evel

ops.

is

una

ble

to re

ad o

r pre

dict

mea

ning

in

text

s be

caus

e of

ove

rload

of n

ew

lang

uage

.

ha

s di

fficu

lty b

ecau

se th

eir s

poke

n la

ngua

ge is

diff

eren

t fro

m th

at m

et

in th

e te

xt (i

.e. p

ronu

ncia

tion,

se

nten

ce s

truct

ure

will

be

diffe

rent

).

ca

n ex

pres

s la

ck o

f und

erst

andi

ng

in S

AE

whe

n re

adin

g co

mpr

ehen

sion

has

bro

ken

dow

n (e

.g. ‘

wha

t “es

cala

tor”

?’),

how

ever

, m

ay n

ot a

lway

s be

abl

e to

exp

ress

th

eir l

ack

of u

nder

stan

ding

pr

ecis

ely.

The

stud

ent:

co

mpr

ehen

ds s

hort

text

s in

SA

E o

n fa

mili

ar to

pics

(e

.g. s

hort

reco

unts

) with

co

ntex

tual

sup

port.

re

ads,

with

sup

port

(e.g

. sc

affo

ldin

g th

e te

xt,

intro

duct

ion

to n

ew

voca

bula

ry a

nd c

once

pts)

sh

ort t

each

er-s

elec

ted,

in

form

atio

n te

xts

(e.g

. an

imal

repo

rt) o

n a

fam

iliar

topi

c on

in

form

atio

n ge

ared

to th

e m

ains

tream

cur

ricul

um

but a

t a le

ss c

ompl

ex

lang

uage

leve

l.

re

ads

sim

ple

inst

ruct

ions

(e

.g. c

ut th

e ci

rcle

in h

alf)

but w

ill re

quire

HL

assi

stan

ce fo

r in

stru

ctio

ns.

m

ay h

ave

diffi

culty

co

mpr

ehen

ding

eve

n sp

ecifi

cally

sel

ecte

d na

rrat

ive

text

s be

caus

e th

ey d

o no

t fol

low

ow

n cu

ltura

l ora

l nar

rativ

e ge

nres

and

bec

ause

of

diffi

culty

of l

angu

age

and

cultu

ral r

efer

ence

s (u

p to

Le

vel 5

).

ne

eds

expl

icit

lang

uage

te

achi

ng (w

ord

orde

r, gr

amm

ar, u

nfam

iliar

vo

cabu

lary

) and

lite

racy

te

achi

ng (p

hone

mic

aw

aren

ess,

grap

hoph

onic

s, w

ord

atta

ck s

kills

) or m

ay

plat

eau

at d

ecod

ing

leve

l.

The

stud

ent:

ac

quire

s fa

ctua

l inf

orm

atio

n fro

m

a gr

owin

g ra

nge

of te

xts

on

fam

iliar

topi

cs b

ut s

till n

eeds

vi

sual

ly s

uppo

rted

text

s w

hich

av

oid

dens

ity o

f inf

orm

atio

n an

d la

ngua

ge c

ompl

exity

.

un

ders

tand

s te

xts

(as

abov

e) th

at

do n

ot re

quire

sig

nific

ant c

ultu

ral

know

ledg

e sp

ecifi

c to

the

text

.

sk

ims,

sca

ns a

nd ‘g

ets

the

sens

e of

’ mai

nstre

am te

xts

at c

ohor

t le

vel,

only

with

EA

L/D

-info

rmed

su

ppor

t inc

ludi

ng m

appi

ng o

f re

fere

nce,

dra

win

g on

HL,

el

iciti

ng/s

uppl

ying

voc

abul

ary.

re

peat

s co

nten

t of s

hort,

teac

her-

sele

cted

fairl

y si

mpl

e an

d ex

plic

it fa

ctua

l mai

nstre

am s

choo

l tex

ts

whi

ch c

onta

in s

ome

argu

men

t and

pe

rsua

sion

(e.g

. tex

ts o

n po

llutio

n,

wha

ling)

with

EA

L/D

-info

rmed

su

ppor

t.

m

ay re

ad fo

r ple

asur

e si

mpl

y st

ruct

ured

long

er p

erso

nal

reco

unts

, whi

ch d

o no

t con

tain

too

man

y un

fam

iliar

cul

tura

l re

fere

nces

or c

ompl

ex la

ngua

ge

stru

ctur

es.

in

clud

es a

ll de

tails

rath

er th

an

sele

ctin

g pi

vota

l poi

nts

whe

n re

calli

ng in

form

atio

n.

ha

s lim

ited

com

preh

ensi

on o

f sel

f-se

lect

ed te

xts

appr

opria

te fo

r S

AE

-spe

akin

g pe

ers,

whi

ch a

re

expe

cted

to b

e re

ad w

ithin

a s

et

time

fram

e.

re

tells

, in

HL,

a s

tory

read

in S

AE

.

re

quire

s ex

tra p

roce

ssin

g tim

e,

espe

cial

ly w

hen

oper

atin

g un

der

test

con

ditio

ns, u

p un

til L

evel

6.

The

stud

ent:

co

mpr

ehen

ds a

wid

e ra

nge

of

text

s w

hich

are

rela

ted

to

pers

onal

, soc

ial a

nd g

ener

al

scho

ol c

onte

xts

whi

ch a

re n

ot

cultu

rally

ove

r-la

den

(e.g

. sel

f-ch

osen

sto

ries,

pop

ular

m

agaz

ines

, ins

truct

ions

for

gam

es, s

choo

l not

ices

, cla

ss-

cons

truct

ed a

nd in

divi

dual

bo

oks

and

text

s).

re

ads

subj

ect-s

peci

fic te

xts

and

mor

e co

mpl

ex le

arni

ng

mat

eria

ls, b

ut ‘d

epth

’ of

unde

rsta

ndin

g is

lim

ited

by th

eir

over

all p

rofic

ienc

y in

SA

E

(kno

wle

dge

of c

ompl

ex

stru

ctur

es, b

read

th o

f vo

cabu

lary

, cul

tura

l ref

eren

ces)

an

d th

eref

ore

thei

r abi

lity

to

pred

ict m

eani

ng fr

om s

eman

tic

and

synt

actic

cue

s.

id

entif

ies

mai

n id

ea a

nd s

ome

supp

ortin

g de

tails

from

ar

gum

ent t

exts

on

fam

iliar

su

bjec

t-spe

cific

topi

cs.

ne

eds

text

s to

be

cont

ext-

enha

nced

(e.g

. with

sup

porti

ng

pict

ures

) and

sup

porte

d by

te

ache

r exp

lana

tions

of

conc

epts

, cul

tura

l ref

eren

ces,

te

xt s

truct

ure

and

lang

uage

us

ed.

The

stud

ent:

co

mpr

ehen

ds m

ost t

exts

at

the

leve

l and

with

in th

e ra

nge

of a

bilit

y ex

pect

ed

at th

eir p

hase

of s

choo

ling

but h

as d

iffic

ulty

with

hi

ghly

cul

ture

-spe

cific

co

nten

t.

us

es in

form

atio

n ac

quire

d th

roug

h re

adin

g to

find

re

latio

nshi

ps, m

ake

infe

renc

es a

nd d

raw

co

nclu

sion

s (a

t the

leve

l an

d w

ithin

the

rang

e of

ab

ility

exp

ecte

d at

the

phas

e of

sch

oolin

g).

ne

eds

mor

e tim

e th

an

SA

E-s

peak

ing

peer

s to

pr

oces

s in

form

atio

n.

ha

s di

fficu

lty a

t the

mid

dle

scho

olin

g le

vel i

f tex

ts a

re

very

com

plex

, den

se,

cultu

rally

ove

rlade

n or

to

tally

non

-con

text

ualis

ed.

10

EQ

Ba

nd

sc

ale

s f

or

EA

L/D

le

arn

ers

— M

idd

le p

ha

se

Writ

ing New

to w

ritin

g in

SA

E

Beg

inni

ng to

exp

erim

ent w

ith w

ritin

g in

SA

E

Beg

inni

ng to

writ

e ow

n sh

ort s

impl

e te

xts

App

lyin

g un

ders

tand

ing

of

text

s to

ow

n w

ritin

gD

evel

opin

g co

ntro

l ove

r la

ngua

ge a

nd te

xt

Bec

omin

g co

mpe

tent

w

riter

s

Pre-

Leve

l 1 le

arne

r is

new

to w

ritin

g.

Leve

l 1 le

arne

r has

a

conc

ept o

f writ

ing.

Pr

e-Le

vel 2

lear

ner i

s be

ginn

ing

to re

prod

uce

writ

ing.

Leve

l 2 le

arne

r is

begi

nnin

g to

exp

erim

ent

with

writ

ing.

Le

vel 3

lear

ner i

s be

ginn

ing

self-

gene

rate

d w

ritin

g in

fa

mili

ar g

uide

d co

ntex

ts.

Leve

l 4 le

arne

r is

expe

rimen

ting

with

long

er a

nd m

ore

stru

ctur

ed

disc

ours

e.

Leve

l 5 le

arne

r is

grow

ing

in

inde

pend

ence

in w

ritin

g bu

t co

mpl

exity

and

pre

cisi

on is

lim

ited.

Leve

l 6 le

arne

r is

beco

min

g a

com

pete

nt w

riter

.

Descriptors

The

stud

ent w

ith li

mite

d sc

hool

ing:

ha

s pr

actic

es th

at

enab

le th

em to

ne

gotia

te th

eir w

ay in

th

eir f

amili

ar

envi

ronm

ent (

e.g.

pl

anni

ng a

nd

sequ

entia

l ski

lls,

spok

en h

ome

lang

uage

(H

L) c

ompe

tenc

y).

m

ay h

ave

wel

l-de

velo

ped

fine

mot

or

skill

s (e

.g. a

ble

to c

arve

w

ood,

thre

ad s

inke

rs,

brai

d ha

ir, p

lay

elec

troni

c ga

mes

).

m

ay b

e in

expe

rienc

ed

with

usi

ng w

ritin

g im

plem

ents

and

may

ne

ed ti

me

to

expe

rimen

t with

pen

s an

d ot

her w

ritin

g im

plem

ents

.

ha

s ha

d lim

ited

scho

ol

expe

rienc

e.

br

ings

to th

eir l

earn

ing

leve

ls o

f mat

urity

and

a

rang

e of

kno

wle

dge,

un

ders

tand

ings

, ski

lls

and

attit

udes

and

will

be

nefit

from

resp

ect

and

ackn

owle

dgem

ent

of th

is.

The

stud

ent:

m

ay c

opy

som

e w

ords

fro

m e

nviro

nmen

tal p

rint,

and

phra

ses

from

the

clas

sroo

m c

onte

xt,

thou

gh u

nder

stan

ding

is

as y

et v

ery

limite

d be

caus

e of

lack

of

know

ledg

e of

SA

E.

m

ay h

ave

liter

acy

unde

rsta

ndin

gs a

nd

skill

s in

thei

r L1

to

vary

ing

degr

ees

of

abili

ty.

The

stud

ent w

ith li

mite

d sc

hool

ing:

is

dev

elop

ing

conc

epts

an

d aw

aren

ess

of p

rint

upon

whi

ch li

tera

cy

deve

lopm

ent c

an b

e ba

sed.

is

pro

gres

sing

thro

ugh

a ra

nge

of s

teps

in e

arly

lit

erac

y (d

epen

ding

upo

n pr

ior l

itera

cy

expe

rienc

es) a

nd s

o m

ay

stay

at t

his

leve

l for

so

me

cons

ider

able

tim

e.

is

rest

ricte

d in

thei

r ab

ility

to w

rite

in S

AE

un

til th

eir l

itera

cy s

et is

fu

lly e

stab

lishe

d an

d un

til

an in

itial

fam

iliar

ity w

ith

SA

E la

ngua

ge a

nd

cultu

re in

the

scho

ol a

nd

clas

sroo

m c

onte

xt is

ga

ined

.

m

ay b

e le

arni

ng a

new

sc

ript.

The

stu

dent

:

re

prod

uces

env

ironm

ent

prin

t and

sen

tenc

es fr

om

teac

her’s

scr

ibin

g (fr

om

blac

kboa

rdw

ritin

g/te

ache

r’s w

ritin

g in

th

eir w

orkb

ooks

/sen

tenc

e st

rips/

wor

d ba

nks)

.

se

lect

s w

ords

(with

pic

ture

cu

es) t

o fil

l in

the

blan

ks in

gu

ided

clo

ze a

ctiv

ity w

ith

teac

her s

uppo

rt.

w

rites

cap

tions

/labe

ls o

n pi

ctur

es/d

iagr

ams

with

m

axim

um s

caffo

ldin

g (e

.g.

labe

ls p

arts

of a

n en

gine

us

ing

a w

ord

list).

re

quire

s a

high

deg

ree

of

inte

nse

scaf

fold

ing

and

one-

to-o

ne te

ache

r/adu

lt su

ppor

t to

enga

ge in

and

co

mpl

ete

task

s de

sign

ed

for t

heir

year

leve

l.

m

ay s

elec

t and

cop

y pr

inte

d m

ater

ial w

hen

give

n an

uns

uppo

rted

task

ab

ove

thei

r writ

ing

abili

ty

with

out o

ne-o

n-on

e su

ppor

t, bu

t as

yet m

ay

have

littl

e un

ders

tand

ing

of w

hat t

hey

are

copy

ing

(e.g

. cop

ying

out

pag

es o

f an

enc

yclo

paed

ia to

sho

w

that

they

are

writ

ing)

.

The

stud

ent w

ith li

mite

d sc

hool

ing:

is

stil

l dev

elop

ing

hand

writ

ing

skill

s: s

hapi

ng

lette

rs c

orre

ctly

, writ

ing

on

a lin

e.

The

stud

ent:

w

rites

lear

ned

phra

ses

and

can

com

plet

e sh

ort c

loze

act

iviti

es a

roun

d fa

mili

ar la

ngua

ge

with

con

text

ual s

uppo

rt.

m

akes

atte

mpt

s at

cap

tions

/labe

ls o

n pi

ctur

e/di

agra

ms

with

teac

her s

uppo

rt.

us

es b

egin

ning

gra

phop

honi

c kn

owle

dge

in

thei

r atte

mpt

s at

writ

ing

lear

ned

phra

ses,

ca

ptio

ns.

m

ay s

pell

wor

ds u

sing

vis

ual m

emor

y so

that

le

tters

may

be

corr

ect,

but m

ay b

e in

the

wro

ng o

rder

.

w

rites

lang

uage

, whi

ch is

rela

ted

to th

eir l

evel

of

spo

ken

SA

E a

nd to

the

teac

her’s

mod

els

of

read

ing

and

writ

ing.

pa

rtici

pate

s or

ally

(at m

inim

al le

vel)

in g

uide

d w

hole

cla

ss a

nd g

roup

con

stru

ctio

ns o

f tex

t.

m

ay w

rite

with

influ

ence

s of

HL

on w

ritin

g an

d at

tem

pts

shou

ld b

e en

cour

aged

.

re

ads

back

ow

n w

ritin

g.

m

ay b

e ab

le to

pro

vide

onl

y lim

ited

com

men

ts

abou

t the

ir pi

ctur

es o

r writ

ing

in S

AE

; ho

wev

er, m

ay c

hoos

e to

giv

e co

mm

ents

and

ex

plan

atio

ns in

thei

r HL

to th

eir H

L pe

ers.

The

stud

ent w

ith li

mite

d sc

hool

ing:

ha

s ta

ken

cons

ider

able

tim

e to

reac

h th

is le

vel

and

will

con

tinue

to re

quire

hig

h le

vels

of

supp

ort i

n or

der t

o be

abl

e to

dra

w o

n th

e va

riety

of l

itera

cy k

now

ledg

e re

quire

d to

pr

oduc

e si

mpl

e te

xts.

The

stud

ent:

ge

nera

tes

own

shor

t tex

ts

on fa

mili

ar to

pics

(e.g

. re

coun

ts, e

mai

l mes

sage

s,

stra

ight

forw

ard

tele

phon

e m

essa

ges,

lette

rs, r

epor

ts,

desc

riptio

ns),

in h

ighl

y su

ppor

ted

cont

exts

with

sp

ecifi

c m

odel

ling

of te

xt

stru

ctur

e an

d la

ngua

ge

feat

ures

(e.g

. wor

d ba

nks)

.

co

nnec

ts s

impl

e se

nten

ces/

stat

emen

tsap

prox

imat

ing

sent

ence

s w

ith c

ohes

ive

devi

ces

(e.g

. an

d, b

ut, t

hen)

, ver

y lim

ited

in ra

nge,

typi

cal o

f the

sp

oken

mod

e.

w

rites

with

EA

L/D

feat

ures

re

flect

ing

thei

r acq

uisi

tion

of S

AE

and

this

use

of

inte

r-la

ngua

ge is

a s

ign

of

seco

nd la

ngua

ge p

rogr

ess

and

shou

ld b

e se

nsiti

vely

su

ppor

ted.

re

quire

s on

e-on

-one

as

sist

ance

to c

larif

y an

d un

ders

tand

whe

n co

mm

enci

ng w

ritin

g ta

sks,

be

caus

e of

gap

s in

EA

L/D

lis

teni

ng (u

p to

leve

l 5).

re

quire

s ex

tra ti

me

to

proc

ess

thou

ghts

in te

st

situ

atio

ns (u

p to

Lev

el 6

).

The

stud

ent:

w

rites

coh

eren

t tex

ts o

n fa

mili

ar

topi

cs (e

.g. r

epor

ts, l

onge

r re

coun

ts, p

roce

dure

s) m

odel

led

on th

ose

read

with

and

/or b

y th

e te

ache

r but

with

EA

L/D

fe

atur

es (e

.g. d

iffic

ulty

with

wor

d or

der,

tens

e us

age,

pr

epos

ition

s, p

lura

ls).

w

rites

upp

er p

rimar

y/ju

nior

se

cond

ary

text

s (e

.g.

imag

inat

ive

narr

ativ

e, lo

nger

de

scrip

tive,

sim

ple

film

revi

ews

and

info

rmat

ion

text

s) w

ith

exte

nsiv

e E

AL/

D-in

form

ed

supp

ort.

ha

s un

even

con

trol o

f tex

t st

ruct

ures

suc

h as

par

agra

phs,

se

nten

ces,

syn

tax,

coh

esiv

e de

vice

s an

d m

ay c

onfo

rm

clos

ely

to te

ache

r mod

el.

se

es th

emse

lves

as

writ

ers

and

have

suc

cess

.

ex

pres

ses

com

plex

thou

ghts

(e

.g. e

xpla

natio

ns, a

rgum

ents

) bu

t in

doin

g so

, the

text

may

be

com

e le

ss c

oher

ent a

nd le

ss

accu

rate

(a s

ign

of la

ngua

ge

grow

th) a

nd re

quire

s m

ore

on

the

part

of th

e re

ader

to

com

preh

end

inte

nded

mea

ning

. Th

is ri

sk-ta

king

is to

be

enco

urag

ed a

s it

enab

les

prog

ress

.

ne

eds

stro

ng E

AL/

D s

uppo

rt (e

.g. p

re-ta

sk a

nd p

ost-t

ask

talk

, m

odel

ling,

join

t con

stru

ctio

n).

The

stud

ent:

w

rites

(tho

ugh

with

sup

port,

no

rmal

ly g

iven

in c

lass

es)

reco

unts

, nar

rativ

es, s

tory

re

telli

ng a

nd o

ther

text

s, a

s ex

pect

ed a

t the

ir ph

ase

of

scho

olin

g, b

ut w

ith E

AL/

D

feat

ures

.

w

rites

info

rmat

iona

l tex

ts,

incl

udin

g re

ports

and

pro

ject

s (th

ough

with

HL

feat

ures

) with

cl

ear g

uida

nce,

and

if re

adin

g so

urce

mat

eria

l is

at th

eir l

evel

of

read

ing

abili

ty, o

ther

wis

e w

ritin

g m

ay b

reak

dow

n.

w

rites

with

lack

of d

epth

be

caus

e of

lim

ited

cont

rol o

ver

SA

E (e

.g. n

arro

w ra

nge

of

voca

bula

ry, s

truct

ures

, and

su

btle

ties

of th

e la

ngua

ge).

ex

pres

ses

com

plex

thou

ghts

(e

.g. e

xpla

natio

n, in

terp

reta

tion,

ev

alua

tion,

arg

umen

t) bu

t in

doin

g so

, the

text

may

con

tinue

to

be

less

coh

eren

t and

less

ac

cura

te (a

sig

n of

lang

uage

gr

owth

) and

requ

ire m

ore

on th

e pa

rt of

the

read

er to

co

mpr

ehen

d in

tend

ed m

eani

ng.

This

risk

-taki

ng is

to b

e en

cour

aged

as

it en

able

s pr

ogre

ss.

se

lf-ed

its ro

utin

e gr

amm

atic

al

corre

ctio

ns (e

.g. s

impl

e pa

st

tens

e co

rrec

tions

) afte

r tea

cher

fe

edba

ck o

n th

eir d

rafts

, but

m

ay n

ot y

et h

ave

enou

gh

lang

uage

aw

aren

ess

abou

t w

ritte

n S

AE

to a

dequ

atel

y se

lf-ed

it th

eir w

ritte

n te

xts

(e.g

. co

mpl

ex c

laus

es, c

ohes

ion)

.

The

stud

ent:

is

a c

ompe

tent

writ

er (a

t th

e le

vel e

xpec

ted

for t

heir

phas

e of

sch

oolin

g),

thou

gh s

ome

HL

feat

ures

pe

rsis

t whi

ch w

ill n

ot

impe

de m

eani

ng.

ca

n ta

ke n

otes

and

writ

e a

rese

arch

ed re

port

(at t

he

leve

l exp

ecte

d at

the

phas

e of

sch

oolin

g) p

rovi

ded

the

task

is c

aref

ully

stru

ctur

ed

(e.g

. spe

cific

que

stio

ns to

be

rese

arch

ed; t

alki

ng

arou

nd th

e to

pic;

dra

fting

an

d re

draf

ting)

; how

ever

, is

likel

y to

nee

d m

ore

time

for

both

the

read

ing

and

writ

ing

requ

ired

in o

rder

to

prod

uce

thei

r bes

t wor

k.

w

rites

ext

ende

d dr

afts

, gi

ven

time.

w

rites

flue

ntly

, usi

ng s

impl

e an

d co

mpl

ex s

ente

nces

an

d ap

prop

riate

con

nect

ors

(at t

he le

vel e

xpec

ted

of

thei

r pha

se o

f sch

oolin

g)

refle

ctin

g ab

ility

to o

rgan

ise

a se

ries

of m

ain

idea

s an

d de

tails

.

us

es m

ore

com

plex

se

nten

ce s

truct

ures

, with

oc

casi

onal

EA

L/D

feat

ures

(e

.g. o

mitt

ed a

rticl

es,

inap

prop

riate

pre

posi

tions

).

Implications

EAL/

D s

tude

nts

at th

ese

leve

ls o

f lis

teni

ng, s

peak

ing,

read

ing/

view

ing

and

writ

ing

will

requ

ire s

peci

alis

t, in

tens

ive

supp

ort.

Whe

re th

is is

not

pos

sibl

e, th

e te

achi

ng a

nd le

arni

ng p

rogr

am a

t the

m

ains

trea

m s

choo

l sho

uld

prov

ide

extr

a sc

affo

ldin

g to

mee

t the

se s

tude

nts’

nee

ds a

nd a

dditi

onal

sup

port

sho

uld

be p

rovi

ded.

Som

e st

uden

ts, e

.g. s

tude

nts

who

spe

ak c

reol

es, m

ay p

late

au a

t lev

el

3 in

list

enin

g be

caus

e of

the

lack

of u

nder

stan

ding

that

the

lang

uage

they

spe

ak is

not

SA

E. T

hat i

s, it

may

be

erro

neou

sly

assu

med

by

both

stu

dent

s an

d te

ache

rs th

at th

e st

uden

ts a

re S

AE

user

s an

d th

eref

ore

they

‘sho

uld’

be

able

to u

nder

stan

d w

hat i

s be

ing

said

in th

e cl

assr

oom

.

Stud

ents

at t

his

leve

l nee

d sp

ecia

list s

uppo

rt.

Whe

re th

is is

no

t pos

sibl

e, th

e te

achi

ng a

nd

lear

ning

pro

gram

at t

he

mai

nstr

eam

sch

ool s

houl

d pr

ovid

e ex

tra

scaf

fold

ing

to m

eet

thes

e st

uden

ts’ n

eeds

and

ad

ditio

nal s

uppo

rt s

houl

d be

pr

ovid

ed. S

tude

nts

will

ben

efit

from

mor

e tim

e fo

r the

read

ing

and

writ

ing

requ

ired

in

asse

ssm

ent t

asks

.

Stud

ents

at t

his

leve

l nee

d su

ppor

t with

task

s th

at a

re

cultu

rally

ove

rload

ed. T

hey

may

nee

d in

divi

dual

sup

port

to

und

erst

and

the

cultu

ral

dem

ands

of t

asks

, and

will

be

nefit

from

mor

e tim

e fo

r th

e re

adin

g an

d w

ritin

g re

quire

d in

ass

essm

ent

task

s.

11

Appendix 3:

EQ bandscales headings and levels

The EQ bandscales headings and levels table is for

experienced bandscales users.

These pages can be used by EAL/D teachers as a first

point of reference in discussion with school staff to

begin the identification and bandscaling process.

They must be used in conjunction with the EQ

Bandscales for EAL/D learners.




LIST

ENIN

GPr

e 1

1Pr

e 2

23

45

6

New

to S

tand

ard

Aust

ralia

n En

glis

h (S

AE)

Beg

inni

ng to

co

mpr

ehen

d fa

mili

ar

SAE

Beg

inni

ng to

co

mpr

ehen

d cl

assr

oom

SA

E

Dev

elop

ing

com

preh

ensi

on o

f SAE

Co

nsol

idat

ing

com

preh

ensi

on o

f SAE

Bec

omin

g co

mpe

tent

in

SAE

Leve

l 1 s

tude

nt

unde

rsta

nds

isol

ated

ke

y w

ords

in c

onte

xt.

Leve

l 2 s

tude

nt is

be

ginn

ing

to u

nder

stan

d fa

mili

ar ta

lk.

Leve

l 3 s

tude

nt

unde

rsta

nds

som

e cl

assr

oom

talk

.

Leve

l 4 s

tude

nt

unde

rtak

es s

ome

lear

ning

thro

ugh

SAE.

Leve

l 5 s

tude

nt e

xpan

ds

thei

r com

preh

ensi

on o

f SA

E.

Leve

l 6 s

tude

nt

com

preh

ends

ext

ende

d ta

lk in

SAE

.

SPEA

KIN

GPr

e 1

1Pr

e 2

23

45

6

New

to S

AEB

egin

ning

to u

se fa

mili

ar S

AEB

egin

ning

to p

arti

cipa

te

in S

AE

Dev

elop

ing

use

of S

AE

Cons

olid

atin

g us

e of

SAE

Bec

omin

g co

mpe

tent

in

SAE

Pre-

Leve

l 1 s

tude

nt

uses

hom

e la

ngua

ge

excl

usiv

ely.

Leve

l 1 s

tude

nt u

ses

isol

ated

SAE

wor

ds.

Pre-

Leve

l 2 s

tude

nt

is s

tart

ing

to u

se

rehe

arse

d SA

E ph

rase

s.

Leve

l 2 s

tude

nt tr

ies

shor

t utt

eran

ces

on th

eir

own.

Leve

l 3 s

tude

nt

part

icip

ates

in s

ome

clas

sroo

m ta

lk.

Leve

l 4 s

tude

nt

unde

rtak

es s

ome

lear

ning

thro

ugh

SAE.

Leve

l 5 s

tude

nt e

xpan

ds

thei

r ran

ge o

f SAE

.Le

vel 6

stu

dent

ex

pres

ses

mor

e co

mpl

ex

idea

s in

SAE

.

REA

DIN

G /

VIEW

ING

Pre

11

Pre

22

34

56

New

to re

adin

g an

d to

SAE

Beg

inni

ng to

reco

gnis

e w

ords

and

wor

d cl

uste

rsB

egin

ning

to

com

preh

end

shor

t fa

mili

ar te

xts

Appl

ying

dev

elop

ing

read

ing

skill

s Co

nsol

idat

ing

read

ing

skill

sB

ecom

ing

com

pete

nt

read

ers

Pre-

Leve

l 1 s

tude

nt is

ne

w to

read

ing

and

to

SAE.

Leve

l 1 s

tude

nt is

new

to

read

ing

in S

AE.

Pre-

Leve

l 2 s

tude

nt

begi

ns to

reco

gnis

e fa

mili

ar w

ords

and

m

emor

ised

wor

d cl

uste

rs.

Leve

l 2 s

tude

nt b

egin

s to

reco

gnis

e w

ords

and

sh

ort w

ord

clus

ters

.

Leve

l 3 s

tude

nt b

egin

s to

com

preh

end

shor

t fa

mili

ar te

xts

in S

AE w

ith

cont

extu

al s

uppo

rt.

Leve

l 4 s

tude

nt a

pplie

s re

adin

g sk

ills

in fa

mili

ar

cont

exts

and

topi

cs.

Leve

l 5 s

tude

nt is

be

com

ing

a co

nfide

nt

read

er w

ithi

n th

eir

limit

ed la

ngua

ge

profi

cien

cy.

Leve

l 6 s

tude

nt

com

preh

ends

mos

t te

xts.

WR

ITIN

GPr

e 1

12

Pre

33

45

6

New

to w

riti

ngB

egin

ning

to e

xper

imen

t w

ith

wri

ting

in S

AEB

egin

ning

to w

rite

ow

n sh

ort s

impl

e te

xts

Appl

ying

und

erst

andi

ng

of te

xts

to o

wn

wri

ting

D

evel

opin

g co

ntro

l ove

r la

ngua

ge a

nd te

xtB

ecom

ing

com

pete

nt

wri

ters

Pre-

Leve

l 1 s

tude

nt is

ne

wly

intr

oduc

ed to

co

ncep

t of w

riti

ng.

Leve

l 1 s

tude

nt is

new

to

wri

ting

.Le

vel 2

stu

dent

att

ache

s m

eani

ng to

thei

r wri

ting

in

an

appr

oxim

atio

n of

SA

E.

Pre-

Leve

l 3 s

tude

nt

begi

ns to

wri

te w

ith

sim

ple

sent

ence

st

ruct

ures

.

Leve

l 3 s

tude

nt b

egin

s to

wri

te o

wn

very

sho

rt

text

s.

Leve

l 4 s

tude

nt p

rodu

ces

a sm

all r

ange

of s

impl

e,

shor

t tex

ts.

Leve

l 5 s

tude

nt w

rite

s lo

nger

, fam

iliar

text

ty

pes.

Leve

l 6 s

tude

nt w

rite

s m

ost t

ext t

ypes

in

profi

cien

t SAE

.

Thes

e ar

e th

e he

adin

gs a

nd le

vels

for t

he E

Q b

ands

cale

s an

d m

ust b

e us

ed in

con

junc

tion

w

ith

the

EQ B

ands

cale

s fo

r EAL

/D le

arne

rs

EQ b

ands

cale

s he

adin

gs a

nd le

vels

tabl

e - E

arly

pha

se

43

Dep

artm

ent o

f Edu

cati

on, T

rain

ing

and

Empl

oym

ent

LIST

ENIN

GPr

e 1

1Pr

e 2

23

45

6

New

to S

tand

ard

Aust

ralia

n En

glis

h (S

AE)

Beg

inni

ng to

co

mpr

ehen

d fa

mili

ar

SAE

Beg

inni

ng to

co

mpr

ehen

d cl

assr

oom

SA

E

Dev

elop

ing

com

preh

ensi

on o

f SAE

Co

nsol

idat

ing

com

preh

ensi

on o

f SAE

Bec

omin

g co

mpe

tent

in

SAE

Leve

l 1 s

tude

nt

unde

rsta

nds

isol

ated

ke

y w

ords

in c

onte

xt.

Leve

l 2 s

tude

nt is

be

ginn

ing

to u

nder

stan

d fa

mili

ar ta

lk.

Leve

l 3 s

tude

nt

unde

rsta

nds

som

e cl

assr

oom

talk

.

Leve

l 4 s

tude

nt

unde

rtak

es s

ome

lear

ning

thro

ugh

SAE.

Leve

l 5 s

tude

nt e

xpan

ds

thei

r com

preh

ensi

on o

f SA

E.

Leve

l 6 s

tude

nt

com

preh

ends

ext

ende

d ta

lk in

SAE

.

SPEA

KIN

GPr

e 1

1Pr

e 2

23

45

6

New

to S

AEB

egin

ning

to u

se fa

mili

ar S

AEB

egin

ning

to p

arti

cipa

te

in S

AE

Dev

elop

ing

use

of S

AE

Cons

olid

atin

g us

e of

SAE

Bec

omin

g co

mpe

tent

in

SAE

Pre-

Leve

l 1 s

tude

nt

uses

hom

e la

ngua

ge

excl

usiv

ely.

Leve

l 1 s

tude

nt u

ses

isol

ated

SAE

wor

ds.

Pre-

Leve

l 2 s

tude

nt

is s

tart

ing

to u

se

rehe

arse

d SA

E ph

rase

s.

Leve

l 2 s

tude

nt tr

ies

shor

t utt

eran

ces

on th

eir

own.

Leve

l 3 s

tude

nt

part

icip

ates

in s

ome

clas

sroo

m ta

lk.

Leve

l 4 s

tude

nt

unde

rtak

es s

ome

lear

ning

thro

ugh

SAE.

Leve

l 5 s

tude

nt e

xpan

ds

thei

r ran

ge o

f SAE

.Le

vel 6

stu

dent

ex

pres

ses

mor

e co

mpl

ex

idea

s in

SAE

.

REA

DIN

G /

VIEW

ING

Pre

11

Pre

22

34

56

New

to re

adin

g an

d to

SAE

Beg

inni

ng to

reco

gnis

e w

ords

and

wor

d cl

uste

rsB

egin

ning

to

com

preh

end

shor

t fa

mili

ar te

xts

Appl

ying

dev

elop

ing

read

ing

skill

s Co

nsol

idat

ing

read

ing

skill

sB

ecom

ing

com

pete

nt

read

ers

Pre-

Leve

l 1 s

tude

nt is

ne

w to

read

ing

and

to

SAE.

Leve

l 1 s

tude

nt is

new

to

read

ing

in S

AE.

Pre-

Leve

l 2 s

tude

nt

begi

ns to

reco

gnis

e fa

mili

ar w

ords

and

m

emor

ised

wor

d cl

uste

rs.

Leve

l 2 s

tude

nt b

egin

s to

reco

gnis

e w

ords

and

sh

ort w

ord

clus

ters

.

Leve

l 3 s

tude

nt b

egin

s to

com

preh

end

shor

t fa

mili

ar te

xts

in S

AE w

ith

cont

extu

al s

uppo

rt.

Leve

l 4 s

tude

nt a

pplie

s re

adin

g sk

ills

in fa

mili

ar

cont

exts

and

topi

cs.

Leve

l 5 s

tude

nt is

be

com

ing

a co

nfide

nt

read

er w

ithi

n th

eir

limit

ed la

ngua

ge

profi

cien

cy.

Leve

l 6 s

tude

nt

com

preh

ends

mos

t te

xts.

WR

ITIN

GPr

e 1

12

Pre

33

45

6

New

to w

riti

ngB

egin

ning

to e

xper

imen

t w

ith

wri

ting

in S

AEB

egin

ning

to w

rite

ow

n sh

ort s

impl

e te

xts

Appl

ying

und

erst

andi

ng

of te

xts

to o

wn

wri

ting

D

evel

opin

g co

ntro

l ove

r la

ngua

ge a

nd te

xtB

ecom

ing

com

pete

nt

wri

ters

Pre-

Leve

l 1 s

tude

nt is

ne

wly

intr

oduc

ed to

co

ncep

t of w

riti

ng.

Leve

l 1 s

tude

nt is

new

to

wri

ting

.Le

vel 2

stu

dent

att

ache

s m

eani

ng to

thei

r wri

ting

in

an

appr

oxim

atio

n of

SA

E.

Pre-

Leve

l 3 s

tude

nt

begi

ns to

wri

te w

ith

sim

ple

sent

ence

st

ruct

ures

.

Leve

l 3 s

tude

nt b

egin

s to

wri

te o

wn

very

sho

rt

text

s.

Leve

l 4 s

tude

nt p

rodu

ces

a sm

all r

ange

of s

impl

e,

shor

t tex

ts.

Leve

l 5 s

tude

nt w

rite

s lo

nger

, fam

iliar

text

ty

pes.

Leve

l 6 s

tude

nt w

rite

s m

ost t

ext t

ypes

in

profi

cien

t SAE

.

Thes

e ar

e th

e he

adin

gs a

nd le

vels

for t

he E

Q b

ands

cale

s an

d m

ust b

e us

ed in

con

junc

tion

w

ith

the

EQ B

ands

cale

s fo

r EAL

/D le

arne

rs

EQ b

ands

cale

s he

adin

gs a

nd le

vels

tabl

e —

Mid

dle

phas

eLI

STEN

ING

Pre

11

Pre

22

34

56

New

to S

tand

ard

Aust

ralia

n En

glis

h (S

AE)

Beg

inni

ng to

co

mpr

ehen

d fa

mili

ar

SAE

Beg

inni

ng to

co

mpr

ehen

d cl

assr

oom

SA

E

Dev

elop

ing

com

preh

ensi

on o

f SAE

Co

nsol

idat

ing

com

preh

ensi

on o

f SAE

Bec

omin

g co

mpe

tent

in

SAE

Leve

l 1 s

tude

nt

unde

rsta

nds

isol

ated

ke

y w

ords

in c

onte

xt.

Leve

l 2 s

tude

nt is

be

ginn

ing

to u

nder

stan

d fa

mili

ar ta

lk.

Leve

l 3 s

tude

nt

unde

rsta

nds

som

e cl

assr

oom

talk

.

Leve

l 4 s

tude

nt

unde

rtak

es s

ome

lear

ning

thro

ugh

SAE.

Leve

l 5 s

tude

nt e

xpan

ds

thei

r com

preh

ensi

on

of S

AE.

Leve

l 6 s

tude

nt

com

preh

ends

ext

ende

d ta

lk in

SAE

.

SPEA

KIN

GPr

e 1

1Pr

e 2

23

45

6

New

to S

AEB

egin

ning

to u

se fa

mili

ar S

AEB

egin

ning

to p

arti

cipa

te

in S

AE

Dev

elop

ing

use

of S

AE

Cons

olid

atin

g us

e of

SAE

Bec

omin

g co

mpe

tent

in

SAE

Pre-

Leve

l 1 s

tude

nt

uses

hom

e la

ngua

ge

excl

usiv

ely.

Leve

l 1 s

tude

nt u

ses

isol

ated

SAE

wor

ds.

Pre-

Leve

l 2 s

tude

nt

is s

tart

ing

to u

se

rehe

arse

d SA

E ph

rase

s.

Leve

l 2 s

tude

nt tr

ies

shor

t utt

eran

ces

on

thei

r ow

n.

Leve

l 3 s

tude

nt

part

icip

ates

in s

ome

clas

sroo

m ta

lk.

Leve

l 4 s

tude

nt

unde

rtak

es s

ome

lear

ning

thro

ugh

SAE.

Leve

l 5 s

tude

nt e

xpan

ds

thei

r ran

ge o

f SAE

.Le

vel 6

stu

dent

ex

pres

ses

mor

e co

mpl

ex

idea

s in

SAE

.

REA

DIN

G/V

IEW

ING

Pre

11

Pre

22

34

56

New

to re

adin

g an

d to

SAE

Beg

inni

ng to

reco

gnis

e w

ords

and

wor

d cl

uste

rsB

egin

ning

to

com

preh

end

shor

t fa

mili

ar te

xts

Appl

ying

dev

elop

ing

read

ing

skill

s Co

nsol

idat

ing

read

ing

skill

sB

ecom

ing

com

pete

nt

read

ers

Pre-

Leve

l 1 s

tude

nt is

ne

w to

read

ing

and

to

SAE.

Leve

l 1 s

tude

nt is

new

to

read

ing

in S

AE.

Pre-

Leve

l 2 s

tude

nt

begi

ns to

reco

gnis

e fa

mili

ar w

ords

and

m

emor

ised

wor

d cl

uste

rs.

Leve

l 2 s

tude

nt b

egin

s to

reco

gnis

e w

ords

and

sh

ort w

ord

clus

ters

.

Leve

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ne

wly

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ed to

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ncep

t of w

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ng.

Leve

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l 3 s

tude

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ns to

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sent

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st

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ures

.

Leve

l 3 s

tude

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s to

wri

te o

wn

very

sho

rt

text

s.

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l 4 s

tude

nt p

rodu

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all r

ange

of s

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t tex

ts.

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l 5 s

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nt w

rite

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pes.

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l 6 s

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ost t

ext t

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t SAE

.

Thes

e ar

e th

e he

adin

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nd le

vels

for t

he E

Q b

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d m

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ith

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EQ B

ands

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r EAL

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arne

rs

Bibliography

ACARA, English as an Additional Language or Dialect Teacher Resource: Overview and EAL/D Learning Progression (online). http://www.acara.edu.au/verve/_resources/English_as_an_Additional_Language_or_Dialect_Teacher_Resource_05_06_12.pdf#search=EAL/

ACARA, The Shape of the Australian Curriculum, Version 3 (online). http://acara.edu.au/verve/_resources/The_Shape_of_the_Australian_Curriculum_V3.pdf

Education Queensland 2002, Bandscales for Aboriginal and Torres Strait Islander Learners (online). http://education.qld.gov.au/students/evaluation/monitoring/bandscales/

Education Queensland, Break it down, Build it up (online). http://www.learningplace.com.au/deliver/content.asp?pid=48633

Education Queensland, Dimensions of teaching and learning (online). http://www.learningplace.com.au/deliver/content.asp?pid=49267

Education Queensland, ESL in the Classroom (online). http://www.learningplace.com.au/default_community.asp?orgid=126&suborgid=866

Education Queensland 2013, EQ Bandscales for English as an additional language and dialect (EAL/D) learners (online). http://www.learningplace.com.au/uploads/documents/store/doc_866_2964_bandscales.pdf

Education Queensland, P-12 curriculum, assessment and reporting framework (online). http://education.qld.gov.au/curriculum/framework/p-12/

Education Queensland, Policy statement: Curriculum provision to students with diverse learning needs (online). http://education.qld.gov.au/curriculum/framework/p-12/docs/policy-diverse-needs.pdf

Education Queensland, Policy statement: English as an additional language or dialect (EAL/D) learners at: http://education.qld.gov.au/curriculum/framework/p-12/docs/policy-statement-eal-learners.pdf

Human Rights Education Associates (HRES), Refugees and Displaced Persons (online). http://www.hrea.org/index.php?doc_id=418

McKay, P., Hudson, C. and Sapuppo, M. 1994: ESL Bandscales. In NLLIA ESL Development: Language and Literacy in Schools Project. Canberra: National Languages and Literacy Institute of Australia.

McKay, P (ed.) 2007, Assessing, Monitoring and Understanding English as a Second Language in Schools: The NLLIA ESL Bandscales Version 2. Queensland University of Technology and Independent Schools Queensland, Brisbane.

NLLIA 1994, NLLIA ESL Development: Language and Literacy in Schools Project, Vol. 1 (Coordinator P.McKay) National Languages and Literacy Institute of Australia, Canberra.

Queensland Government 2012, Queensland Government Recognition Statement Australian South Sea Islander Community (online). http://www.datsima.qld.gov.au/multicultural/community/australian-south-sea-islanders/australian-south-sea-islander-recognition

Queensland Providers of Assistance to Survivors of Torture and Trauma [QPASTT], Resources for Schools (online). http://www.qpastt.org.au/resources_index.html

Queensland Providers of Assistance to Survivors of Torture and Trauma [QPASTT], A teacher’s guide to working with students from refugee and displaced backgrounds (online). http://www.qpastt.org.au/documents/Schoolteachersguide2007.pdf


http://www.acara.edu.au/verve/_resources/English_as_an_Additional_Language_or_Dialect_Teacher_Resource_05_06_12.pdf#search=EAL/




http://acara.edu.au/verve/_resources/The_Shape_of_the_Australian_Curriculum_V3.pdf





http://www.learningplace.com.au/deliver/content.asp?pid=48633












http://education.qld.gov.au/curriculum/framework/p-12/docs/policy-diverse-needs.pdf



http://education.qld.gov.au/curriculum/framework/p-12/docs/policy-statement-eal-learners.pdf



http://www.hrea.org/index.php?doc_id=418

http://www.datsima.qld.gov.au/multicultural/community/australian-south-sea-islanders/australian-south-sea-islander-recognition







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An introductory guide to the EQ Bandscales for English as an … · 2014. 10. 5. · 1.2 EAL/D...

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