L E A R N I N G A S P E C T S O F E A L A N D A P P R O A C H E S T O E A L / D I N T H E P R I M A R Y

C L A S S R O O M

English as an Additional Language or Dialect

What is EAL and EAL/D?

Useful Acronyms:

EAL – English as an Additional Language

EAL/D – English as an Additional

Language or Dialect

ESL – English as a Second Language

L1 – First Language or Mother Tongue

L2 – Second Language and subsequent languages

TESOL – Teachers of English to Speakers of Other Languages

TEFL – Teaching English as a Foreign Language

What is an EAL/D Student?

EAL/D students are those whose first language is a language or dialect other than English and who require additional support to assist them to develop proficiency in English. (ACARA, 2012, p. 3)

EAL/D Students are:

“Overseas and Australian-born students whose first

language is a language other than English.” (ACARA,

2012)

Aboriginal and Torres Strait Islander students whose first

language is an Indigenous language, including

traditional languages, creoles and related varieties, or

Aboriginal English. (ACARA, 2012)

Australia Curriculum, Assessment and Reporting Authority (2012)

Who are EAL/D Students in Australian Schools?

EAL/D Students in Australian Schools

Children of mixed nationality languages

Refugees and Assylum Seekers

Children of Migrants

Children of University Students

Children of Foreign Workers

Children Who Speak Aboriginal English as a

First Language

Children Who Speak an Aboriginal

Language as a First Language

Adapted from: Davison, C (1991) and Australia Curriculum, Assessment and Reporting Authority (2012)

Language Learning Theory and Current Approaches and Teaching Methods

“First language learning is remarkably similar all over the world” (Lightbown and Spada, 2008)Learning language can be likened to playing a game. At first there are basic moves and rules to learn, but over time and with practice, these become more complex and intricate until a level of expertise is achieved. Three theories of Language Acquisition

1. Behaviourism: children copy the sounds they hear in their environment (p.9)

2. Innatism: Children are born with the ability to learn language and it develops like any other biological function (p.15)

3. Interactionist: children’s language develops as a combination of the characteristics of the child and the environment (p.22)

“The idea of how to teach a foreign language affects not just teaching development, but also its results.”(McLaren, Madrid and Buen0, 2005)

Current approaches and teaching methods for L2 Acquisition Task-based Language Learning The Lexical Approach Neurolinguistic Programming Multiple Intelligence Theory Cooperative Learning Content-Based Instruction Bilingual Programmes

Lightbown, Patsy M. (2008), 'Learning a first language', in Lightbown, Patsy M. & Spada, Nina., How languages are learned, 2nd ed., Oxford University Press, Oxford, pp. 1-25. and McLaren, N. , Madrid, D. y Bueno, A. (eds.) (2005): TEFL in Secondary Education. Granada: Editorial Universidad de Granada, ISBN 84-338-3638-2 Depósito Legal: GR./1.8010-2005, 737 pages.

Learning A Language

Learning A First Language Learning A Second Language

• Age• Birth to Teens – Specific

language skills can be learnt at later stages

• Type of Learning• How the child learns a first

language

• Learning Context• The processes of first language

learning

• Age• L2 Language skills are usually

learnt in school

• Type of Learning• How a child learns a second

language

• Learning Context• The processes of second

language learning

Adapted from Cook, V.J., Long, J., and McDonough, S. (1979), ‘First and Second Language Learning’, in G.E. Perren (ed.) The Mother Tongue and Other Languages in Education, CILTR, 7 – 22. London

What are the differences in learning L1 and L2?

L1 L2

• Children normally achieve perfect mastery of L1

• Success is almost guaranteed• Little variation in degree of success

• Competence in target language

• Fossilisation is rare

• Children develop intuition of correctness

• Instruction is not needed• Correction is generally not necessary

• Other factors are rarely involved

• L2 learners are not likely to achieve mastery

• Complete success is rare• Overall success is varied, as is the

route to success• L2 learners are often content with

less than competence• Fossilisation and backsliding are

common• L2 learners often unable to clearly

judge grammar• Instruction is helpful or necessary• Correction is usually helpful and

necessary• External factors have a determining

role in proficiency

Adapted from Cook, V.J., Long, J., and McDonough, S. (1979), ‘First and Second Language Learning’, in G.E. Perren (ed.) The Mother Tongue and Other Languages in Education, CILTR, 7 – 22. London

Transferring Literacy Skills from L1 to L2

The transfer of Literacy Skills from L1 to L2

Directionality

Sequencing

Shape and sound distinction

Decoding skills

Semantic and syntactic knowledge

Knowledge of text structure

Meaning prediction using cues

Awareness of purpose of reading and writing

Confidence in self as a reader and writer

Critical and cultural literacy

From Roberts, C.A. (1994). Transferring Literacy Skills from L1 to L2: From Theory to Practice. In the Journal of Educational Issues of Minority Students, p. 209-221. http://www.edtechpolicy.org/ArchivedWebsites/transf13.htm

Know Your Students

Teachers of EAL/D students need to know the following about their students to aid in effective planning of teaching strategies:

o Ethnicity

o Country of Origin (if non-Aboriginal)

o First Language and/or dialect

o Other languages spoken at home

o Status of Immigration (non-Aboriginal)

o Period of time already in Australia

(if not born in Australia)

o Religious background

o History of Education

Adapted from: Davison, C (1991) and Australia Curriculum, Assessment and Reporting Authority (2012)

“EAL/D students are bilingual learners, and they are already language learners in at least one other language.” (ACARA, 2014)

EAL/D Students can be an important resource in the classroom

Development of language awareness in other students

Maintenance of EAL/D students’ home language is important for English learning

Preserves and develops cultural identity

The Five Principles of Instruction

Present new words frequently and repeatedly in input.

Use meaningful, comprehensible input when

presenting new words.

Limit forced responses during the initial stages of learning

new words.

Keep forced semantic elaboration during the initial

stages of learning new words to a minimum.

Progress from less demanding to more demanding

vocabulary-related activities.

Planning for Learning: Useful Strategies for EAL/D Teachers

Based on Australian Curriculum, Assessment and Reporting Authority (ACARA) materials downloaded from the Australian Curriculum website on April 2, 2014. ACARA does not endorse any changes that have been made to the Australian Curriculum.and Before You Know It (BYKI) Software. http://www.transparent.com/about/second-language.html

Planning for Learning: Linguistic Factors

“EAL/D students require specific support to learn and build on the English language skills needed to access the general curriculum, in addition to learning area–specific language structures and vocabulary.” (ACARA, 2014)

The 4 Macro skills must be the learning base

‘language’ and ‘literacy’ are not the same

All students, including EAL/D students have capacity to understand curriculum content, but need support.

Support should be to enable access to curriculum and to demonstrate achievement.

Language requirements of tasks must be

identified without losing curriculum area

content integrity.

Australia Curriculum, Assessment and Reporting Authority (2012)

Planning for Learning: Cultural Factors

• All students (including EAL/D) have cultural perspectives on issues and phenomena, and have experience and knowledge. Draw on this to add to classroom experience of all

students

• Be aware of culturally loaded resources EAL/D students experience may not include

content of many images and books

• EAL/D students may have different understandingso Included are ethics, history, relationships, families, mathematics, currency, time and

temperature etc.

• Interpretation of body languageo Gestures and body language can be used and interpreted differently. Learning the

‘conventions’ may take years.o Sensitive assistance is highly recommended

Based on Australian Curriculum, Assessment and Reporting Authority (ACARA) materials downloaded from the Australian Curriculum website on April 2, 2014. ACARA does not endorse any changes that have been made to the Australian Curriculum.

Planning for Learning: Considerations

“It is important to consider that students with EAL/D have diverse educational backgrounds.” (ACARA, 2014)

They may have: Equivalent schooling to age-group peers in class

No, or limited education previously

Little or no literacy skills in their L1 language

Excellent literacy skills in their L1 language

May have had some prior English language learning, including within the 4 macro skills

Prior learning of one or more languages or dialects other than English

Academic skills in English but need to work on social register

Based on Australian Curriculum, Assessment and Reporting Authority (ACARA) materials downloaded from the Australian Curriculum website on April 2, 2014. ACARA does not endorse any changes that have been made to the Australian Curriculum.

1. Feelings

Function: Describing feelings

Structure: He/She looks….He/She feels….

Copy 1 set of pictures and 1 number frame for each student.

2. How Does It Feel?

Function: Describing sensual experiences

Structure: What does it feel/taste/smell/look like?It feels/tastes/smells/looks….+adjective

1.

1. & 2.

Communicative activity 1 & 2Feelings & How Does It Feel? (Elementary Level)

Hadfield, J. (1984)

Vocabulary1. sad, happy, tired,

angry, worried, surprised, ill, bored, puzzled, frightened, hot, cold.

2. Rough, smooth, sweet, sour, hot, cold, wet, dry, light, heavy, sharp, soft, hard, bright, shiny, furry, prickly, hairy, slippery.

2.

Communicative activity 3Whatsitsname? (Intermediate Level)

3. Whatsitsname?

Function: Describing objects

Structure: a thing which ----sa thing for ----ing withrelatives with end prepositions

Vocabulary: Cut, open, join, screw, beat, hit, put, write, wash, make, turn, cook, dry, hold, paint, get out of, dig, contain, heat, water, grass, bottle, tin, cork, egg, wood, screw, nail, material, clothes, hole, food,, flowers, hair, paint, fish, earth, tea, coffee, plants, letter, paper.

Hadfield, J. (1990)

Communicative activity 4The Excuses Game (Advanced Level)

4. The Excuses Game

Function: Inviting, accepting and refusing, stating obligations and making excuses.

Structure: Would you like to….?How about….?What about….?

I’m terribly sorry, but I’m……..-ing / I’ve got to….I’d love to, but I’m …-ing / I’ve got to…I’m afraid I’m …-ing / I’ve got to…I’d love to.How nice!Great!That would be great/nice/lovely.

Vocabulary: bowling, skating

Hadfield, J. (1987)

Activity 5Eyewitnesses (Advanced Level)

Hadfield, J. (1987)

5. Eyewitnesses

Function: Talking about and sequencing past events

Structure: past and past perfect tense… was going to …… was about to …Sequencing of connectives: after, then, before, etc.

Vocabulary: set (tennis), florist’s, pop into, bump into, overdue, -ish (fourish=around four o’clock)

Other Learning Activities

o One Word Stories. This activity is extremely simple. Each student adds a single word to create a group story. Despite the simplicity it can be really challenging but could be used with all levels. Lower levels keep to simple sentences, while higher levels can make more complex sentences. The object is to use higher level vocabulary, especially adjectives and verbs, to create an interesting (and usually humorous) story.

o International Manners. Draw two columns on board with headings ‘Good Manners’ and ‘Bad Manners’. Give students a few ideas to get started. Students should be able to fill the table with many examples of both. Make a second table for students to fill in as before, but using the home country of one of the students. Compare.

o Telephone Language. Speaking English on the telephone is a difficult task for even advanced level English learners. Roleplay a simple series of situations for students to work on in pairs. Students sit back-to-back. Work through the set of cards, giving pairs to the students (1a and 1b, etc)

• There are many simple activities to use in the EAL/D classroom which can take just a few minutes to fill the lesson with productive language sessions. These can be used as lesson breaks or fillers. Some examples are:

https://www.teachingenglish.org.uk

Assessing EAL/D Students

Assessing the EAL/D child’s progress

Profile of the child’s prior learning

Silent phase monitoring (language and social

development)

Observation by Teacher(s)

Portfolios of classwork

Tests and set tasks designed by teacher and/or

specialist teacher (if one in school)

Benchmark achievements

Standardised tests

Parent/teacher meetings to discuss progress both at

school and at home.

Adapted from: www.into.ie/ROI/InfoforTeachers/SocialInclusion/LanguageSupport/ReportsResources/NCCA_EALGuidelines.pdf

References 1:

Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on April 2, 2014. http://www.acara.edu.au/verve/_resources/EALD_Learning_Progression_revised_February_2014.pdf

Australian Curriculum, Assessment and Reporting Authority (ACARA), downloaded from the Australian Curriculum website on April 2, 2014http://www.acara.edu.au/verve/_resources/English_as_an_Additional_Language_or_Dialect_Teacher_Resource_05_06_12.pdf

British Council and BBC World Service, https://www.teachingenglish.org.uk/

Cook, V.J., Long, J., and McDonough, S. (1979), ‘First and Second Language Learning’, in G.E. Perren (ed.) The Mother Tongue and Other Languages in Education, CILTR, 7 – 22. London

Davison, C. (1990) When nature needs some help! The natural learning approach and the teaching of ESL in the primary school. [online].TESOL in Context; v.1 n.1 p.15-18; 1990. Availability: <http://search.informit.com.au/fullText;dn=167334;res=AEIPT> ISSN: 1030-8385. [cited 02 Apr 14].

Hadfield, J. (1987). Advanced Communication Games. Addison WesleyLonman Ltd. England.

References 2:

Hadfield, J. (1984). Elementary Communication Games. Nelson English Language Teaching. England.

Hadfield, J. (1990). Intermediate Communication Games. Addison Wesley Longman Ltd. England.

http://easyexpat.blogexpat.com/blog/expat-trends Ireland National Council for Curriculum and Assessment (NCCA), (2006),

www.into.ie/ROI/InfoforTeachers/SocialInclusion/LanguageSupport/ReportsResources/NCCA_EALGuidelines.pdf

Lcentral English. www.Lcentral.net Lightbown, Patsy M. (2008), 'Learning a first language', in Lightbown, Patsy M. & Spada,

Nina., How languages are learned, 2nd ed., Oxford University Press, Oxford, pp. 1-25. Lorna Whiston Sdn Bhd. http://www.lornawhiston.com.my/ McLaren, N. , Madrid, D. y Bueno, A. (eds.) (2005): TEFL in Secondary Education. Granada:

Editorial Universidad de Granada, ISBN 84-338-3638-2 Depósito Legal: GR./1.8010-2005, 737 pages.

O’Neill, R. 1998, Crucial Differences Between L1 and L2 Acquisition. http://www.tedpower.co.uk/esl0412.html

Roberts, Cheryl, A. (1994) Transferring Literacy Skills From L1 to L2: From Theory to Practice. The Journal of Educational Issues of Language Minority Students, v13 p. 209-221, Spring 1994. http://www.edtechpolicy.org/ArchivedWebsites/transf13.htm

www.transparent.com/about/second-language.html