EAL
‘Through learning EAL, students build their capacity to communicate confidently and effectively. This learning also strengthens their understanding of the nature of language and culture, and the way that language changes according to purpose, form and audience.’
Victorian Curriculum and Assessment Authority
When children are assessed as second-phase English learners and working on either the A2 or B3 stages of the EAL Pathway they join the EAL Program. At Kurrun we are delighted to be part of an exciting pilot program looking at how EAL can be successfully integrated into Victorian Government primary schools. With a diverse community like ours, it is a privilege to be able to assist our students with a confident understanding of the English language, enhancing their school experience and strengthening our value of inclusivity. Our EAL program curently supports about 30 students and continues to grow with our community.
How is the EAL Program delivered at Kurrun?
The EAL program focuses on the four macro skills of language: Listening, Speaking, Reading, and Writing. Working individually with the teacher or in small groups, students will participate in educational activities that explore the fundamentals of the English language including grammar rules, reading comprehension, writing forms and structures, oral fluency, and correct pronunciation. At Kurrun, our EAL teacher works in partnership with the classroom teacher, supporting general classroom learning by providing more intensive instruction and revision in these aspects of English.
Students participate in the program 2-3 times a week throughout the term, working individually with the EAL teacher and as part of a small group of students selected according to their skill level and comprehension. Sessions are supported by tools from the well-renowned The Syntax Project, a collection of educational resources created by a collaboration of specialist educators. Resources from the project are used to complement a structured plan, anchored by a lesson (i.e. sentance extension) and a learning intention (i.e. we are learning to expand our sentences by adding extra information), and ending with a game and a reflection at the end of each class.
Oral
EAL sessions place a strong emphasis on oral language. The program structures opportunities in each session for the students to practise oral expression, oral expressiveness and pronunciation. Demonstrated skills and patterns are engrained through games and activities to encourage participation and build confidence in students following the program. This confidence translates not only into their classroom but in the building of relationships with peers outside of the classroom.
‘When my friends were talking I wouldn’t be able to understand what they were talking about because there were lots of new words. I would ask Ms Vinen (EAL Program Teacher) what those new words meant and we would talk about them. Now I understand these words, I can talk about them too and I’m much more confident and comfortable talking with my friends.’
Maaz (Grade 4) has been part of our EAL program at Kurrun for a year.
Writing
Writing requires considerable modelling for students and this is done through a variety of different written activities. The EAL teacher will model a range of writing styles, such as narratives, expositions, recounts (recounting events from their own life with details such as who, what, when, where, why and how) and procedures. Students will follow the language structures, patterns and grammar rules explained by the teacher and use them to frame their own words and ideas.
Formal instruction and practice in grammatical conventions support the EAL students’ oral and written work. Often their writing from class is used as the basis for instruction, as it provides greater meaning and relevance. This is particularly important for older students as it encourages them to analyse their own work in preparation for the demands of High School.
EAL Pathways
The EAL curriculum is structured as three EAL pathways (A, B and C). Each pathway describes a different stage of English-language learning, and each pathway is divided into different levels of language learning (A1, A2, BL, B1, B2, B3, CL, C1, C2, C3, C4). Pathway A captures the early immersion of language (prep – grade 2 students) and Pathway B captures the mid-immersion of language (grades 3-6 students). Pathway C is a progression that select students will continue in high school if required.
EAL Pathway A: Early immersion (Foundation–Year 2)
Early immersion language learners typically develop their literacy skills through experiences in the school context. Those who have had some experience of formal preschool (kindergarten) or school will more readily adapt to the school setting.
A student located on EAL Pathway A may have some experience of formal learning in their home language or other languages and some experience of informal prior learning.
Generally, students who enter prep are pre-literate, regardless of their language background. EAL students who enter prep with minimal literacy in other languages will begin their early immersion in English at Level A1.
EAL Pathway B: Mid immersion (Years 3–6)
Mid-immersion language learners have experience of the social use of language, which they can use as they learn English at school. A student located on EAL Pathway B may have some experience of informal learning in their home language or other languages. Some have yet to experience formal schooling, while others may have experienced formal learning that is equivalent to their English-speaking peers. This may have been in their home language or other languages.
An in-depth outline of all pathways and levels is available through the Victorian Curriculum and Assessment Authority.
Joining the EAL Program
During the enrolment students newly arrived in Australia are automatically recognised by the process as potentially requiring language support via the EAL program, either by the Education Department or by our Enrolments Administrator. Other students may begin their schooling at Kurrun and be identified later, as someone who could benefit from participation in the program.
Once identified, our EAL Teacher, Mrs Vinen will meet with the nominated student and discuss with their family what is involved with the program and how it can enhance their learning in and out of the classroom.