English as an additional dialect (EAD) professional learning pathways for teachers
Rationale
Students who use a dialect of English (often called Aboriginal English) as their main home dialect and require support to learn Standard Australian English can be described as English as an additional dialect (EAD) learners.
Aboriginal and/or Torres Strait Islander students who use traditional languages or Creoles as their first language and require support to learn Standard Australian English are best described as English as an additional language (EAL) learners.
This document provides advice and information for teachers to self-assess their knowledge and understanding of teaching second dialect learners.
This document should be read in planning the implementation of English programs and by teachers planning support for Aboriginal and/or Torres Strait Islander EAD learners
This document has been developed with the intended audience being English as an additional language and/or Dialect (EAL/D) specialist teachers, classroom teachers, and school leaders.
This document can be used to professionally develop teachers’ skills and capabilities to teach EAD learners. It can assist school leaders to plan professional learning, and lead professional discussion for Aboriginal and/or Torres Strait Islander EAD learners.
Alignment to system and school priorities
Advance equitable outcomes, opportunities and experiences through providing broad, inclusive and rich curriculum. Our commitment to equity and excellence means every student can learn, grow and belong at school. They do this in a safe and inclusive environment that celebrates the strength of our vibrant, diverse and multicultural community.
The NSW Department of Education is committed to being a strong, culturally responsive and inclusive education system where every Aboriginal and/or Torres Strait Islander learner and student is known, valued, and cared for to learn, grow, and belong. Our commitment to creating an equitable and outstanding education system affirms Aboriginal and Torres Strait Islander education is everybody's business.
Alignment to School Excellence Framework
This resource facilitates alignment with the SEF theme ‘professional learning’ by encouraging teachers to engage in professional learning targeted to school priorities, the needs of their students, and the achievement of their professional goals. Teachers can use the resource to self-assess their knowledge about Aboriginal and/or Torres Strait Islander EALD learners and to guide teachers to seek further professional learning as required.
It also aligns with the SEF theme ‘differentiation’ by supporting teachers in accessing professional learning and resources, enabling them to differentiate curriculum delivery and include adjustments to meet the learning needs of Aboriginal and/or Torres Strait Islander students.
Evidence base
Adger, C., Wolfram, W., Christian D. (2007), Dialects in Schools and Communities. Routledge,
Capability Framework: Teaching Aboriginal and Torres Strait Islander EAL/D Learners. (2013) Queensland Government.
Eades, D. (2013) Aboriginal Ways of Using English 2013 Aboriginal Studies Press, 2013.
Siegel, J. (2010) Second Dialect Acquisition, Cambridge University Press.
Consulted with (subject matter experts)
Aboriginal Education and Communities Directorate, Multicultural Education
Reviewed by: Aboriginal Education and Communities Directorate
Created/last updated: Feb 2025
Anticipated resource review date: This resource will be reviewed in December 2025. To ensure ongoing improvement of this resource, feedback on this resource can be provided via the survey or QR code below.
