English as an additional language or dialect learners
Five modules of 10-15 minutes duration
Duration – 15 minutes
Available – now
Develop a greater understanding of EAL/D learners.
- What is the difference between the terms EAL/D and LBOTE?
- How can the ACARA EAL/D Learning Progressions be used to identify the language needs EAL/D learners?
- What do EAL/D learners bring to their learning?
Duration – 10 minutes
Available – now
Understand how to engage EAL/D learners in the classroom.
- How can the cultural and language demands of learning tasks be assessed?
- Why is it important to identify the strengths EAL/D students bring to the classroom?
- Why provide high challenge, high support for EAL/D learners?
- How can home language be used to support English language development?
Duration – 10 minutes
Available – now
Recognise effective pedagogies and practices for EAL/D learners.
- How do EAL/D learners develop English language proficiency?
- How can teachers plan for both language and content outcomes?
- Why is scaffolding effective for EAL/D learners?
- What pedagogies and practices support programming for EAL/D learners?
Duration – 10 minutes
Available – now
Explore strategies to scaffold assessment for EAL/D learners.
- How can teachers assess language proficiency alongside subject knowledge?
- Why is it important to scaffold English language demands when assessing content knowledge?
- What assessment strategies support EAL/D learners to demonstrate their learning?
Duration – 15 minutes
Available – now
Consider next steps for supporting EAL/D learners.
- What skills and knowledge do teachers need to develop to effectively support EAL/D learners?
- Where can teachers find resources to support curriculum planning for EAL/D learners?