1. Advice to non-specialist EALD teachers of EALD students in SACE Essential English

2. OVERVIEW Rationale Aim General Considerations Task Design Delivery Assessment Resources Appendix 1

3. RATIONALE Background – pre-2016 Stage 1 ESL EALD students eligible for ESL subjects Stage 2 ESL Studies Stage 2 ESL

4. 2016 - Possible Stage 1 and 2 English Options

5. Schools with large EALD cohorts Specialist EALD teacher SACE EALD variant of Essential English subjects SACE EAL subjects

6. EALD students in classes with English speaking background students Non-EALD specialist teacher Stage 2 Essential English Stage 1 Essential English

7. I am learning new concepts in English … I do not have a disability … but I am still learning English … I feel anxious... I am learning new concepts in English..

8. Life experiences and diverse cultural knowledge Cultural knowledge Education- equivalent to their age peers in Australia or not Varying experiences with ICT EALD Students

9. English knowledge Curriculum content skills and knowledge Literacy in first language or additional language EALD Students

10. AIM General Considerations Delivery Task Design Assessment

11. GENERAL CONSIDERATIONS Appreciation of the diversity Positive Classroom Environment Diversity within cultural groups Collegiate Approach

12. TASK DESIGN

13. DELIVERY Explicit Scaffolded Aim Purpose Meaningful Modelling Opportunities Register Continuum Consistency in Meta-language Usage

14. ASSESSMENT Formative Peer Self Summative Goals Checklists Feedback Reflections Support Staff

15. Assessment Strategies Less on Language More on Content Analysis of Learner’s Writing Observations of Oral Interactions and/or Interviews with Learners/Read ing Logs Learners' Self- Assessments Classroom Learning Activities eg cloze exercises More Formalised and Rehearsed Oral Activities eg panel discussions or describing an item related to curriculum content

16. Modified Task Design and Assessment Task Instructions match EALD learners' levels of English Feedback matches EALD learners' levels of English Identifying a point of view- some EALD learners will be able to decode; others will be able to analyse; and more capable language users will be able to identify and discuss how the audience has been positioned by the writer or speaker Practice, preparation and revision- need multiple opportunities to use language, particularly spoken language.

17. RESOURCES ACARA English as an Additional Language or Dialect Teacher Resource: Annotated Content Descriptions English Foundation to Year 10 at http://www.acara.edu.au/verve/_resources/EALD_Learning_Area_Annotations_English_Revi sed_February_2014.pdf http://www.acara.edu.au/verve/_resources/EALD_Learning_Area_Annotations_English_Revi sed_February_2014.pdf Australian Professional Standards for Teachers at http://www.aitsl.edu.au/australian- professional-standards-for-teachers/standards/listhttp://www.aitsl.edu.au/australian- professional-standards-for-teachers/standards/list Design, Teaching and Learning and Assessment cycle at https://myintranet.learnlink.sa.edu.au/educating/english-as-an-additional-language-or- dialect-eald/professional-learning/designing,-teaching-and-learning-and-assessment-cycle https://myintranet.learnlink.sa.edu.au/educating/english-as-an-additional-language-or- dialect-eald/professional-learning/designing,-teaching-and-learning-and-assessment-cycle EAL/D Elaborations of the Australian Professional Standards for Teachers http://www.tesol.org.au/RESOURCES/Australian-Professional-Standards-for-Teachers Language and Literacy Levels Teaching Strategies at http://www.decd.sa.gov.au/literacy/pages/esl/about/?reFlag=1 http://www.decd.sa.gov.au/literacy/pages/esl/about/?reFlag=1 SACE Board learning assessment plans at https://www.sace.sa.edu.au/learning/learning- areas/englishhttps://www.sace.sa.edu.au/learning/learning- areas/english Teaching for Effective Learning Framework at http://www.learningtolearn.sa.edu.au/tfel/pages/tfeloverview/tfelintro/?reFlag=1 http://www.learningtolearn.sa.edu.au/tfel/pages/tfeloverview/tfelintro/?reFlag=1

18. ACKNOWLEDGEMENTS Reference Group Guy Bayly-Jones Gemma Brunckhorst Meridie Howley Thanks to the secondary EALD teachers and SAETA members who also provided feedback.

19. CONTACT Livy.Benias221@schools.sa.edu.au