English as an Additional Language

English as an Additional Language
Draft Curriculum for familiarisation and feedback Craig Smith and Kellie Heintz, VCAA Mark Melican and Shem Macdonald, VicTESOL

Acknowledgement I would like to begin by acknowledging the traditional owners of the land(s) we meet on or are in today, and pay our respects to elders past and present. This year is the United Nations Year of Indigenous Languages and we would also like to acknowledge the rich lessons that we as educators can learn from Aboriginal peoples who have created and maintained a link through language that has lasted for tens of thousands of years.

Session overview Continuities and innovations in Draft EAL Curriculum
The link to the VCAA page on which the EAL curriculum documents were available doesn’t appear to be available (26/5/19). Check this! Continuities and innovations in Draft EAL Curriculum The purpose and nature of an EAL curriculum Rationale & Aims Structure Pathways & levels Language modes, Language strands & sub-strands Content descriptions Achievement standards Glossary Resources Feedback Questions

Characteristics The Victorian Curriculum F–10 is the curriculum for Victorian schools. This curriculum incorporates the Australian Curriculum reflecting Victorian standards and priorities. Victorian Curriculum is made up of two elements: content descriptions and achievement standards. Victorian curriculum is about the what (content) but not the how (pedagogy) of learning. Victorian curriculum includes capabilities which are a set of discrete knowledge and skills. Victorian Curriculum does not set out how schools should report on student progress. Victorian Curriculum sets out what every student should learn during their first eleven years of schooling. VCAA provides support resources such as curriculum planning and assessment resources.

Elements of a learning program
Three elements that get a lot of attention are: the content, the pedagogy and the assessment. content what to teach & learn assessment what to assess assessment how to assess & report pedagogy how to teach

Elements of a learning program
content what to teach & learn assessment what to assess assessment how to assess & report pedagogy how to teach

assessment what to assess
The EAL Curriculum content what to teach & learn assessment what to assess

Current Curriculum Draft Curriculum
The current Curriculum is the EAL Companion to AusVELS (pictured on the left) We are here today to familiarize ourselves on the new Draft EAL Curriculum (on the right)

Current Draft The current Curriculum (the EAL Companion to AusVELS) is accompanied by the EAL Developmental Continuum P-10 This document provides further information about the contains progression profiles, standards, indicators of progress and some student work samples relevant to (what in the current curriculum are called “the Stages” (A, B & S) The equivalent materials for the new draft EAL Curriculum are still to be created. Further information will be forthcoming from DET about the progress of the development of the new materials that will do the things that the current Developmental Continuum does.

assessment what to assess
So…. Let’s more on to look more closely at the new Draft EAL Curriculum. content what to teach & learn assessment what to assess

Continuities and innovations. The draft EAL curriculum…
Builds on existing strengths of previous frameworks (AusVELS EAL and precursors) Establishes EAL as a distinct learning area supporting learning across the curriculum, not as a ‘companion’ to English Makes explicit the context of EAL – immersion in English medium education Provides three points of entry to immersion in English language education, Early, Mid and Late Acknowledges the prior learning in L1(including informal learning, L1 literacy and experience of formal schooling). See Diagnostic Interview as a tool to build a socio- linguistic profile of EAL learners new to a learning setting. Draws on more recent understandings of second language learning – especially acknowledgment of L1 knowledge and skills relating to L2 learning and development and the development of plurilingual competences Resembles other learning area curricula in the Victorian curriculum Is designed to be accessible and useable for mainstream teachers, with clear language and a glossary The features of this curriculum are: Continuity - building on what has gone before - For example, the three pathways. 1, 2, & 6 Innovation / New directions Curriculum in its own right, not as a companion to the English curriculum based on what we now know about how EAL students learn New diagnostic tool – assists with placing students The notion of plurilingualism

EAL Curriculum – Draft documents
Pathways (previously Bands of schooling - A = lower primary F-2, B = upper primary 3-6, secondary S = 7-10 ) Levels (previously Stages) Language Modes (previously Standards) Strands Content descriptions Achievement Standards (previously the descriptions of the Standards) CURRICULUM Table of contents Rationale and Aims Structure Pathways Language Modes Strands Content descriptions Achievement Standards Learning in EAL Relationship to other curriculum areas EAL: Pathways and Levels A, B & C Glossary OTHER RESOURCES Diagnostic interview and notes, Guidelines for administration and interpretation Profiles of learners Samples of learner progressions through the pathways

Rationale EAL students: The EAL Curriculum
come with diverse backgrounds and varied prior learning experiences are being immersed in English medium education, which can happen early, mid or late The EAL Curriculum is the learning EAL students need to access all curriculum areas develops the plurilingual awareness and strategies builds on existing resources Teachers from all curriculum areas have a responsibility for teaching the language demands of their curriculum area. To speed up, improve and enhance the process that learners are going through as they move into using English as their primary language of learning. We are drawing on our knowledge of EAL and of EAL learners to help them to do this in the most effective and efficient way (Alan Williams, 2019)

Aims The EAL curriculum aims to ensure that EAL students:
access the full breadth of learning opportunities available in the Victorian Curriculum F–10, including all learning areas and capabilities develop their understanding of how Standard Australian English (SAE) works in its spoken and written forms, including how its linguistic structures and features can be used to create meaning in a range of spoken, written, visual and multimodal contexts learn to listen to, read, view, speak, write, create and/or reflect on increasingly complex and sophisticated texts, with accuracy, fluency and purpose, across a range of contexts develop their communicative skills, linguistic knowledge and cultural understandings in English and their other languages, to enable their full participation in Australian society develop their plurilingual awareness of the ways they use different languages and the roles of these languages in their lives and identities. Access to learning Australian English Complex and varied texts Communication skills for participation Plurilingual awareness and identities

Structure Pathways and levels Language modes • Reading and Viewing
• Writing • Speaking and listening Strands & sub-strands • Communication • Cultural and Plurilingual awareness • Linguistic structures and features Content descriptions Achievement standards

Structure Pathways A, B or C Levels e.g. BL B1 B2 B3 Reading & viewing
Com CPA LSF Writing Speaking & listening Structure Pathways We have created this diagram to highlight the hierarchy of the elements within the structure of the Curriculum Levels Languagemodes Strands (& sub-strands) Communication Cultural & plurilingual awareness Linguistic structures and features

Pathways and Levels Pathways Levels

Structure of the EAL curriculum (Primary year levels)
EAL Pathway A: Early immersion (Foundation to Year 2) Two levels of language learning: Level A1 – no or limited levels of literacy in English and first language (L1)/beginner levels of English Level A2 – emerging/consolidating levels of English proficiency EAL Pathway B: Mid immersion (Years 3 to 8*) Four levels of language learning: BL – less than two years of prior formal learning, no or limited levels of literacy in English and first language (L1) B1 – with prior experience of formal learning, beginner levels of English proficiency B2 – with prior experience of formal learning, emerging levels of English proficiency B3 – with prior experience of formal learning, consolidating levels of English proficiency * In EAL Pathway B, there is an overlap in year level ranges to allow for teacher discretion in considering the individual experiences and circumstances of each student when locating them on a particular pathway.

Structure of the EAL curriculum (Secondary year levels)
EAL Pathway B: Mid immersion (Years 3 to 8*) Four levels of language learning: BL – less than two years of prior formal learning, no or limited levels of literacy in English and first language (L1) B1 – with prior experience of formal learning, beginner levels of English proficiency B2 – with prior experience of formal learning, emerging levels of English proficiency B3 – with prior experience of formal learning, consolidating levels of English proficiency EAL Pathway C: Late immersion (Years 7 to 10) Five levels of language learning: CL – no prior formal learning and limited first language (L1) literacy experience C1 – with prior experience of formal learning, beginning levels of English proficiency C2 – with prior experience of formal learning, beginning/emerging levels of English proficiency C3 – with prior experience of formal learning, emerging/consolidating of English proficiency C4 – with prior experience of formal learning, consolidating of English proficiency * In EAL Pathway B, there is an overlap in year level ranges to allow for teacher discretion in considering the individual experiences and circumstances of each student when locating them on a particular pathway.

Relationship with other learning areas
Pathways Curriculum areas that have been identified as requiring higher levels of English language intensity for students to access. Levels Impact of language intensity of different learning (topics, learning areas) on levels of EAL learner achievement

Activity How would you explain this diagram to your colleagues and possibly parents?

Language modes Reading & viewing Writing Speaking & listening
understanding, interpreting, critically analysing, reflecting upon, and enjoying range of written and visual, print and digital texts and media relationship between texts and contexts strategies for reading Writing conceiving, planning, creating, producing, editing and publishing a range of texts. for particular purposes both formal and informal. strategies for writing conventions of SAE. metalanguage Speaking & listening formal and informal spoken language appropriate spoken language particular audiences and occasions. presentation body language and use of voice. active-listening strategies The three modes are described using the terms listed here. (Note: the descriptions here have been reduced - for the full descriptions see the Curriculum document, page 6) These Language Modes are the same as the ones used in the English Curriculum.

Language strands & sub-strands
Communication Cultural & plurilingual awareness Cultural understandings Plurilingual (awareness &) strategies Linguistic structures & features Text structure and organisation Grammatical patterns Word knowledge Grapho-phonics / phonology Level A Reading & Viewing - Cultural & plurilingual awareness - Plurilingual strategies Writing Cultural & plurilingual awareness - Plurilingual strategies Speaking & Listening - Cultural & plurilingual awareness - Plurilingual strategies Level B Reading & Viewing - Cultural & plurilingual awareness - Plurilingual awareness & strategies Writing - Cultural & plurilingual awareness - Plurilingual strategies Level C

Strands & sub-strands, content descriptions and achievement standards
Pathways We have created this diagram to highlight the hierarchy of the elements within the structure of the Curriculum Strands & sub-strands Content descriptions Achievement standards Levels Languagemodes Strands & sub-strands

Content descriptions and Achievement standards
Presented by Pathway and Level In each language mode and strand Intended content to be taught and learned Achievement standards Content descriptions Achievement standards

(Skills / actions that are teachable)
Content descriptions Level Layout of content descriptions Language mode Strand Content descriptions (Skills / actions that are teachable)

Content descriptions Level Layout of content descriptions - Here we see a sub-strand (Text structure and organisation.) Language mode Strand Sub-strand Content descriptions (Skills / actions that are teachable)

Content descriptions Level Use heading and text formats appropriate to the task; for example, use headings to group information in a report on an animal. Include an appropriate amount of information or detail for the audience; for example, include relevant details about characters, time and place. Use simple time sequence markers when describing a process or event, such as ‘first’, ‘next’, ‘at last’. Layout of content descriptions (blown up from previous slide) Language mode Strand Sub-strand Content descriptions (Skills / actions that are teachable)

Example content descriptions from Pathway B, all Levels, Writing, Sub-strand: Cultural understandings Examples of cultural awareness (taken from the EAL curriculum). BL Show awareness that English writing consists of words formed by letters, and sentences made up of words; for example, leave spaces between words, and write from left to right B1 Initiate own writing for particular purposes with support, based on, for example, teacher suggestions or previous writing tasks B2 Write using language that is beginning to reflect the features of written language more than the features of spoken language B3 Use own experience and perspectives to elaborate and support a viewpoint

Example content descriptions across levels from Pathway C, Levels C2-4
Here is an example from the C pathway. We are looking across three levels: C2, C3 and C4 within the language mode, speaking and listening. We are looking at the strand: Communication. While there are some blank cells, (and there is an example of one here) we can see that the content descriptions (aim to) capture some of the increasing complexity involved in the activities as we look across / move up the levels.

Plurilingual awareness
Strand: Cultural & plurilingual awareness For classroom teachers who are not trained in EAL this could represent a shift in thinking about the use of other languages in their classroom, from disallowing or discouraging use of other languages, to making connections between languages to support students’ learning of content and English language and purposeful use of students’ other languages. ‘Plurilingual awareness’ refers to understanding that people can use knowledge of more than one language to learn and communicate. It involves understanding that all languages spoken or used by a person form a repertoire that can be drawn upon, rather than seeing proficiency in one language as having no impact on capacity to learn another. * *from DET PPT slide on FUSE

Examples of plurilingual strategies
Sub-strand Examples of plurilingual awareness (taken from the EAL curriculum). From Pathway B, Writing BL Use L1 and/or mime to seek assistance from teachers or peers with an English word or phrase and how to write it B1 Develop vocabulary and phrase lists with L1 translations, or pronunciation guides B2 Plan before writing: discuss ideas and topics in L1 or English, or write notes in a framework B3 Confer and cooperate in groups or pairs when planning, writing or reviewing; for example, add to information contained in the text after a discussion in L1 and English ACTIVITY - Discuss How might you implement these kinds of strategies?

Achievement standards
Strands & sub-strands Content descriptions Achievement standards Pathways Now let’s look at the Achievement standards… Levels Languagemodes Strands & sub-strands

Sample achievement standards: Pathway B, BL, B1, and B2 Writing
Achievement Standards drawn largely from AusVELS EAL standards statements

Sample Achievement Standard: Pathway B, Level B2 Writing
Achievement standards Achievement Standards are very similar to AusVELs and preceding documents At Level B2 students write for a range of purposes on familiar topics. They write simple, organised texts demonstrating a developing use of specific vocabulary and simple sentence structures. Their writing demonstrates an understanding of the purposes of common text types, and their structures and features. Students’ written texts include basic information and detail. They use a number of common conjunctions to link ideas, using pronoun references with some noun–pronoun agreement, simple phrases to express basic comparisons, and some basic punctuation. Their attempts to spell new words are plausible, and based on known sound–symbol relationships. They use a range of strategies for spelling words, checking word lists or keeping personal dictionaries. They base new sentences on known sentence structures. Students draw on a developing knowledge of the writing process to plan and write simple texts, and with support, redraft them. They use more advanced word-processing features to write, edit and present their texts.

Other resources

Glossary Includes EAL terminology
Some items are identical to glossary for English curriculum

Glossary ACTIVITY Go to the Glossary Some words are the same as English Curriculum Find two terms you are familiar with, and two terms you are unfamiliar with

Resources: Diagnostic interview and Guidelines for administration and interpretation
Helpful tool, guide An entry interview to elicit information about EAL students’ backgrounds and prior learning Used to make an initial judgement about which Pathway and Level to place an EAL student Questions about: Experience of school in country of origin Capacities in first language (reading and writing) Prior learning and use of English, including in country of origin and Australia Previous experience of school in Australia

Diagnostic interview template - 1

Resource: Profiles of EAL learners
A profile for each of the levels is provided in this resource document. Descriptions of the EAL pathways and levels have been provided to assist teachers and schools to place students on the most appropriate EAL pathway and level, following analysis of the information provided in the diagnostic interview.

Resource: Profiles of EAL learners
EXAMPLE - EAL Level A2 At Level A2, students have increased familiarity with the classroom and have developed skills in using English for different interactional and instructional activities. They need to consolidate and develop their ability to use English more creatively and expressively in the classroom, as well as in interactions outside the classroom. They need to expand the range of English texts they work with and produce, and develop a deeper understanding of the patterns and structures of spoken and written English. They are consolidating their ability to participate in all areas of the curriculum. There may be some gaps and inconsistencies in their use of English, but their English skills are approaching what is expected across all curriculum areas in the classrooms in which they are learning. Here is an example of a learner profile for Level A2.

Resource: Sample descriptions of EAL learner progress through pathways
More detailed descriptions of the pathways and the nature of learning at each Level Case studies to show different progressions, some focus on progress across different points of immersion and low literacy background

Sample progressions through pathways
Early immersion With the curriculum document there is also another resource which describes some sample progressions through pathways. It describes possible scenarios with learners including their previous experiences of learning and how this impacts on their placement and progressions through the levels. Details of these scenarios are not provided here but can be found in the Sample progressions through the EAL Pathways document on the VCAA website. Note: the ones give here are SAMPLES only and different learners may progress differently. E.g. early immersion - a who at the end of Year 2 of school, may still be at the beginning of the A2 level. On entering Year 3, and on to Level B, some aspects of the learner’s abilities may be more aligned with Level B1, than to Level B2. On the other hand, a learner in a similar situation, but whose language at the end of Year 2 of school is closer to the end of Level A2 may be comfortably placed at Level B2 at the beginning of Year 3. Mid immersion Late immersion

Pathways and Levels

Activity What do you notice about the draft EAL Curriculum?
(Will we include this slide?) What do you notice about the draft EAL Curriculum?

Case studies Available on DET FUSE page
We are going to look at one case study. This has been created by DET staff and these can be accessed from the DET FUSE webpage. Available on DET FUSE page

Case study 1: identifying a student’s initial pathway and level
Using the diagnostic interview template available on the VCAA website, determine the student’s initial pathway and level. THE FOLLOWING NOTES WERE FROM THE DET PPT PRESENTATION. WE WON’T NECESSARILY USE THIS OR DO ALL THESE ACTIVITIES. Use case study 1 and/or case study 2 if in a primary setting. Use case study 3 if in a secondary setting. Photocopy the diagnostic interview template (pages 4-5): Use the student profile on this slide, and in small groups, pairs or as a whole group, complete the diagnostic interview questions. Ask participants, based on this basic information and the pathways diagram (slide 7) what pathway they would identify for the students, and what further information they would need to identify a level on that pathway. If time permits, copies of the achievement standards for Pathway A in Speaking and Listening could be provided to further refine understanding of the student’s skills and proficiency in English (see attachment 1). Suggested responses are provided on the next slide. Student profile: 6 years old born in Australia speaks two languages at home, including English did not attend preschool cannot read or write in English learnt some English by watching TV can answer questions about name and age in English likes to talk about Peppa Pig, often copying the character’s stress and intonations when quoting them

Student is on EAL Pathway A – early immersion could be Level A1 or A2 in speaking and listening, however further teacher judgement is required indicative of the student’s speaking and listening only assessment of reading and viewing and writing will need to be completed as well to gain an understanding of the student’s competency in those modes

ACTIVITY Using the diagnostic interview template available on the VCAA website, determine the student’s initial pathway and level. THE FOLLOWING NOTES WERE FROM THE DET PPT PRESENTATION. WE WON’T NECESSARILY USE THIS OR DO ALL THESE ACTIVITIES. Use case study 1 and/or case study 2 if in a primary setting. Use case study 3 if in a secondary setting. Photocopy the diagnostic interview template (pages 4-5): Use the student profile on this slide, and in small groups, pairs or as a whole group, complete the diagnostic interview questions. Ask participants, based on this basic information and the pathways diagram (slide 7) what pathway they would identify for the students, and what further information they would need to identify a level on that pathway. If time permits, copies of the achievement standards for Pathway B in Writing could be provided to further refine understanding of the student’s skills and proficiency in English (see attachment 2A and 2B). The student work sample on the next slide could further support discussions about the student’s level on the pathway. Suggested responses are provided on slide 16. Student profile: 11 years old attended school in country of origin for 6 years irregular attendance at school due to need to supplement family income by selling souvenirs to tourists can read own name and simple stories in L1 can write a familiar, simple story in L1 learnt English by speaking to tourists, can do basic exchanges and talk about immediate situations can talk about country of origin in English due to experience with tourists been in Australia for thirteen months, and attended an English language school for a year

Student is on EAL Pathway B – mid immersion tentatively Level B1 in Writing, will need more writing samples (preferably in different text types) to form a more holistic picture indicative of the student’s writing only assessment of speaking and listening, reading and viewing will need to be done separately

Using the diagnostic interview template available on the VCAA website, determine the student’s initial pathway and level. THE FOLLOWING NOTES WERE FROM THE DET PPT PRESENTATION. WE WON’T NECESSARILY USE THIS OR DO ALL THESE ACTIVITIES. Use case study 1 and/or case study 2 if in a primary setting. Use case study 3 if in a secondary setting. Photocopy the diagnostic interview template (pages 4-5): Use the student profile on this slide, and in small groups, pairs or as a whole group, complete the diagnostic interview questions. Ask participants, based on this basic information and the pathways diagram (slide 7) what pathway they would identify for the students, and what further information they would need to identify a level on that pathway. If time permits, copies of the initial achievement standards for Pathway B and Pathway C in Reading and Viewing could be provided to further refine understanding of the student’s skills and proficiency in English (see attachment 3). Suggested responses are provided on the next slide. *As this student is literate in his L1, and he could be in Year 7 or 8, his initial entry into the pathways could be B1 or C1. Teacher judgement is required in considering the individual experiences and circumstances of each student when locating them on a particular pathway. Student profile: 14 years old attended school regularly in country of origin for 8 years can read school textbooks in L1 for the age at which they attended school can write a description of a topic in L1 did not learn English or come into contact with English in country of origin unable to read, write or speak in English lived with grandparents in country of origin, but has been living with parents since arriving in Australia two months ago did not attend a new arrivals program at an English language school

student could be on EAL Pathway B – mid immersion, or Pathway C – late immersion more information about the student’s abilities and learning need is required has had prior formal learning equivalent to Australian peers, but no English proficiency in all language modes, therefore could be Level B1 or Level C1 (depending on which pathway is more suitable for the student)

Sector reporting advice
For schools Sector reporting advice In 2019, schools have the option to trial the draft curriculum or to continue to use the EAL Companion to AusVELS for curriculum advice. In 2019, schools should continue to assess and report the progress of EAL learners against the EAL standards outlined in both the EAL Companion to AusVELS and the EAL Developmental Continuum. These standards are closely aligned with the standards of the draft curriculum. Each sector will develop and publish further advice about assessment and reporting for 2020, after the curriculum is finalised. For government schools, see ault.aspx

Additional resources The first two VCAA links appear to have changed (at 26/5/19) Other page: Supporting English as an Additional Language (EAL) at transition to school - Supporting EAL - Strategies to support EAL VCAA F-10 EAL resources VCAA professional learning opportunities On FUSE website - Victorian Curriculum F-10 EAL: becoming familiar with draft (incl. case studies) (ppt)

Activity How would you support the use of the draft EAL curriculum in your classroom, amongst your colleagues and across your school? Would you consider the optional implementation of the EAL Curriculum Draft in your school in 2019?

Feedback process VCAA website - Online form
VCAA website - Online form Feedback open until 29 August 2019 Final version to be added and released on Victorian Curriculum F−10 website December 2019 Full implementation envisaged from Term 1, 2020 Example question

Your questions and responses
??

Contacts For any questions concerning the EAL curriculum, please contact: Kellie Heintz, EAL Curriculum Manager, VCAA (03) For Victorian Curriculum F-10 matters Craig Smith, Manager, F-10 Unit For any questions concerning arrangements for government schools, please contact:

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