English as an Additional Language or Dialect (Version 8.4)

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Unit 1
Unit 2
Unit 3
Unit 4
Bridging Unit 1
Bridging Unit 2
Bridging Unit 3
Bridging Unit 4

Understand how English as an Additional Language or Dialect works

Rationale/Aims

English as an Additional Language or Dialect (EAL/D) focuses on language learning and the explicit teaching of the structure, linguistic features and sociolinguistic and sociocultural aspects of Standard Australian English (SAE).

Structure of English as an Additional Language or Dialect

Unit 1 focuses on investigating how language and culture are interrelated and expressed in a range of contexts. A variety of oral, written and multimodal texts are used to develop understanding of text structures and language features.

Texts

Teachers will use an array of material in class. Texts include literary texts, fiction and non-fiction, media texts, everyday texts, and workplace texts, from increasingly complex and unfamiliar settings, ranging from the everyday language of personal experience to more abstract, specialised and technical language drawn from a range of contexts.

Language table

The key language skills described below provide a focus for language instruction in any unit at students’ point of need and should be taught in context and if relevant. Students should be given the opportunity to develop and demonstrate these skills in a variety of contexts.

Representation of General capabilities

General capabilities covered in EAL/D include: Literacy, Numeracy, Information and communication technology (ICT) capability, Critical and creative thinking, Personal and social capability, Ethical understanding and Intercultural understanding.

Achievement standards

Bridging Unit 3

Bridging Unit 3 Description

Bridging Unit 3 is aimed at students who are in the Developing phase of the EAL/D Foundation to Year 10 learning progression. It focuses on responding to and creating extended texts in familiar contexts in SAE. By using the language modes, students engage with familiar and some unfamiliar texts, including literary texts. Language skills for effective communication in SAE in most social, familiar and some community situations are developed. The unit will enable students to create extended oral, written and multimodal texts with a degree of accuracy in structure, language and register. Strategies for collecting, organising and presenting ideas and information continue to be developed.

Bridging Unit 3 Learning Outcomes

By the end of this unit, students:

communicate in a variety of rehearsed and unrehearsed contexts
demonstrate literal comprehension of information and ideas used in familiar and simple unfamiliar texts
respond to texts to identify purpose, audience, language features and social references
create short, simply structured oral, written and multimodal texts using a growing range of vocabulary and simple grammatical structures.

Bridging Unit 3 Content Descriptions

Communication skills and strategies including:

communicating ideas and opinions in a growing range of situations and rephrasing when meaning is unclear (ACEEA152)

using intelligible pronunciation and intonation of words and phrases (ACEEA153)

collaborating as a way to solve problems or to create texts (ACEEA154)

adopting expected listening behaviours in some unfamiliar situations (ACEEA155)

interacting and using forms of address appropriately in familiar and classroom contexts (ACEEA156)

demonstrating some understanding of common idiomatic and colloquial expressions. (ACEEA157)

Comprehension skills and strategies including:

drawing on background knowledge or contextual cues to guess the meaning of unknown words (ACEEA158)

translating from home language or dialect to SAE (ACEEA159)

describing characters and settings presented in literary texts and recounting plot details (ACEEA160)

using a range of strategies, such as retrieval charts or note-taking, to extract accurate information from a growing variety of texts (ACEEA161)

identifying and responding to the main ideas in a range of familiar texts (ACEEA162)

identifying emotive language and sociocultural references in a growing range of situations (ACEEA163)

identifying and explaining common cultural references, idiomatic language and simple colloquialisms (ACEEA164)

employing ICT and investigative strategies to locate information from other sources. (ACEEA165)

Language and text analysis skills and strategies including:

articulating the purposes of a growing range of text types, including academic texts (ACEEA166)

identifying dialogue, and first-person and third-person narration used in literary texts (ACEEA167)

identifying common differences in lexis and grammar between spoken and written language in familiar texts (ACEEA168)

understanding cultural variations in the use of language in everyday activities and relationships such as family, leisure activities or attitudes (ACEEA169)

identifying common variations of language and structure across different mediums. (ACEEA170)

Create a range of texts:

using appropriate form, content and style for a range of common purposes and audiences (ACEEA171)

using first-person and third-person narration (ACEEA172)

using a growing range of fonts and layouts for effect (ACEEA173)

using commonly used technologies and media (ACEEA174)

using some subject-specific vocabulary, synonyms, antonyms and collocations (ACEEA175)

using modal auxiliaries such as ‘will’, ‘would’, ‘can’, ‘should’, ‘might’ (ACEEA176)

using description, imagery and an awareness of characterisation (ACEEA177)

using cohesive devices at paragraph level, including anaphoric and cataphoric reference, referential pronouns and common conjunctions (ACEEA178)

using a growing range of strategies for planning and refining work, including editing for correct simple tenses, common punctuation, and a variety of simple and compound sentences. (ACEEA179)