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 4

Bridging Unit 4 Description

Bridging Unit 4 is aimed at students who are in the late Developing phase of the EAL/D Foundation to Year 10 learning progression. It focuses on responding to and creating connected extended texts in personal, social, community and workplace contexts in SAE. The ability to use SAE language skills to communicate for a range of purposes is evident in the creation of oral, written and multimodal texts required in the workplace and some academic contexts. Some cultural assumptions are explored and explained through the study of a variety of texts, including popular and literary texts. Strategies for collecting, organising and presenting ideas and information are consolidated.

Bridging Unit 4 Learning Outcomes

By the end of this unit, students:

participate in and maintain oral and written communication in a variety of contexts
demonstrate literal and some inferential comprehension of information and ideas used in texts
examine a growing range of texts to identify and discuss text structures and language features
use SAE with some accuracy to create oral, written and multimodal texts with increasing awareness of context, purpose and audience.

Bridging Unit 4 Content Descriptions

Communication skills and strategies including:

interacting with others in oral, written and digital forms in a range of contexts (ACEEA180)

using intelligible pronunciation, intonation and stress of words and phrases (ACEEA181)

seeking assistance and clarification in a range of contexts (ACEEA182)

working collaboratively in learning activities (ACEEA183)

initiating, sustaining and ending communication in a range of familiar, some unfamiliar and academic contexts (ACEEA184)

using some common idiomatic and colloquial expressions appropriate for the context of communication. (ACEEA185)

Comprehension skills and strategies including:

using knowledge of text structure to locate information and to aid understanding of increasingly unfamiliar texts (ACEEA186)

identifying and discussing values and attitudes presented in literary texts (ACEEA187)

adopting efficient forms of recording and collating information for a growing range of contexts (ACEEA188)

identifying and describing the main ideas and some supporting details in a range of familiar and some unfamiliar texts (ACEEA189)

identifying reference items and their role in creating cohesive texts (ACEEA190)

identifying and explaining common metaphors, symbols and sociocultural references in texts. (ACEEA191)

Language and text analysis skills and strategies including:

explaining the purposes and structures of different types of texts (ACEEA192)

identifying and describing text structures and language features used in a variety of texts, including some literary texts (ACEEA193)

identifying shifts in lexis and grammar between spoken and written language in a growing range of contexts (ACEEA194)

explaining how meaning changes with shifts in tone and register (ACEEA195)

identifying and describing how cultural variations in values and beliefs, for example, respect or honour, and the concepts of community and society, are represented by language. (ACEEA196)

Create a range of texts:

using appropriate form, content and style for a range of common, and some unfamiliar, purposes and audiences (ACEEA197)

using a combination of technologies and mediums (ACEEA198)

using common subject-specific vocabulary, synonyms, antonyms and collocations (ACEEA199)

using imaginative and descriptive language and growing control over direct and indirect speech (ACEEA200)

using a range of common cohesive devices at sentence, paragraph and whole-text level such as referencing, lexical chains and conjunctions (ACEEA201)

using simple, compound and some complex sentences (ACEEA202)

using modality in the present tense (ACEEA203)

using strategies for planning and refining work such as editing for consistent use of common punctuation. (ACEEA204)