010025 Teaching EAL/D and Literacy in Schools
Warning: The information on this page is indicative. The subject outline for a
particular session, location and mode of offering is the authoritative source
of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.
Subject handbook information prior to 2024 is available in the Archives.
Credit points: 6 cp
Subject level:
Postgraduate
Result type: Grade, no marksRequisite(s): (013105 The Multilingual Learner AND 013102 Introducing Knowledge about Language AND 028253 TESOL: Methodology AND 010070 TESOL Practicum) OR (013105 The Multilingual Learner AND 013102 Introducing Knowledge about Language AND 028253 TESOL: Methodology) OR (013105 The Multilingual Learner AND 013102 Introducing Knowledge about Language)
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.
Description
This subject supports students to learn how to enable English Language Learners to develop literacy across the disciplines in the formal schooling sector. The subject looks at how both English as an Additional Language or Dialect [EAL/D] and Literacy are framed in curriculum documents, and subsequently translated into teaching and assessment activities in school settings. The subject takes an approach of “high challenge, high support” to explore how teachers provide explicit and targeted language and literacy support to help students achieve learning goals. The Australian context is the primary focus for the content, but those working within settings where English is the dominant or official language find this relevant.
Subject learning objectives (SLOs)
| a. | Demonstrate a comprehensive understanding of EAL/D teachers and the scope the role in a school |
|---|---|
| b. | Know and use the policy and curriculum documents that orient the provision of EAL/D support in Australian schools, K - 12 |
| c. | Identify learners’ language needs as the basis for planning and implementing teaching and learning strategies to enhance language development |
| d. | Demonstrate knowledge of the current issues within the EAL/D sector and how these affect the work of teachers and learning of students |
| e. | Identify the particular needs of indigenous students in schools and how their learning needs can be supported |
| f. | Know and use appropriate assessment practices to diagnose, support and evaluate students in the classroom, in partnership with other teachers, and as the basis of curriculum planning |
| g. | Communicate clearly and competently in an academic setting, theory and research as well as application of ideas |
Course intended learning outcomes (CILOs)
This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences.
- Graduates have advanced skills and knowledge of linguistics, literacy and numeracy, pedagogy and curricula to teach in their specialised contexts. (1.1)
- Graduates are able to review, analyse, consolidate and synthesise ideas relevant to TESOL, literacy and/or numeracy teaching and apply these skills to problem solve in their professional practice. (2.1)
- Graduates are linguistically and culturally sensitive to local and international contexts of language education and can apply their sensitivity in their professional practice. (3.1)
- Graduates are able to engage with key issues in public debates about language, literacy and/or numeracy education. (5.1)
- Graduates have well-developed communication skills for relevant academic and professional contexts. (6.1)
Contribution to the development of graduate attributes
This subject contributes to the following Course Intended Learning Outcomes:
1. Professional Readiness
1.1 Graduates have advanced skills and knowledge of linguistics, literacy and numeracy, pedagogy and curricula to teach in their specialised contexts.
3. International & Intercultural Engagement
3.1 Graduates are linguistically and culturally sensitive to local and international contexts of language education and can apply their sensitivity in their professional practice.
5. Active Citizenship
5.1 Graduates are able to engage with key issues in public debates about language, literacy and/or numeracy education.
6. Effective Communication
6.1 Graduates have well-developed communication skills for relevant academic and professional contexts.
Teaching and learning strategies
This subject uses a range of teaching and learning strategies in face-to-face mode. Weekly topics will be introduced with on-line videos, supporting students to engage with relevant theory and research into issues of EAL/D and literacy through set and suggested readings, to be further explored through more practical activities in the face-to-face weekly and Saturday workshops (4 per semester). The workshops provide a chance to discuss ideas, analyse documents and practices and explore strategies relevant to the formal classroom context of Australian schools. While workshops are the chance to co-construct ideas, share insights and work collaboratively with input from the lecturer, all assessment is individually prepared for submission. Students are strongly encouraged to attend the workshops to derive benefit from the face-to-face activity.
Students complete 18 hours of supervised practicum in a school. Under the guidance of an experienced teacher, the students develop teaching, learning and assessment resources, and implement these to address the needs of EAL/D and literacy needs of students. Towards the end of the placement period, students are assessed by a UTS supervisor. Successful completion of the practicum requirements is a minimum requirement for passing the subject.
Content (topics)
This content aligns directly to Curriculum and Pedagogical Studies (from NESA EAL/D Subject content knowledge requirements)
1. Educational research, theory and practice in Australia related to the teaching of EAL/D, including key assumptions underlying the historical development and current approaches to EAL/D methodology including the socio-cultural context of EAL/D learning and teaching
2. A comprehensive understanding of the ACARA EAL/D Learning Progressions and the ACARA EAL/D Teacher Resource to support the phase of English language proficiency of EAL/D students
3. A comprehensive knowledge of the ESL Scales to identify the English language learning needs of EAL/D students.
4. An awareness of the English syllabus documents, including the Stage 6 English EAL/D syllabus. In particular, the relationship between the English syllabuses and the ESL Scales as a guide to planning support for EAL/D students to access syllabus outcomes.
5. An understanding of the EAL/D School Evaluation Framework to explore the educational context of EAL/D including the role of the EAL/D specialist teacher in the school, with parents and the wider community
6. Methods of differentiating the curriculum and programs to meet the special education anddiverse needs of students in EAL/D
Assessment
Assessment task 1: Analytical report: Understanding the context of EAL/D teachers in Australian schools
| Objective(s): | a, b, d and g | ||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 40% | ||||||||||||||||||||
| Length: | 1,500 words | ||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Assessment task 2: Designing support and assessment within a unit of work
| Objective(s): | c, f and g | ||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Weight: | 60% | ||||||||||||||||||||||||
| Length: | 2,000 words | ||||||||||||||||||||||||
| Criteria linkages: |
SLOs: subject learning objectives CILOs: course intended learning outcomes |
Minimum requirements
Students must satisfactorily complete the Practicum component of the subject as outlined in the Practicum Handbook in order to pass the subject. The Practicum component is a zero-weighted assessment task but it is an essential component of the subject because it is where students are required to demonstrate they can apply their learning. Students who do not satisfactorily complete the Practicum component will receive a fail (X) grade for the subject.
Required texts
There is no set text for this subject. Weekly readings are indicated in the weekly schedule and available through the subject site.
References
Adoniou, M. (2013). Drawing to support writing development in English language learners. Language and Education, 27(3), 261-277.
Alford, J., & Jetnikoff, A. (2016). Orientations to Critical Literacy for English as an Additional Language or Dialect (EAL/D) learners: A case study of four teachers of senior English. Australian Journal of Language and Literacy, 39(2), 111-123.
Angelo, D. (2013). Identification and assessment contexts of Aboriginal and Torres Strait Islander learners of Standard Australian English: Challenges for the language testing community. Papers in Language Testing and Assessment, 2(2), 67-102.
Carroll, J. (2017). Literacy for families who are English language learners: the Florey family literacy project. Practical Literacy, 22(2), 24-29.
Coleman, J. (2012). Moving beyond an "instrumental" role for the first languages of English Language Learners. TESOL in Context, 22(1), 18.
Conteh, J. (2015). The EAL Teaching Book: Promoting success for multilingual learners in primary and secondary schools. Learning Matters.
de Courcy, M., Adoniou, M., & Ngoc, D. B. (2014). Teachers' awareness and use of scales to map the progress of children who speak English as an additional language or dialect. TESOL in Context, 24(2), 73.
Cross, R. (2012). Reclaiming the territory: Understanding the specialist knowledge of ESL education for literacy, curriculum, and multilingual learners. TESOL in Context, 22(1), 4 – 17.
Davison, C., & Michell, M. (2014). EAL assessment: What do Australian teachers want? TESOL in Context, 24(2), 51 – 72.
Davison, C., & Ollerhead, S. (2018). But I’m not an English teacher!: Disciplinary literacy in Australian science classrooms. In Global developments in literacy research for science education (pp. 29-43). Springer, Cham.
Dobinson, T., & Buchori, S. (2016). Catering for EAL/D students' language needs in mainstream classes: Early childhood teachers' perspectives and practices in one Australian setting. Australian Journal of Teacher Education, 41(2), 32-52.
Dooley, K., & May, L. (2013). Bilingualism, literacy and NAPLAN: ongoing challenges for EAL/D education. TESOL in Context. 23, (1/2), 2-7
Ellis, E (2016). The Plurilingual TESOL Teacher: The Hidden Languaged Lives of TESOL Teachers and Why They Matter. De Gruyter, Inc.
Fehring, H. (Ed.). (2017). Assessment into practice: understanding assessment practice to improve students' literacy learning. PETAA.
Fellowes, J. (2017). PETAA Paper 210: Using children’s picture books to support EAL/D students. Primary English Teaching Association Australia.
Gibbons, P. (2008). "It was taught good and I learned a lot": Intellectual practices and ESL learners in the middle years. Australian Journal of Language & Literacy, 31, 155-173.
Gibbons, P. (2015). Scaffolding language, scaffolding learning : teaching English language learners in the mainstream classroom, 2nd edn. Heinemann.
Gorman, C., & O'Hanlon, R. (2014). A process-driven approach for identifying Aboriginal and Torres Strait Islander learners of English as an additional language or dialect (EAL/D). Practically Primary, 19(3), 4.
Hammond, J. (2015) Excerpt: "Current pedagogical practices", pp. 66 – 73. In Hammond, J. & Miller, J. (Eds) (2015) Classrooms of possibility: supporting at-risk EAL students. PETAA.
Hammond, J. (2012). Hope and challenge in the Australian curriculum: Implications for EAL students and their teachers. Australian Journal of Language and Literacy, 35(2), 223-240
Hampton, D. (2018). Reading by design: A longitudinal study of action research. Literacy Learning: The Middle Years, 26(2), 29 - 40.
Hayes, J. & Parkin, P. (2021). Teaching the language of climate change. PETAA.
Hertzberg, M., & Freeman, J. (2012). Teaching English language learners in mainstream classes. Primary English Teaching Association Australia.
Humphrey, S. & Vale, E. (2020). Investigating model texts for learning. PETAA.
Keary, A., & Kirkby, J. (2017). ‘Language shades everything’: Considerations and implications for assessing young children from culturally and linguistically diverse backgrounds. TESOL in Context, 26(1).
Kerfoot, C., & Van Heerden, M. (2015). Testing the waters: Exploring the teaching of genres in a Cape Flats Primary School in South Africa. Language and Education, 29(3), 235-255.
Maadad, N., & White, B. (2016). Supporting EAL/D students through The Writing Project. Australian Journal of Middle Schooling, 16(2).
Miller, J., Keary, A., & Windle, J. (2012). Assessing the reading and writing of EAL/D students: Issues and implications. TESOL in Context 22, 3, 1-15.
Murray, S. & Mitchell, J. (2017). Mark my words: Improving students’ writing through directed feedback. In Fehring, H. (Ed.). Assessment into practice: understanding assessment practice to improve students' literacy learning (p. 115 – 125). PETAA.
Oliver, R., Rochecouste, J., & Nguyen, B. (2017). ESL in Australia-a chequered history. TESOL in Context, 26(1), 7.
Pim, C. (2012). 100 ideas for supporting learners with EAL . Continuum.
Shanahan, T., & Shanahan, C. (2012). What is disciplinary literacy and why does it matter? Topics in language disorders, 32(1), 7-18.
Sinclair, J., & Lau, C. (2018). Initial assessment for K-12 English language support in six countries: revisiting the validity–reliability paradox. Language and Education, 32(3), 257-285.
Taplin, A. (2017). Accounting for the needs of EAL/D students in the mainstream classroom. Metaphor, (1), 48.
Truckenbrodt, A., & Slaughter, Y. (2016). Working from the same page: Languages, literacy and EAL/D teacher collaboration. Literacy Learning: The Middle Years, 24(3), 27-30.
Turner, M. (2015). The collaborative role of EAL teachers in Australian schools from the perspective of EAL teacher education. Australian Journal of Language and Literacy, 38(2), 95.
Washbourne, A., & Washbourne, A. (2014). EAL Pocketbook. Management Pocketbooks.
White, P. R., Mammone, G., & Caldwell, D. (2015). Linguistically based inequality, multilingual education and a genre-based literacy development pedagogy: insights from the Australian experience. Language and education, 29(3), 256-271.
Other resources
Policy Documents
Australian Curriculum, Assessment and Reporting Authority. (2014). English as an additional language or dialect teacher resource: EAL/D learning progression: Foundation to Year 10. ACARA
Australian Curriculum, Assessment and Reporting Authority. (2014). English as an additional language or dialect teacher resource: EAL/D overview and advice. ACARA
Curriculum Corporation. (2006). ESL Scales. Curriculum Corporation.
NSW Department of Education and Training (2005). ESL Steps: ESL Curriculum Framework K-6. NSW DET
New South Wales Department of Education and Communities (2014). English as an additional language or dialect: Advice for schools. NSW DEC