Assessment 1 Learning in English as an Additional Language or Dialect

Chelsea James 30091472

There are many children all over the world learning to listen, speak and understand the
English language and although this may seem a normal or even simple task to some,
imagine if English was not their first language being learnt. This is a task that many children
face every day as they enter a mainstream English speaking school from a different
background, sometimes not ever having heard or spoken a word of English before. For
these students there are many social, cultural and educational factors that can influence
their acquisition of learning English as a second language. Teachers need to be aware of
these influences and pay careful consideration to what this means within the classroom. So
how can we define and articulate what exactly a student learning English as an Additional
Language is?

An English as an Additional Language (EAL) learner is a broad and comprehensive term
which can describe and cover many aspects. The term English as an Additional Language
replaces the term ESL and reflects a recognition of the fact that ESL learners are often
learning English not as a second language but as an additional language (a third or even
fourth). ESL is still used in many Australian states and territories, and in some of the
publications cited, however the ACARA framework refers to EAL/D which is the term we
prefer (Alford & Jetnikoff, 2011, p. 20). EAL students are those whose first language is other
than English and that make up approximately 15 percent of all students in metropolitan
schools (Department of Education Victoia, 2007). These students are a diverse group, of
different ages, at different stages of learning English, from differing first-language
backgrounds and with varying amounts of education in their first language (State
Government of Victoria, 2012, p. 3). An EAL student can come from a very diverse
background where they may or may not have been born in Australia and their first language
is other than English. Indigenous populations having been born in Australia can have
English as a second language because there first spoken language is an Indigenous dialect
(Australian Curriculum, Assessment and Reporting Authority, 2012). The students
educational circumstances can differ from some having been pre-exposed to the English
language in various situations, to others who have limited to no experience of English. Some
students can have excellent literacy skills in their first language and have achieved age
equivalent schooling in that language to those in Australia. They can also have great
academic language skills but struggle when it comes to social skills of English. EAL students
when they enter the Australian education system whether that be in remote, rural or
metropolitan area, they are placed in the year level appropriate to their age no matter of their
previous experience. The particular challenge for EAL/D students is that they need to
concurrently learn English, learn through or in English and learn about English (Australian
Curriculum, Assessment and Reporting Authority, 2012, p. 5). The needs of EAL students
Assessment 1 Learning in English as an Additional Language or Dialect
Chelsea James 30091472
vary vastly depending on their previous experiences and it is important that these needs are
meet. It is essential that all influences on their ability to learn English as a second language
are taken into account.

There are many social, cultural and educational factors that influence an EAL students
ability to learn English as an additional language. One of the many social factors that can
influence an EAL student is their social interactions with peers. It can be very difficult for an
EAL student to settle in especially not knowing any of their peers or not being able to
communicate; this can be very overwhelming for them. As Vygotsky argued children learn
best through their social interactions with others (Arthur, Beecher, Death, Dockett, & Farmer,
2007), therefore if they are unable to socially interact this can have a large impact on their
learning of English. If the student has had little to no English exposure they will be unable to
communicate, read social queues and their social expectations will vary greatly (Australian
Curriculum, Assessment and Reporting Authority, 2012). This is a consideration that
teachers need to take into account if an EAL student is entering their class. These social
interaction will not only effect the students peer interactions but also their ability to
communicate with the teacher. Teachers need to make other students aware of this and
support the EAL student as much as possible by having tools that can enable them to
communicate effectively with the teacher and other students. Teachers should aim to
broaden the intercultural understanding of all the students and provide an environment that
allows this to happen.

The largest cultural influence on a student learning English as an additional language is their
cultural background. Educators can no longer assume a common language, culture, life
situation, or understand among students, or between student and teacher (McLeod, 1994, p.
xiii). Students are coming from such diverse backgrounds and it is important for teachers to
be aware and recognise the importance of each students culture and their background. One
of the greatest gifts we pass on to children is language (Clarke, 2009, p. 9). This language
that has been learnt is a cultural gift to the student and something that it is important for the
student to maintain throughout their life. This language gives the students a connection to
their family, their heritage, their identity and their culture. Children who feel supported and
received the appropriate cultural messages will feel happy about school and themselves
(Genesee, 1994). Often the student will only speak English at school and their first language
as home. It is important for teachers to value the cultural knowledge that the student will
bring to the class and provide learning experiences that support the students identity and
culture. Maintaining the students first language and culture will also improve their academic
ability as authors Cummins and Swain (1986) offer strong evidence that quality bilingual
Assessment 1 Learning in English as an Additional Language or Dialect
Chelsea James 30091472
programmes have been influential in developing language skills and in contributing to
broader academic achievement (Blackledge, 1994, p. 7). Working along side the family, and
building a good relationship with the family will enable the teacher to learn more about the
students background and their culture which will enable the student to feel more comfortbale
in the day to day classroom practices. The students culture can enable them to feel more
connected and this can be a means and basis for their education to begin.


The educational factor most influencing students learning English as an additional language
is their educational background or previous education. The students prior educational
experience in their first language will have the most impact on how they acquire the
additional language. Students who have prior experience in another language have
resources upon which to build their English language, literacy and educational development
(Australian Curriculum, Assessment and Reporting Authority, 2012). Childrens primary
learning medium is their first language (Blackledge, 1994, p. ix). The students first language
they have learnt is what they use to build upon but it is important to remember there can be
many educational differences from what the EAL student has learnt compared to that of the
English language. Their understanding and comprehension can be completely different. The
English language uses phonemes (sounds) and morphemes (words and parts that convey
meaning) and these are different to those used in other languages (Australian Curriculum,
Assessment and Reporting Authority, 2012) (Australian Curriculum, Assessment and
Reporting Authority, 2012). This is just one of the many difference and difficulties that a
student can face but also what the teacher needs to understand. There is funding available
which teachers and schools are really encouraged to utilise because the EAL student can
need additional support in and outside the classroom (Department of Education Victoia,
2007). Funding is provided to approximately 450 schools each year to enable them to
continue to support ESL students in their English language learning and across the
curriculum (Department of Education Victoia, 2007, p. 4). Teachers also need to consider
that each student is different in their acquisition of English. Factor such as if the student is
only speaking their first language at home and English at school can mean that their
acquisition may take a little longer. Classroom practice can be moulded to support the
student and should be open flexible and ready for change if needed.

An EAL student entering a mainstream English classroom can be a large change not only for
the student but also for the teacher, especially if they have not experience with EAL
students. The most important thing to remember is Do Not Panic! The arrival of a student
from a non-English speaking background can be a positive and rewarding time for both
Assessment 1 Learning in English as an Additional Language or Dialect
Chelsea James 30091472
students and teachers (Department of Education). There are many considerations a teacher
needs to be aware of when a student learning English as a second language enters a
mainstream classroom, the most prominent being their day to day classroom practices.
Teachers need to ensure that learning is occurring but it is not always clear what type of
pedagogy will ensure this happens. Each student is different and what works with one will
not necessarily work with another you just have to give it and go and keep trying, support the
student as much as possible and educate the other students around them to do the same.
Be connected with the family and enable a relationship to form, understanding all of the
students social, cultural and educational influences will enable for better teaching of the
student.

























Assessment 1 Learning in English as an Additional Language or Dialect
Chelsea James 30091472
References

Alford, J., & Jetnikoff, A. (2011). High-challenge Teaching for Senior English as an Additional
Language Learners in Times of Chnage. English in Australia, 46(1), 11-20.
Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2007). Programming & Planning in Early
Childhood Settings. South Melbourne: Cengage Learning Australia.
Australian Curriculum, Assessment and Reporting Authority. (2012). English as an Additional
Language or Dialect Teacher Resource. Sydney: ACARA.
Blackledge, A. (1994). Teaching Bilingual Children. England: Trentham Books Limited.
Clarke, P. (2009). Supporting Children Learning English as a Second Language in the Early Years.
Victoria: Victorian Curriculum and Assessment Authority.
Department of Education. (n.d.). NO ENGLISH, DON'T PANIC. State Government of Victoria.
Department of Education Victoia. (2007). The ESL handbook. East Melbourne: Multicultural Program
Unit.
Genesee, F. (1994). Educating second language children. Cambridge: Cambridge University Press.
McLeod, B. (1994). Language and Learning. New York: State University of New York Press.
State Government of Victoria. (2012). English as an additional language (EAL) companion to
AusVELS. Victoria: Victorian Curriculum and Assessment Authority.