At Ashfield Public School, 74% of our students are EALD meaning that they belong to families whose first language is a language or dialect other than Standard Australian English. EALD also includes our Aboriginal and Torres
Strait Islander students.
All EALD students at our school are assessed for their language proficiency by using the EALD Learning Progression for the Australian Curriculum. Once assessed, these students are then listed as requiring or not requiring EALD support. For students identified as requiring EALD support, a decision is made about the level of their language proficiency as being Beginning, Emerging, Developing or Consolidating:
Beginning English
Limited literacy background: These students are learning English for the first time. They can speak one or more languages/dialects other than English but have little or no experience with print literacy in their first language. Some print literacy in first language: These students have already commenced to learn English. They can speak one or more languages/dialects other than English and have an age-appropriate level of print literacy in their first language.
Emerging English
These students can speak one or more languages/ dialects, including basic English, and have a growing knowledge of print literacy and oral language competency in English.
Developing English
These students can speak one or more languages/dialects and are further developing their knowledge of print literacy and oral language competency in English.They are active and purposeful participants in their learning and can concentrate for longer periods. They are still developing control over English grammar and building their vocabulary.
Consolidating English
These students can speak one or more languages/ dialects. They are active and increasingly independent participants in their learning and can mostly concentrate on classroom tasks, including extended teacher talk. They produce increasingly extended pieces of spoken and written texts. They continue to develop control over English grammar and build their vocabulary in print literacy and oral language competency.
Each of the four phases describes a period of significant English language learning development. Depending on socio-economic background, prior education, cognitive ability, current knowledge of English and other circumstances, EAL/D students will move through the four phases at different rates. Some students may move through more than one phase in a school year; while some may take more than one year to move from one phase to another.
With regular and intensive small group learning, EALD students develop skills in listening, speaking, reading and writing while making connections to their linguistic and cultural identities.
Ashfield Public School is a culturally and linguistically diverse community. With quality teaching practices, we are committed to supporting EAL/D learners achieve to their full potential.
