Skip to Content

English as an additional language or dialect

Level: 10
School code: 10ESL
Year level requirements: Compulsory

Prerequisites:

To be eligible for the EALD program students have a Non- English (NESB) background and are assessed as requiring EALD support. This is determined by the gap between the language level required for curriculum success and a student’s language level at each year level of schooling.

Subject descriptor:

The English as a Additional Language or Dialect (EALD) program provides an effective pathway for students from culturally and linguistically diverse backgrounds who are learning English as an additional language/dialect. EALD teachers provide targeted intervention to improve EALD student learning outcomes.

It involves developing knowledge about the English language and how it works to make meaning and knowledge about how to use language appropriately and effectively in varied contexts.

This subject aims to help students to develop their skills in listening, speaking, reading and writing, to develop the language skills necessary for their other school subjects and to appreciate and enjoy literature.

Teaching emphasises comprehension of spoken and written English, pronunciation and fluency, grammatical accuracy, study and writing skills, general communication competence and reading for pleasure. Selection of students is on the recommendation of primary or secondary English as an Additional Language or Dialect teachers.

Students will develop written and oral responses to novels, short stories, films and poems, and will regularly complete grammar and vocabulary exercises. Oral exercises may include role plays, conversations, discussions and debates.

Further information

Transition to mainstream classes is dependent upon each student’s improvement in English language proficiency. This is measured against the Language and Literacy levels across the Australian Curriculum: EALD students, and their demonstration of skills such as ability to ask questions, time management and following written and verbal instructions. Together these determine a student’s readiness for mainstream English.