This information should be read after reading and considering the Learner characteristic statement for a Beginning limited literacy background (BLL) phase EAL/D learner.
EAL/D learners enrol in NSW public schools at any stage of learning and any phase of English language proficiency. Students who have been assessed as Beginning limited literacy background (BLL) on the EAL/D Learning Progression may be enrolling in either primary or in high school in a region without an Intensive English Centre.
Understanding EAL/D Learning Progression Emerging phase
EAL/D learners are assessed on the EAL/D Learning Progression across the 4 language modes – Speaking, Listening, Reading and Viewing, and Writing. More than likely, they will have differing English language skills across the 4 modes. For many students learning English as an additional language or dialect, receptive language skills (Listening and Reading and Viewing) develop in advance of productive language skills (Speaking and Writing). However, it is important to note, that individual students develop in the modes of language use according to a variety of factors, including proficiency in home language or dialect and literacy in home language. The EAL/D Learning Progression phase information on PLAN2 is taken from a professional assessment of your EAL/D students across the 4 language modes. A student assessed overall as a Beginning limited literacy background (BLL) EAL/D learner may be Emerging in Listening and Beginning in Speaking, Reading and Viewing, and Writing.
What does this mean for literacy development?
When either assessing or viewing an assessment against National Literacy Learning Progression (NLLP) indicators, it is important to note what you know about your EAL/D learners’ English language proficiency (ELP) across the language modes, and in which modes they show stronger proficiency. This will help to contextualise the information.
Limited literacy background refers to the student’s exposure to print and understanding of print concepts in their home language. Many students come from cultures which are highly oral and have restricted engagement with print and understanding of print concepts. BLL students will possess oral language skills in their home language and understand language as a means of expression and communication. Some BLL students will remain silent for a considerable period of time. This does not mean that they are not listening and beginning to understand oral Standard Australian English (SAE). Some BLL students will respond to spoken SAE with gestures or facial expressions. This may be a common cultural response for Aboriginal students at this sub-category.
Until the student’s SAE oral understanding develops, the student may only demonstrate NLLP indicators at Early Communication levels. The focus should be on developing oral language skills in SAE before working on reading and writing as oral vocabulary is the basis for literacy skills. The link between spoken and written language will need to be explicitly taught once the BLL learner develops a sizeable oral language repertoire and should focus on both school survival language – canteen, boys, girls, bus stop, A Block, and so forth – and curriculum language. At all stages of schooling, literacy skills will have to be explicitly taught once the student has a foundation in oral English.
What does this mean for numeracy development?
There is an interrelation between demonstrating numeracy skills and English language proficiency (ELP). Students’ ELP may distort the demonstration of what they know as they may not understand the context, question or instruction.
Older EAL/D students assessed as BLL may possess highly developed numeracy skills but are yet to develop the English language proficiency and English language knowledge to show mathematical knowledge. National Numeracy Learning Progression (NNLP) assessment data on PLAN2 for students assessed as BLL should be viewed through the lens of the student’s English language proficiency, rather than a reliable indicator of their numeracy skills and understanding. All mathematical notations should be explicitly taught, with an emphasis on linking the notation and the language used to name the notation (and their synonyms) with concrete objects or manipulatives. Word banks with visuals will support this numeracy learning. Any numeracy assessment, including Best Start Kindergarten, should be undertaken in the student’s home language.
There is information on assessing English language proficiency on the Multicultural Education website, as well as advice on the use of decodable texts with EAL/D learners and the implementation of Best Start Kindergarten Bilingual Assessment.
There is more general advice on EAL/D literacy and numeracy on the Literacy and numeracy website. For further information and advice contact: EALD.Education@det.nsw.edu.au