This information should be read after reading and considering the Learner characteristic statement for an Emerging 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 Emerging on the EAL/D Learning Progression may be enrolling in either primary or high school.
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 an Emerging EAL/D learner may be Emerging in Listening, Speaking and Reading and Viewing, and Beginning in 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. For example, some Emerging students may be reluctant to contribute to class discussions or in front of peers but may be more confident in speaking with trusted teachers or close peers. Literacy skills demonstrated in a one-on-one encounter with a trusted teacher may not accord with another teacher’s assessment of NLLP speaking indicators in a whole class setting. A lack of participation in talking activities does not mean that EAL/D students are not listening and learning Standard Australian English (SAE), building both everyday (or Basic Interpersonal Communicative Skills) and academic (or Cognitive Academic Language Proficiency) skills. Further resources are available on BICS and CALP.
As decodable texts have been designed to support explicitly taught phonics knowledge, they may not expose Emerging EAL/D learners who are learning to read with rich, wide and contextualised vocabulary and literacy knowledge. Due to the complex skills involved in writing, students assessed at the Emerging phase may not be meeting stage and NLLP level expectations in this language mode. To support the writing skills of Emerging phase students, there should be extensive scaffolding at word, sentence and text level and building of background knowledge on the topic through the use of visuals, discussions in both home language and English as well as the use of bilingual texts. Older Emerging phase EAL/D learners may possess literacy and topic knowledge in their home language and need support to transfer that knowledge into English language writing.
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. It should be noted that mathematical notations can vary greatly across cultures and languages, and familiarity with another system of notation may influence the student’s demonstration of numeracy skills. English-language notation should always be explicitly taught. Cultural variations in mathematic notations should be explored in the classroom.
Older EAL/D Emerging phase students may possess highly developed numeracy skills but are yet to develop the English language proficiency and English language knowledge required to show mathematical knowledge. National Numeracy Learning Progression (NNLP) diagnostic assessment data on PLAN2 for students assessed as Emerging should be viewed through the lens of the student’s English language proficiency, rather than a reliable indicator of their numeracy skills and understanding. Numeracy assessments which require verbal responses, such as Interview for Student Reasoning, should be optimally timed to allow students the maximum period of learning Standard Australian English before testing. Ideally, 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 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