EAL/D Teaching Plan

Running head: EAL/D TEACHING PLAN
EAL/D TEACHING PLAN
Name of the University:
Name of the Student:
Author Note:

EAL/D TEACHING PLAN1
Australia is one of the most culturally and linguistically diverse country, and it is
essentially characterised by a diaspora that enriches the cultural aspects of the country. The
diverse culture and language of the country, has an impact on the educational system of the
country. The educational curriculum are taught, accessed and achieved through English,
however, this, sometimes become challenging for the teachers. Since, the students, in an
educational institutions come from different social setups and social structures, and different
language backgrounds, therefore, the teachers find it much difficult to approach and the
address the students in a common language, and hence, English is applied (Fox, & Wilson,
2015). Now, in order to approach the students in English, the teachers find it very difficult to
involve all of the students into the curriculum. Therefore, the educational institutions follow
common approach or strategic measure that helps the teachers to involve all the students in
the curriculum and approach them with the common language English. This particular
approach is referred to as the EAL or the EAL/D curriculum.
I am currently working as a teacher in an eminent educational institution of the
country. In our institution as well, the EAL/D methods are maintained in order to involve the
students into the curriculum process. In order to understand how we involve the students into
the curriculum, it is important to understand which students we refer to as the EAL/D
students (Ortmeier-Hooper, Wight, & McCullough, 2016). The students who are deemed as
to be the EAL/D students, come from a different dialect and different cultural and language
background. The term is used an acronym of English as Additional Language or Dialect.
We have observed that many languages are spoken in the country, for example, if we
consider the case study, that I provided to exemplify the EAL/D process or strategies, we can
see that Sara, the kid mentioned, is Slovenian. She belongs to a Slovenian family and she
practice the same language at her home ground. But, there are not as many families or people
in Australia who belong to the similar cultural background. Therefore, there is a need of

EAL/D TEACHING PLAN2
involving Sara, in a common language spectrum so that she can get included within the
dominant discourse of life of Australia, which practice the English language (Australian
Curriculum, 2014). However, if we consider the case of Sara, it can be said that involving her
within the dominant discourse of the country is easier, as the dominant language background
of her mother is English, hence she often practices or uses English at home. But the scenario
is not the same for all the population of the country or for the other children. Considering the
situation of the islanders of the country, it can be said, that here is not much scope for them to
practice English at the home ground (Australian Curriculum, 2014). Therefore, the
educational inhibitions of the country needs to involve a strategic approach to involve the
students into an approach whereby, they will be provided with sufficient insights and
information to better their English speaking skills, and hence the educational institutions have
included the EAL/D approach into the curriculum.
However, before dawning upon the strategies that we involve at schools or, that can
be involved to better the position of Sara, since she is more exposed to the Slovenian
language because of her father and the extended family members of her father, it is better to
gain an understanding about the characteristics of the EAL/D approach. These characteristics
of the EAL/D approach is divided into, three steps, the first one ensures the materials or the
things that the students learn in the EAL/D approach, the second step includes the equipment
or the learning modes through which the students learn the language and third step talks
about the aspects about which the children learn in the EAL/D approach (Australian
Curriculum, 2014). Therefore, all these approaches or steps must be properly included and
further practiced in an educational setup of the country.
Hence, if we consider the case study of Sara, who has Slovenian father and an English
mother, and who irrespective of having an English mother is more exposed to and involved
into Slovenian language because the home ground is dominated by the language of her father,