EAL/D Classes: A Review

Learners of EAL/D belongs to diverse literal, educational and linguistical background, where most of them have had experienced the learning process of English in their country as an overseas dialect and foreign language, on the other hand others students might have very less to no formal education in terms of English learning or might have had an disrupted schooling. Teachers who are specialised in teaching EAL/D should integrate diagnostic assessment and identify the standards and levels of each student’s knowledge in terms of English language

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Name of the Student
Name of the University
Authors note

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The aim of this paper is to describe the teaching framework and focusing on the reliable
and relevant features regarding EAL/D learners and identify the outcomes of language learning
in EAL/D classes by analysing critically the initial practice of teaching. English learning as a
language or dialect is an essential proficiency for the students but the impact of their original
background decides the amount of practice and support they require to learn the language in
which a teacher and its strategies plays the most vital role (Gotsis, 2017).
In Australian schools, one out of every four students is acquiring English learning as an
additional dialect or language. These students belong to assorted background comprising
Australian as well, counting students from Torres Strait Island, aboriginals, international
students, refugees and immigrants (Disbray, 2019). Learners of EAL/D belongs to diverse literal,
educational and linguistical background, where most of them have had experienced the learning
process of English in their country as an overseas dialect and foreign language, on the other hand
others students might have very less to no formal education in terms of English learning or might
have had an disrupted schooling. Some student might have literacy skill in the language of their
origin only. These students do face a lot of emotional stress in terms of settling down in a
situation where they have to learn English (Turner, 2015). Therefore it is very essential for the
teachers to identify such students and be aware of the type of linguistic and cultural background
they belong and create an atmosphere and implement learning strategy in the classroom which
will benefit the students in an inclusive level, as there are students from various sort of
backgrounds (Theoland, Busch, and Laraghy, 2019).
Resources and curriculum frameworks regarding EAL/D learning, monitoring, tracking,
and reporting on the field of progression in learning quality Australian English is present in all
territories and states of Australia. Teachers who are specialised in teaching EAL/D should

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integrate diagnostic assessment and identify the standards and levels of each student’s
knowledge in terms of English language proficiency and their proficiency in other academic
language and their knowledge of curriculum. There are four phases of English language learning
which are: Commencement English, Emerging English, Evolving English, Merging English
(Miller, et al. 2014). The first phase describes about the student who have print literacy present
in their first language, constraint education background and a subsection is involved in order to
define the writing and viewing behaviour of a typical peer with low literacy level. The second
category describes the students who improved level of print literacy along with oral English
proficiency. The third category is about the category of students who are emerging with further
knowledge of oral language and print literacy. The fourth phase is about the students who have a
good amount of knowledge of English in terms of writing and speaking along with the
proficiency of holding knowledge regarding other academic language (Yang, 2018). After which
a range of data evaluation will be done by the teachers in order to assess the progress of the
students and learning outcome regarding English proficiency, which will be done by observing
the peers performance, participation and oral interaction of them in a team work, learning
comprehension activities, tests, log readings, writing ability and self-assessment ability of the
learner (Taplin, 2017). And in order to achieve all these proficiency levels, four types of
pedagogies are being implemented, which are authentic pedagogy, didactic pedagogy, critical
pedagogy and functional pedagogy.
Authentic pedagogy is an assessment which promote personal achievement of the
student, that are meaningful and significant. Teaching in this context occurs when the teacher
observes the student performance and design tasks accordingly, which is the most vital move.
Student’s previous knowledge experience is valued as this is a learner centred approach.

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Didactic pedagogy on the other hand is a teacher centred method that follows a specific
educational approach in order to provide proper information to the students.
Critical pedagogy is an educational philosophy that emerged critical theory concepts to
the educational field and culture study.
Functional pedagogy sheds light on the ability of the student to learn a texts a to
understand its insights and importance in order to contribute in the society and efficiently
perform at school level.
This study addresses the semiotic mediation and scaffolding of learning and teaching
process in Vygotskian viewpoint. As per the current research the first language fluency reading
can interfere as well as facilitate the proficiency of speaking ability of the second language
reading, therefore reading proficiency is considered as the sub-skill of language proficiency
(Alford, & Windeyer, 2014). However, the writing system is a basis of disparity, there are three
kinds of writing system; syllabic: that is printing and mapping of syllable; alphabetic: planning to
phonemes; morpho-syllabic: syllable planning print. The difficulty of the EAL/D learners is not
only about read and decode the words but it is about the fact that they cannot easily comprehend
them. Although reading proficiency not does improve student’s knowledge regarding words but
also improve key vocabulary systematic instruction, which needs teachers careful planning
(Dbinson, & Buschori, 2016). It is the teacher’s responsibility to identify that the students are
able to comprehend the text or else it will be tough for them to do interpretation and resourceful
sense making. However, this is evident, that student who are assisted by the teacher regarding
comprehension already know words of about 98%. Strategies of teaching that helps the
vocabulary of active learning improves comprehension or writing and reading regarding EAL
involves, small flipbooks, word walls, vocabulary notebooks, class produced glossaries,

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vocabulary games, and many more. The teacher perform diagnostic tests that will deliver
baseline information about the learner’s knowledge and proficiency regarding EAL/D and they
are linguistic responsiveness (Fernado, & Cooper, 2017).
Hence, EAL/D learners require explicit, targeted and systematic instruction depending on
their need prior regarding the English language learning. A supportive and inclusive environment
of the classroom, practice of assessment, high expectation and appropriate and effective learning
experiences of the teachers helps the students achieve the targeted goal regarding their English
language learning beside the background they have in terms of their education and origin.
Developed and modified strategies used in the field of EAL/D and knowledge in various phases
of language English validate the peers consideration of curriculum content in a better manner.
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