Teaching Learning Strategies for EAL/D Students in Australian Schools

Teaching Learning Strategies
Name of Student
Name of University
Author Note

Table of Contents
Introduction......................................................................................................................................2
Key features and Specified Initiatives.............................................................................................3
Beneficial Resources.......................................................................................................................4
Effective Teaching and Learning Strategies....................................................................................5
Strategy 1: Explicit Instruction of I DO, we DO and You Do....................................................5
Strategy 2: Questioning and Predicting.......................................................................................5
Strategy 3: Collaborative learning - Think, Pair and Share.........................................................6
Strategy 4: Visuals......................................................................................................................6
Strategy 5: Scaffolding................................................................................................................7
Conclusion.......................................................................................................................................8
Reference.........................................................................................................................................9

Introduction
As it is widely known that Australia is a country of diverse religions and cultures. The country is
populated with citizens who are vastly varied in their socio-cultural background as well as
language. In order to maintain the social harmony and protect every culture, the government
needs to take up plans and strategies that are helpful for the protection of every culture. In this
regard, it can be said that effective approaches have also been taken up in order to impart a sense
of belonging and inclusion amongst all children, irrespective of their religions and languages.
The present report will focus on the practice of EAL/D teaching learning strategies that are taken
up by various schools in order to support the learning process of the children, whose home
language is not the Standard Australian English (SAE). In addition to this, multiple effective
resources and strategies have also been considered in order to support the further progress of the
primary school located in Western Sydney.
Key features and Specified Initiatives
From the given case study, it has been noticed that in the primary school located at Western
Sydney, the students who belong to the Language Background Other Than English (LBOTE)
constitutes the majority number of students. The school hence effectively identified that needs of
providing EAL/D to this students. In this regard, the governing body of the school has decided to
ensure the teacher allocation which is 1.8. moreover, the school is also using an effective funding
of $6000 (Tompkins et al., 2014). Moreover, an EAL/D leader has also been appointed to
monitor the teachers and address their needs. The leader and EAL/D teachers coordinate in order
to decide the necessary actions to support the needs of the SAE students. In addition to this, the