![]() ![]() Research shows that newly arrived EAL/D students can take two years to develop English for social interaction. ![]() Supporting students to learn through explicit instruction in different genres (French & Armitage, forthcoming). Teachers assist students to do this by:įormalising the use of skills in different languages for learning 287).ĮAL/D students can transfer knowledge of their home languages to learn the English language and develop their literacy across different subject areas in the Victorian Curriculum. Understanding multiple ways of learning and being a student (Cummins, 2009 Saxena & Martin-Jones, 2013, p. The ability to compare linguistic features of different languagesĬross-cultural and cross-linguistic interpreting and translating skillsĬonceptual knowledge learnt through different languages Knowledge of text structures, grammar, vocabulary, and phonology of different languages Some plurilingual skills and knowledge that EAL/D students develop through formal and informal education include: Teaching practices that combine functional and plurilingual approaches are effective in building on students’ existing capabilities and developing powerful skills in English. Both the functional and plurilingual dimensions “are necessary for education and most particularly for learning” (Heugh, 2018, p. This supports classroom learning and strengthens the personal, social and academic benefits for the students. The focus on the functions of different text types can be enhanced through a parallel approach that connects with students’ multicultural experiences and their ability to use all their languages to communicate and learn.ĮAL/D students can use their shared linguistic resources to negotiate meaning with others (Heugh, 2018), for example, when the students use their shared language to clarify meanings in a text that they read. Language features at the levels of text, paragraph, sentence, group, word and sub-word (Derewianka & Jones, 2016). Language choices in expressing ideas, interacting with others and structuring texts Model texts are used to teach students about: It is important for EAL/D students to learn explicitly about the functions of different types of texts that they will encounter in different learning areas such as English, Science, History of Mathematics. ![]() Students use language to achieve a range of personal, social and academic functions, for example, telling a story, retelling what they did on their holidays, or persuading an audience of a particular point of view. This includes:įunctional and plurilingual approaches complement each other to support EAL/D students’ learning A plurilingual approach connects to EAL/D students’ entire repertoire of meaning-making. Using a plurilingual approach, EAL/D students learn by understanding and analysing content and language. A plurilingual approach towards teaching EAL/D students recognises that language learners use more than one language in many aspects of life. An EAL/D learner who is plurilingual ‘is able to integrate their knowledge of multiple languages in a way that enriches their communication and learning in all languages’ (VCAA, 2019). In current literature, ‘multilingual’ refers to communities or texts in which more than one language is used, while ‘plurilingual’ describes the integrated set of different linguistic skills that one person can use in order to learn or communicate (Ollerhead, Choi & French, 2018).įor example, a multilingual newspaper might contain the community language and English. The term ‘multilingual’ is often used to describe different languages. Their knowledge of their multiple languages is interconnected and integrated, even if they have different degrees of proficiency and literacy in Standard Australian English and their home languages or English dialect varieties (Stroud & Heugh, 2011). EAL/D students come to school with a complex set of language skills for learning, and English is a developing part of this repertoire (Busch, 2012). ![]()
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