ACARA EAL/D Learning Progression

In 2011, the Australian Curriculum, Assessment and Reporting Authority (ACARA) developed a teacher resource for teaching English as an Additional Language or Dialect (EAL/D) students which outlines the progression of English language acquisition an EAL/D student typically follows. This was developed primarily for non EAL/D specialist teachers to help them recognise the phases of English language development, identify where students are located on the progression and monitor EAL/D students linguistic progression (Australian Curriculum, Assessment and Reporting Authority (ACARA), 2011). There are four phases in this progression, beginning English, emerging English, developing English and consolidating English. Each of these will be discussed later, outlining the capabilities and challenges of EAL/D students at these levels. First it is important for you to consider the following:

• These are four very broad phases of English language acquisition and there are differences between students at the beginning of one phase compared to a student at the end.

• Students will move through these phases at different rates depending on various factors (for example: proficiency in first language, exposure to formal education, cognitive and emotional development) (O'Neill & Gish, 2008, p. 73).

• Students can be in different phases for different aspects of English language (reading, speaking, listening and writing).

• A student might appear to ‘slip’ between phases during transitional times. For example a student in year 8 might be in the consolidating phase in reading then ‘slip’ down to developing in year 9. This is generally because of the change in difficulty in subject specific knowledge and vocabulary. 

 The following information on the phases of English language acquisition is a summary of the EAL/D learning progression developed by ACARA
 

Beginning English

Using visual aids helps students understand content
(Teacher Explaining DNA Model, Beathan, n.d.)

Students in the beginning phase of English language acquisition may either have some print literacy in their first language or a limited background of literacy. These students have either just started or are learning English for the first time. They can speak in one or more languages/dialects other than English though have had varying experiences of schooling in their first language. Students require high levels of explicit teaching of language and skills by both the mainstream and specialist EAL/D teachers. The concentration required by EAL/D students at this phase is high in an English speaking classroom and students often tire and become restless easily. Students may not be able to express their full content knowledge as assessment often requires a high level of English language proficiency to convey. 

Emerging English

Students in the emerging phase of English language acquisition are increasingly participating in classroom and school activities. They are able to engage with the curriculum with enough adequate scaffolding, continued explicit language teaching and with extra time to complete some tasks. These students can produce simple written and spoken Standard Australian English (SAE) however; the students will have issues if the content is too culturally laden. They will continue to use their first language for support which will be evident in verbal and non verbal communication. These students will continue to have difficulty in demonstrating their understanding in language reliant tasks without adequate scaffolding and support. 

 Developing English

Students in the developing phase of English language acquisition are able to be active and engaged members of the class providing information and instruction is presented clearly and at a moderate pace. They are able to speak and have a developing knowledge of print literacy in SAE, however use and value the use of code switching with first language. They are producing extended pieces of spoken and written SAE with fewer errors. This leads to the student being able to demonstrate their understanding more clearly, however it will not be a true reflection of their potential with the time they need to spend preparing and drafting work. Explicit language teaching is still required, especially in subject specific vocabulary.

Consolidating English

Independent Schools Victoria. (n.d.).

The last phase of the ACARA EAL/D learning progression is consolidating English. Students at this phase (especially later in the phase) are now active and independent learners with a sound knowledge of SAE. Their ability to concentrate and understand extended teacher talk has improved however they will still require explicit language teaching and support. This support is most needed in subjects with high levels of subject specific vocabulary (e.g. Biology) and culturally laden topics (e.g. topics in English).  With their understanding of the purpose and appropriate use of texts and their structure they have the ability to meet many requirements of the curriculum.