Teaching EAL/D

Students Workshop
Geoffrey Langhans a1131884

Acknowledgement
Ninna Marni.
We would like to acknowledge that the land we meet
on today is the traditional lands for the Kaurna people
and that we respect their spiritual relationship with
their Country. We also acknowledge the Kaurna
people as the traditional custodians of the Adelaide
region and that their cultural and heritage beliefs are
still as important to the living Kaurna people today.

Welcome!
I am- A teacher (or soon to be hopefully!)
- Ex-winemaker
- Mad table tennis player

EAL/D Learning outcomes.

What? Who? Why? How?
English as an Additional Language or
Dialect
- Standard Australian English (SAE)
Who are EAL/D students?
Who are EAL/D teachers?
Why do we differentiate them?
How do we help them?

First Hour.
Acknowledgement and Welcome, 8 min ()
Learning Outcomes, 1 min ()
Workshop program, 2 min
Housekeeping, 1 min
What and Who? 15 min
Activity- Wearing an EAL/D students shoes, 15 min
Activity discussion, 4 min
Questions, 4 min
Break, 10 min

Second Hour.
Why?, 15 min
Activity, 10 min
Break, 5 min
How? (Part 1), 20 min
Questions, 5 min
Break, 5 min

Third Hour.
How? (Part 2), 20 min
Activity, 15 min
Discussion and questions, 10 min
Conclusions, 5 min
Early minute!

Housekeeping.
Coffee
Toilets
Exits
Phones

EAL/D? SAE? What about ESL?

English as an Additional Language or Dialect
- Standard Australian English (SAE)

Who are we talking about?

Who are EAL/D students?
Who are EAL/D teachers?

Wearing an EAL/D students shoes.

Activity time!
Groups of four
Each group gets an activity pack
Three members get a different Student Card
each
Fourth member gets the Teacher Card
Students- keep your cards to yourself!

Wearing an EAL/D students

shoes.
How did your group go?
What were the difficulties?
Thoughts?

Questions?

First Hour.
Acknowledgement and Welcome, 8 min ()
Learning Outcomes, 1 min ()
Workshop program, 2 min ()
Housekeeping, 1 min ()
What and Who? 15 min ()
Activity- Wearing an EAL/D students shoes, 15 min ()
Activity discussion, 4 min ()
Questions, 4 min ()
Break, 10 min

Second Hour.
Why?, 15 min
Activity, 10 min
Break, 5 min
How? (Part 1), 20 min
Questions, 5 min
Break, 5 min

Why do we differentiate
EAL/D learning?
EAL/D students - Learn SAE
- Learn through SAE
- Learn about SAE

Phases of EAL/D learners.

Beginning English
Emerging English
Developing English
Consolidating English
ACARA (2014-B)

Activity 2.
Your experiences with EAL/D students
Think, pair, share!

How? Part 1.
Start with the foundations!

Be clear!
Explicit teaching
Scaffolding and support strategies
Buddies
Questions?

Second Hour.
Why?, 15 min ()
Activity, 10 min ()
Break, 5 min ()
How? (Part 1), 20 min ()
Questions, 5 min ()
Break, 5 min

Third Hour.
How? (Part 2), 20 min
Activity, 15 min
Discussion and questions, 10 min
Conclusions, 5 min
Early minute!

How? Part 2.
Practise, preparation and revision
Use the walls!
Dictionaries
Modified assessment

Activity 3.
Your students love Kahoot! Now its your turn.

Remember Activity 2?
What have you learnt?
What couldve you done better?
Any other questions?

Summary
Can you?
Define English as an Additional Language or
Dialect and Standard Australian English (SAE)
Know who EAL/D students are.
Know who EAL/D teachers are.
Know why we differentiate EAL/D students.
Know how we help them.

Resources.
ACARA EAL/D Teacher Resource- Overview and Advice
(2014-A)
ACARA EAL/D Teacher Resource- Learning Progression
Foundation to Year 10 (2014-B)
ACTA EAL/D Elaborations of the Australian Professional
Standards for Teachers (2015)

References.
ACARA website. EAL/D Teacher Resource (2014-A), accessed
02/08/2016http://www.acara.edu.au/_resources/EALD_Overview_and_Advice_
revised_February_2014.pdf
ACARA website. EAL/D Teacher Resource (2014-B), accessed
09/08/2016http://www.acara.edu.au/verve/_resources/EAL_D_Learning_Progr
ession_Foundation_to_Year_10_09052014_file_2.pdf
ACTA website. EAL/D Elaborations of the Australian Professional
Standards for Teachers (2015), accessed 09/08/2016http://www.tesol.org.au/files/files/530_60238_EALD_elaborationsShort_Version_Complete.pdf