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AustraliaACARA-EALD_cover1.jpgn Curriculum EAL/D Teacher Resources
The latest version of the Australian Curriculum website includes a tab for "Student Diversity", which includes a page for "Students for whom English is an additional language or dialect". The Learning Area Annotations describe the linguistic and cultural considerations implied by each curriculum content description, and suggest teaching strategies to better enable EAL/D students to access the content. There are currently Learning Area Annotations for English, Mathematics, Science and History.
The EAL/D Student Work Learning Progression comprises a range of annotated examples of student work that illustrate aspects of the EAL/D learning progression.



C2C Units 1 and 2 with EAL/D Elaborations included
The English and Maths C2C Units 1 and 2 (for Term 1, 2013) are now available here with the EAL/D elaborations included. These elaborations come from the EAL/D Learning Area Annotations (see below). The elaborations describe the linguistic and cultural considerations implied by each content description, and suggest teaching strategies to better enable EAL/D students to access the content.



Professional Learning:
EAL/D Network Meeting
September 12th Notes


Talk and Spoken Language
The importance of student talk in the classroom has long been acknowledged. We know that langauge use is a major factor in language development and we know that this is a tool for learning: we grasp new understandings more easily by talking about them. The resources below will outline how certain kinds of spoken language and classroom talk are a bridge to reading and writing.


This document outlines two chapters on classroom talk and the importance of spoken language by Pauline Gibbons, in 'Scaffolding Language, Scaffolding Learning' and 'Learning to Learn in a Second Language'. It covers: the stages of language development, developing spoken language, scaffolding, the role of language in learning, integrating language and content and practical classroom ideas for using and developing spoken language.

This article by Pauline Gibbons discusses the importance of student talk in the classroom and demonstrates that certain kinds of spoken language are a bridge into reading and writing.

This article by Pauline Gibbons examines bilingualism and explores some of the difficulties tha children encounter when they enter our schools. It describes how we can support bilingual children's learning within the classroom.


Resources:

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You're in new Country' is a publication released by Charles Sturt University which provides advise for non- Indigenous Early Childhood mentors, trainers and teachers.
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"Working Respectfully' has some great posters, information and other resources that you can use in your classroom.
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Katherine TML Project Officers Erica Baulch and Carmel Hansen have created this “EAL/D Limited Literacy Background: Teaching Tips and Strategies” document using information from the ACARA EAL/D Teacher Resource and drawing on best-practice ESL theories and practices. Accompanying each phase is a list of teaching tips and strategies for supporting EAL/D learners at that phase, appropriate for their grade level (F-2, 3-6, 7-10).

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This is a great website with animated songs about key academic, social and emotional concepts, animated stories, online games, craft downloads and worksheets.
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Use the resources on this site to label the classroom, add words with pictures to a word wall, create role-play sets, print bingo boards and reference posters to reinforce key concepts, create displays and signs - an essential time-saving site for every teacher.
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The 8ways Aboriginal perspectives (written by Tyson Yunkaporta) is an Aboriginal pedagogy framework from NSW. It is expressed as eight integrated pedagogiess involving narrative-driven learning, visualised learning processes, hands-on/reflective techniques, use of symbols/metaphors, land-based learning, indirect/synergistic logic, modelled/scaffolded genre mastery, and connectedness to community.