Teachers’ beliefs about their students influence how they teach and interact with them. High expectations are linked with higher performance for all students. The reverse can also be true. Students may achieve less than their full potential if expectations of their ability are low.
EAL/D learners have the same academic capability as their English speaking peers. Working towards the same syllabus outcomes as other students while offering targeted English language support illustrates high expectations for EAL/D learners.
Teachers can access professional learning on how to support EAL/D learners in their English language learning needs while meeting stage appropriate syllabus outcomes. The Classrooms of possibility (staff only) suite of videos offers illustrations of practice in supporting EAL/D learners, particularly for students with a refugee background.