English as an additional language or dialect learners

Students who are learning English as an additional language or dialect (EAL/D) require support in the development of specific English language skills. All teachers must provide opportunities for EAL/D students to engage in meaningful talking and listening to develop and consolidate a working knowledge of English literacy in a range of contexts.

Controlled support – full scaffolding

This is when students are provided with the target language they need. At this support level, students are primarily using receptive language (listening, reading and viewing) skills. They are becoming aware of the target language. This focused support usually has teacher led activities and involves considerable modelling of language.

Guided support – partial scaffolding

This is when students have multiple exposure to and practice of the target language. Teachers’ sequence and scaffold activities, providing many opportunities for students to use the target language. Students are using both receptive and productive language (writing, speaking, representing) skills in recycling the target language. This support is usually activity led, provides partial scaffolding while students apply and practise language, and often involves pair or group work.

Independent support – minimal scaffolding

This is when the teacher provides extended opportunities in different contexts for students to use the target language. Students are predominantly using productive language skills in recasting the target language. This support allows students to demonstrate their developing mastery, provides minimal scaffolding and often involves students working individually.

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