English as an additional language or dialect students
Students who are learning English as an additional language or dialect (EAL/D) require support in the development of specific English language skills needed for using mathematical concepts and strategies in a range of situations. For EAL/D students to develop many aspects of numeracy, they must have access to the unique linguistic register of the precise and abstract language of mathematics. EAL/D students need to interact with, investigate and use the formal language of mathematics. All teachers must provide opportunities for EAL/D students to engage in meaningful talking and listening to develop and consolidate a working knowledge of this unique language 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.