Sound and letter knowledge Capitalisation of words is specific to Explicitly teach the purpose of individual languages. For upper-case letters, and make clear Recognise the letters of the alphabet languages, capitalisation is the differences between upper-case and know there are lower- and non-existent, and capitalisation and lower-case letters, particularly upper-case letters (ACELA1440) differs among the alphabetic when they are quite dissimilar (for languages (for example, in German example, Qq, Rr, Ee, Dd). all nouns are capitalised, while some languages have no capitals). English letters range in the congruence between the upper case and lower case from the very – similar Ss to the dissimilar Qq and – – this can be particularly confusing for EAL/D students new to experiences with the English alphabet. LANGUAGE/CULTURAL CONTENT DESCRIPTIONS TEACHING STRATEGIES CONSIDERATIONS Literature Responding to literature Understanding humour usually When using stories to engage ‘funny’ requires advanced language skills and the class, take some time to explain Respond to identifying favourite insider cultural knowledge, and this is jokes to EAL/D students. stories, authors and illustrators very challenging for EAL/D students (ACELT1577) in the early phases of their EAL/D learning progression. Responding to literature EAL/D students in the Beginning and Use visual reinforcement to teach the Emerging phases of English language vocabulary of feelings and emotions. feelings and thoughts about the learning have limited vocabulary. events and characters in texts Ask parents or bilingual assistants to Additionally, the vocabulary of (ACELT1783) assist, as the students may know this feelings and emotions is often vocabulary in first language. abstract it is challenging for EAL/D Use texts from the students’ first students in all phases of their EAL/D language to model and prompt learning progression. language. Not all cultures value the sharing of Allow EAL/D students time and space feelings. For some EAL/D students to become contributors to classroom this may be confronting, discussions. One-on-one interactions embarrassing or just unfamiliar. Be and small group work can support aware that some students’ reticence this. to contribute may be for cultural reasons.
Sound and letter knowledge Recognise the letters of the alphabet and know there are lower- and upper-case letters (ACELA1440) Capitalisation of words is specific to individual languages. For languages, capitalisation is non-existent, and capitalisation differs among the alphabetic languages (for example, in German all nouns are capitalised, while some languages have no capitals). English letters range in the congruence between the upper case and lower case – from the very similar Ss – to the dissimilar Qq – and this can be particularly confusing for EAL/D students new to experiences with the English alphabet. Explicitly teach the purpose of upper-case letters, and make clear the differences between upper-case and lower-case letters, particularly when they are quite dissimilar (for example, Qq, Rr, Ee, Dd). CONTENT DESCRIPTIONS LANGUAGE/CULTURAL CONSIDERATIONS TEACHING STRATEGIES Literature Responding to literature Respond to identifying favourite stories, authors and illustrators (ACELT1577) Understanding humour usually requires advanced language skills and insider cultural knowledge, and this is very challenging for EAL/D students in the early phases of their EAL/D learning progression. When using ‘funny’ stories to engage the class, take some time to explain jokes to EAL/D students. Responding to literature feelings and thoughts about the events and characters in texts (ACELT1783) EAL/D students in the Beginning and Emerging phases of English language learning have limited vocabulary. Additionally, the vocabulary of feelings and emotions is often abstract it is challenging for EAL/D students in all phases of their EAL/D learning progression. Not all cultures value the sharing of feelings. For some EAL/D students this may be confronting, embarrassing or just unfamiliar. Be aware that some students’ reticence to contribute may be for cultural reasons. Use visual reinforcement to teach the vocabulary of feelings and emotions. Ask parents or bilingual assistants to assist, as the students may know this vocabulary in first language. Use texts from the students’ first language to model and prompt language. Allow EAL/D students time and space to become contributors to classroom discussions. One-on-one interactions and small group work can support this.
EALD-English-Pre-primary-to-Year-10.DOCX