Interacting with others These may be particularly daunting Give students a chance to present in for an EAL/D student, especially smaller groups or take time out to Plan, rehearse and deliver those in the Beginning and Emerging practice their delivery. In all cases, presentations, selecting and phases. they should be encouraged to sequencing appropriate content and provide visual supports for key words multimodal elements to promote a The student may be particularly and concepts so that all students can point of view or enable a new way of conscious of their accent, and other follow the gist of their information. seeing (ACELY1720) students may find this a source of amusement, thus exacerbating the Other areas to support are a self-consciousness of the student. student’s intonation (rise and fall of speech) and stress of particular words so that they are more easily recognisable to the audience. For example, the word is ‘syllable’ stressed on the first syllable (syllable). An EAL/D student may just as easily say or ‘syllable’ ‘syllable’, thus making the word more difficult to comprehend for native speakers. Interpreting, analysing, evaluating EAL/D students at the Beginning, Explain how these structures and Emerging and Developing phases will features shape meaning with Analyse and explain the ways text not understand the nuances of concrete examples taken from texts structures and language features language in many situations. being read. shape meaning and vary according to audience and purpose (ACELY1721) They will not recognise that the Model the variation of language particular language choices made in according to audience and purpose the text can impact on meaning. through role play that EAL/D students watch or through an in-depth analysis of different language and text structures on a same topic and how these change according to audience and purpose (for example, a text, an email to a friend, a business email, a letter). Interpreting, analysing, evaluating The knowledge that EAL/D Ascertain what knowledge EAL/D students possess will vary. students have. Model text processing Use knowledge and text strategies prior to the task. processing strategies to interpret a range of types of texts (ACELY1722)
Interacting with others Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to promote a point of view or enable a new way of seeing (ACELY1720) These may be particularly daunting for an EAL/D student, especially those in the Beginning and Emerging phases. The student may be particularly conscious of their accent, and other students may find this a source of amusement, thus exacerbating the self-consciousness of the student. Give students a chance to present in smaller groups or take time out to practice their delivery. In all cases, they should be encouraged to provide visual supports for key words and concepts so that all students can follow the gist of their information. Other areas to support are a student’s intonation (rise and fall of speech) and stress of particular words so that they are more easily recognisable to the audience. For example, the word ‘syllable’ is stressed on the first syllable (syllable). An EAL/D student may just as easily say ‘syllable’ or ‘syllable’, thus making the word more difficult to comprehend for native speakers. Interpreting, analysing, evaluating Analyse and explain the ways text structures and language features shape meaning and vary according to audience and purpose (ACELY1721) EAL/D students at the Beginning, Emerging and Developing phases will not understand the nuances of language in many situations. They will not recognise that the particular language choices made in the text can impact on meaning. Explain how these structures and features shape meaning with concrete examples taken from texts being read. Model the variation of language according to audience and purpose through role play that EAL/D students watch or through an in-depth analysis of different language and text structures on a same topic and how these change according to audience and purpose (for example, a text, an email to a friend, a business email, a letter). Interpreting, analysing, evaluating Use knowledge and text processing strategies to interpret a range of types of texts (ACELY1722) The knowledge that EAL/D students possess will vary. Ascertain what knowledge EAL/D students have. Model text processing strategies prior to the task.
EALD-English-Pre-primary-to-Year-10.DOCX