EAL/D conversations

In this episode Dr Marie Quinn from the University of Technology Sydney unpacks code-switching and translanguaging, the benefits of utilising students preferred languages for learning and strategies to support translanguaging pedagogies in the classroom. Marie makes reference to a number of pieces of research which have been included below. Resources and references · Introduction to the Special Issue: Translanguaging as a Resource in Teaching and Learning by Julie Choi, Mei French & Sue Ollerhead (2020) · Students' multilingual resources and policy-inaction: an Australian case study by Mei French (2016) - This talks about the students who use a variety of language resources and the teachers who support them. · Teaching across semiotic modes with multilingual learners: translanguaging in an Australian classroom by Sue Ollerhead (2019) - This shows some strategies used by students to negotiate meanings in L1 and English. Epistemologies in multilingual education: translanguaging and genre: companions in conversation with policy and practice Kathleen Heugh (2014) - This gives some background to translanguaging. · The Astounding Effectiveness of Dual Language Education for All by Virginia P. Collier and Wayne P. Thomas (2004) Using multilingual approaches: moving from theory to practice A resource book of strategies, activities and projects for the classroom by Kathleen Heugh, Mei French, Janet Armitage, Kerry Taylor-Leech, Necia Billinghurst and Sue Ollerhead (2019) - This is more for multilingual classrooms in Africa and India, but has some interesting background and ideas.

This episode explores how teachers can inspire and equip EAL/D learners to be lifelong learners by utilising quality EAL/D pedagogy and practices. It unpacks the importance of EAL/D pedagogy and what it could look like in classrooms. In this episode Lisa refers to the work of Beverly Derewinaka in relation to the mode continuum and Jim Cummins in relation to BICS and CALP. For further information please see: · Cummins, J. (1979). Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters. Working Papers on Bilingualism, No. 19, 121-129. · Derewianka, B. (2014). Supporting students in the move from spoken to written language. In Englishes in Multilingual Contexts: Language Variation and Education. Dordrecht: Netherlands.

This episode explores the importance of teaching text structure to support EAL/D learners with reading. In this episode Luke refers to the following: · Gibbons P. (2009) English Learners, Academic Literacy, and Thinking, Learning in the Challenge Zone, Heinemann, Portsmouth · Grabe, W. (2009) Reading in a Second Language: Moving from Theory to Practice, Cambridge University Press, NY

This episode explores strategies for supporting EAL/D learners to develop their vocabulary. In this episode Luke refers to the following resources: · Chung, S. (2012) Research-based vocabulary instruction for English Language Learners, The Reading Matrix, vol 12, online · Nation, P., & Webb, P. (2017) How Vocabulary Is Learned, Oxford University Press, UK · NSW Department of Education (2021) Universal Resource Hub · NSW Department of Education (2021) Literacy - Explicit teaching strategies - Stages 2-5, online · Victoria State Government (2020) Literacy Teaching Toolkit, Morphology · Victoria State Government (2021) Literacy Teaching Toolkit, Vocabulary

This episode explores why developing a rich vocabulary is important for EAL/D learners and how lexical knowledge is developed. In this episode Luke refers to the following resources: · Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford. · Coxhead, A. (2000) The Academic Word List, Victoria University of Wellington, Online · Nation, P., & Webb, P. (2017) How Vocabulary Is Learned, Oxford University Press, UK · Dang, T. N. Y., & Webb, S. (2016) The Essential Word List, Oxford University Press, Online

This episode unpacks what effective reading instruction looks like for EAL/D learners and how teachers can support students to become strategic readers. In this episode Luke refers to the following resources: · NSW Centre for Effective Reading - Comprehension Handbook · NSW Department of Education literacy and numeracy webpage · Castles A, Rastle K, Nation K. Ending the Reading Wars: Reading Acquisition From Novice to Expert. Psychological Science in the Public Interest. 2018;19(1):5-51.

This episode explores what an Intensive English Centre (IEC) is, the eligibility criteria, enrolment process and the benefits of attending an IEC.

This episode explores how teachers can know, value and care for EAL/D learners within their class. It also defines who EAL/D learners are and the differences between the terms EAL/D and LBOTE.

The EAL/D Education Strategy aims to build the capacity of schools to achieve the best possible outcomes for students learning English as an additional language or dialect (EAL/D). This episode explores different aspects of the EAL/D Education Strategy including the role of EAL/D Education Leaders working across school principal networks.