Narrator:

The EAL/D Learning Progressions describe a progression of English language learning typical of students learning English as an additional language or dialect.

The Progressions have been developed primarily for teachers who are not EAL/D specialist teachers, to support them in: firstly, understanding the broad phases of English language development that EAL/D learners are likely to experience. secondly, identifying where their students are on the progression and the nature of their speaking, listening, reading and viewing and writing skills and thirdly, monitoring the linguistic progress of their EAL/D learners.

In NSW government schools, two EAL/D Learning Progression documents are used: the Department developed Kindergarten EAL/D Learning Progression, and the ACARA EAL/D Learning Progression for Years 1–2, 3–6 and 7–10.

Together, these progressions describe English language development across the four main stages of schooling: Kindergarten, Years 1 to 2, Years 3 to 6, and Years 7 to 10.

EAL/D learners may enter NSW public schools at any stage of schooling and at any phase on the progressions.

The EAL/D Learning Progressions are divided into four phases of English language proficiency: Beginning English, Emerging English, Developing English and Consolidating English.

Beginning phase learners are unfamiliar with English. Some may have familiarity with print in their first language and are referred to as Beginning Some Literacy, or BSL. Others may have limited or no literacy experience in any language and are referred to as Beginning Limited Literacy Background, or BLL. These sub-categories are not used for Kindergarten EAL/D learners at the Beginning phase.

Emerging phase learners have a growing degree of print literacy and oral language competency in English, and require significant support to access the curriculum and express their understanding.

Developing phase learners still require language to be taught explicitly to fully access the curriculum, and show increasing knowledge of print literacy and oral language competency in English.

Learners at the Consolidating phase have a sound knowledge of spoken and written English, including growing competency in academic English. They still require explicit teaching to understand culturally laden topics of study.

EAL/D learners move through the phases at different rates. Some may move through more than one phase in a school year, while others may take more than a year to move from one phase to another.

EAL/D learners may be at different phases across the language modes of listening, speaking, reading and viewing and writing. For example, a student may be Developing English in reading while still at Emerging English in writing.

EAL/D learners who are not meeting age-related benchmarks when assessed against syllabus outcomes may not necessarily be ‘underperforming’ but rather demonstrating achievement consistent with their English language learning phase. The EAL/D Learning Progressions support differentiation and scaffolding of teaching and learning.

Transition from one stage of school to another may result in a temporary plateau or regression in a learner’s English language development.

The EAL/D Learning Progressions support teachers to differentiate teaching and learning to ensure English language learners are supported to achieve syllabus outcomes.

For more information, please contact EALD.education@det.nsw.edu.au.

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