EALD needs

Magenta: in alignment with UDL Principle I (multiple means of representation)

Blue: in alignment with UDL Principle II (multiple means of action & expression)
Green: in alignment with UDL Principle III (multiple means of engagement)

Identification of the students level of language proficiency using the EALD Learning
Progression (ACARA, 2014).

Intensive language teaching for newly arrived EALD students with minimal English
through Introductory English Centres (AGED, 2015).

Recognition and acknowledgement of the students home language or dialect as a

legitimate mode of communication (ACARA, 2014).

Share their cultural & linguistic resources preserve their cultural identities while
developing the language awareness and intercultural understanding of all students in
the class (ACARA, 2014).

Use their first language to build their English language learning and curriculum
content knowledge: assistance from a bilingual teaching assistant or more able
students from the same language background to explain concepts in the students
home language (ACARA, 2014, p. 23)

Explicit teaching in all aspects of language and across all curriculum areas (ACARA,
2014, p. 24), such as to develop their:
- understanding of the differences between written and spoken language
(ACARA, 2014, p. 13)
- awareness of print through specific instruction in the construction of English
letters and the directionality of written English and in punctuation, if the students
home language is non-alphabetical, has different directionality, or uses
punctuation differently (ACARA, 2014, p. 14)

Vocabulary development
- Everyday vocabulary needs to be explicitly taught (ACARA, 2014)
- Subject-specific language structures and vocabulary needs to be taught in the
context in which they are used (ACARA, 2014)
- Abstract vocabulary for feelings & emotions needs visual reinforcement (ACARA,
2014)
- Knowledge of morphemes within words helps develop comprehension and
expand vocabulary (ACARA, 2014, p. 17)

Specific direction in the initial stages of inquiry (ACARA, 2014).

Constant monitoring of their understanding of curriculum area content (ACARA,

2014, p. 20).

Building shared knowledge through excursions, visuals, gestures, and hands-on

experiences e.g. with concrete objects (ACARA, 2014).

Scaffolding and supporting strategies:

- Gradual release of responsibility
- Reference to stories/events familiar to the students

Pair work between an EALD student with a buddy, rather than a large group of
more than 2 students
Provision of text frameworks, sentence prompts, writing guides, and glossaries to
support reading and writing (ACARA, 2014).

Teacher instruction at a level that matches their phase of English language learning
(ACARA, 2014).

Provision of alternative oral explanations (ACARA, 2014).

Focus on essential subject terminology or instructional language while avoiding

extraneous information (ACARA, 2014).

Modified assessments and tasks to suit their identified phase of language learning on
the EALD Learning Progression (ACARA, 2014).

Practice, preparation and revision: Multiple opportunities to use language (especially

spoken language), to plan, rehearse, and review their use of language (ACARA,
2014, p. 27).
- Oral language development: opportunities for constructive classroom talk to
support EALD students cognitive development, language learning, reading
comprehension and writing skills (ACARA, 2014).
- Oral and aural practice to repeat new vocabulary/phrases, e.g. speed dates as
students hear the same questions and provide the same answers to new people
in one-to-one interactions (ACARA, 2014, p. 27)
- Print-rich classroom environment (ACARA, 2014)
- Modelling of spoken explanations & opportunities for EALD students to repeat
them with the same language features and sentence structure (ACARA, 2014,
p. 27)

Teacher considerations of cultural sensitivities (ACARA, 2014).