EALD Resource - EALD Learning Progression

English as an Additional Language
or Dialect: Teacher Resource

EAL/D Learning Progression
Version 1.2
August 2011
www.acara.edu.au
This is an excerpt from ACARA’s English as an Additional Language or Dialect: Teacher
Resource. It contains the EAL/D Learning Progression. The complete resource can be
accessed from
http://www.acara.edu.au/curriculum/eald_teacher_resource/eald_teacher_resource.html
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EAL/D LEARNING PROGRESSION
3. EAL/D Learning Progression
Introduction
This EAL/D learning progression describes a progression of English language learning
typical of students learning English as an additional language or dialect (EAL/D).
It has developed primarily for teachers who are not EAL/D specialists. EAL/D or English
as a Second Language (ESL) documents developed by the states and territories (page
105) provide for more detailed and specialist information.
Teachers can use this progression to:
• understand the broad phases of English language learning that EAL/D students
are likely to experience
• identify where their EAL/D students are located on the progression and the nature
of their speaking, listening, reading/viewing and writing skills
• monitor the linguistic progression of their EAL/D students.
By considering examples of EAL/D students’ work, including their speaking and listening
skills, teachers can identify linguistic elements and/or behaviours that best match those
found in the EAL/D learning progression. This will indicate the level of support that will
need to be provided for students to access learning area content. Examples of
considerations and strategies to assist teachers to adapt their curriculum delivery can be
found in the advice for teachers of EAL/D students (page 83). Student progress can be
monitored at key points in the school program (such as reporting times) by referring to the
EAL/D learning progression.
The EAL/D learning progression includes:
• broad descriptions of the characteristics of learner groups at each of four phases

of English language learning. EAL/D students of any age may be in any of the
language learning phases:
o Beginning English — students with some print literacy in their first language.
A subcategory, Limited Literacy Background, is included to describe the
reading/viewing and writing behaviours typical of students with little or no
experience of literacy in any language
o Emerging English — students who have a growing degree of print literacy
and oral language competency with English
o Developing English — students who are further developing their knowledge
of print literacy and oral language competency with English
o Consolidating English — students who have a sound knowledge of spoken
and written English, including a growing competency with academic language
• tables that describe an English language learning pathway typical of EAL/D

students for:
o three stages of schooling (Foundation to Year 2, Years 3 to 6, Years 7 to 10)

o the four phases of language proficiency in each stage of schooling
English as an Additional Language or Dialect: Teacher Resource

EAL/D Learning Progression 8
o the language modes of listening, speaking, reading/viewing and writing in each
of the four phases.
The EAL/D learning progression is presented in two views. One view is organised by
stage of schooling and phase of language learning (page11). The second phase is
organised by the language modes of speaking, listening, reading/viewing and writing
(page45). Both views contain the same information.
Important considerations when using the EAL/D learning

progression
The EAL/D learning progression provides teachers with a brief summary of an English
language learning progression that EAL/D students typically make. It can take many years
for an EAL/D student to complete this progression.
Each of the four phases describes a period of significant English language learning
development, and there will be differences between a student at the beginning of the
phase and a student at the end of the phase.
EAL/D students will move through the four phases at different rates: some students may
move through more than one phase in a school year; while some may take more than one
year to move from one phase to another.
Students may also be at different phases across the language modes of listening,
speaking, reading/viewing and writing. For example, a student may be showing
characteristics of Developing English in speaking, while still at Emerging English in
writing.
Students may appear to ‘slip’ between phases at transition points, particularly between
Developing English and Consolidating English or when they move from an Intensive
English progression to a mainstream class, as they meet new academic challenges that
require increasingly sophisticated use of academic language. For example, a student may
appear to be in the Consolidating English phase in Year 6, but new language demands
encountered in high school may mean that a student is better described in the Developing
English phase in Year 7.
Although the phases describe a developmental language progression, the rate of progress
and the extent of the achievement within each phase are dependent upon a number of
factors including, for example, the nature of previous schooling, proficiency in the first
language and an individual’s cognitive and emotional development.
The descriptions provide a broad account of language learning behaviours typical of each
phase — they are not a comprehensive list and do not constitute a checklist.
In broad terms, EAL/D students who demonstrate English language proficiency at the
Beginning English or Emerging English phases require informed EAL/D intervention in
order to access content in the Australian Curriculum. In particular, students who have
limited literacy in their first language require informed EAL/D teaching to assist them to
develop literacy in English. EAL/D students who are developing or consolidating their

English language skills continue to require specific language instruction in their
mainstream classes.
Additional advice for mainstream teachers of EAL/D students can be accessed through:
• the Advice for teachers (page 83) that provides important background information
• additional EAL/D resources in the states and territories (page 105)
• the advice and support of specialist EAL/D teachers.

EAL/D Learning Progression: View by stage of schooling
Beginning English: Some print literacy in first language

The Beginning English phase of learning includes a sub category of Limited Literacy Background, to describe the development of reading/viewing
and writing behaviours typical of students with little or no experience of literacy in language.
CHARACTERISTICS OF THIS LEARNER GROUP AGE-RELATED CONSIDERATIONS

Each phase describes a period of significant English language learning development. There will
be differences between a student at the beginning of the phase and a student at the end of the
phase.
These students are starting to learn English. They can speak one or more languages/dialects While many of these characteristics are
other than English and have an age-appropriate level of print literacy in their first language. They applicable to all students beginning to learn
have had varying experiences of formal schooling and may be literate in their first language. In a English, older students will have more life
familiar learning environment, they will begin to engage with simple language tasks of the experiences as well as more developed
curriculum, particularly with support from a speaker of their first language, and targeted cognitive abilities and will understand print in
contextual support (eg visuals and gestures). Learning a language requires intense their first language. They draw upon their first
concentration, and students are likely to tire when listening to and speaking English constantly. language literacy knowledge as they learn
High levels of explicit teaching of specific EAL/D skills are required from both the specialist English.
teacher and the classroom teacher. These students are capable of understanding the concepts of
the curriculum for their year level. However, as they are new to learning in and about English,
they will find it difficult to show achievement as described in the achievement standards for their
year level, as these rely heavily on English language proficiency to convey content knowledge
and understandings.

EAL/D Learning Progression ‒ View by Stage of Schooling 11
Foundation to Year 2
BEGINNING ENGLISH: SOME PRINT LITERACY IN FIRST LANGUAGE (Years F – 2)

Listening Speaking Reading/viewing Writing
Student progress can be monitored during the school year using the EAL/D learning progression. It is important to note that:
• placement on this continuum should be based on a body of evidence and not just one work sample
• ability in one mode is not an indication of ability across all modes.
Learners at the beginning of this Learners at the beginning of this Learners at the beginning of this Learners at the beginning of this
phase are unfamiliar with the phase communicate for the most phase are new to print in English phase are new to written English,
sounds of English. In this phase, part nonverbally in familiar social and to reading routines in although they may have some
they begin to take cues from and classroom situations. In this Australian classrooms. In this experience in another language. In
speakers around them and phase, they begin to use isolated phase, they begin to read and this phase, they begin to copy
participate in simple classroom words and well-known formulaic understand texts, read common writing from the school
routines. expressions. sight words and use beginning environment and use beginning
knowledge of English sounds and knowledge of English sounds and
symbols to decode words and symbols to write and understand
begin to interpret the literal the concept of a word, and that
information in visual texts with speech can be written down, read
teacher support. and reread.
Students: Students: Students: Students:
• may not exhibit typical listening • use gesture to communicate, or body • show interest in gaining and sharing • have inconsistent letter formation as
behaviours (eg looking at the language such as tugging on a meaning from print and pictures, and they learn English letters, particularly
teacher) or indicate if they have teacher’s arm can differentiate between their first if these are different from their first
understood • rarely initiate communications or language print and English print language
• may begin to mimic the responses of participate verbally in group activities • may show comprehension of texts • have some concepts of print and will
others to spoken instructions (eg • begin to mimic words used by through the construction of diagrams understand that print conveys
lining up at the classroom door) teachers and classmates, and pick or images meaning through their experiences
• understand clear, unambiguous up very routine and repetitive • understand the purpose of text and with print in their first language
contextual support of gestures, language that is associated with their books, from experiences with reading • initially may not use left-to-right
images and modelling when being immediate needs (eg no, toilet) in their first language directionality of English print if it

BEGINNING ENGLISH: SOME PRINT LITERACY IN FIRST LANGUAGE (Years F – 2)
spoken to (eg the teacher miming • are more likely to communicate in • need explicit teaching on how to differs from their first language
eating and pointing to their one-on-one interaction with people interpret images that are culturally • begin to demonstrate awareness that
lunchboxes when instructing they trust, and in their first language specific or unfamiliar certain letters in English represent
students that it is lunchtime) • may be silent for extended periods • are unfamiliar with English print certain sounds, with a growing
• find some English sounds unfamiliar • are only beginning to understand that features, including directionality (eg understanding of sound–letter
and difficult to distinguish from each communication can occur in another from left to right and top to bottom) if relationships. Some sounds in
other. language. it differs from their first language English are likely to be new sounds
script for these learners, and this is an
• initially are unfamiliar with how the added consideration when teaching
sounds of English map onto English sound–letter relationships
letters (graphemes), but their first • communicate their meanings through
language experience may scaffold drawings, symbols and teacher-
this learning scribed writing, and begin to copy
• recognise the difference between writing from their classroom
letters, numerals and illustrations environment (eg other children’s
• recognise their own name in writing name tags).
and begin to develop a small bank of
common sight words, including
environmental print.

Years 3 to 6
BEGINNING ENGLISH: SOME PRINT LITERACY IN FIRST LANGUAGE (Years 3 – 6)

phase are new to the sounds of phase communicate using phase understand that print phase are new to written English,
English. In this phase, they begin gesture, isolated words and well- transmits and records ideas and although they have some
to attend to the sounds of English known, formulaic expressions. In events, although they may have experience with writing in another
and identify individual words, this phase, they begin to had little or no previous language. In this phase, they
phrases, tones and inflections. communicate verbally and experience with print texts in begin to communicate simply in
nonverbally in familiar social and English. In this phase, they begin writing using a small range of
classroom situations. to decode short texts and correctly familiar words.
interpret the literal information in
visual texts with teacher
scaffolding.
• respond appropriately to clear • sometimes join in oral activities • show interest in gaining and sharing • may communicate ideas through
commands (eg Make two lines), involving songs and rhymes meaning from print and pictures drawings, symbols and early writing
when others are doing the same • begin to express needs and respond • may show comprehension of texts attempts, and produce and copy
• identify some known vocabulary as to simple directions and questions through the construction of diagrams symbols, letters, words, labels, lists
single words and sometimes in a using single words or nonverbal or images and sentences
sentence sequence of sounds when responses such as shrugs • can differentiate between first • draw pictures in a sequence to tell or
the known word is stressed (eg Give • distinguish between spoken English language print and English print retell simple stories or a sequence of
me your book) and first language/ • bring their previous cultural and actions
• are becoming aware of expected dialect linguistic experiences to the task of • show awareness that speech can be
listening behaviour in the classroom • use a limited range of concrete home reading in order to make sense of written down and know the
• rely on gestures and visual images to and school vocabulary that is high print difference between writing and
access meanings in texts listened to frequency • need scaffolding to interpret images drawing

and read aloud • exhibit beginning understanding of that are culturally specific or • begin to demonstrate awareness that
• understand a narrow range of action word order in simple phrases and unfamiliar to them certain letters in English represent
verbs (eg sit, run, kick, sing) sentences • recognise the difference between certain sounds, with a growing
• recognise some common phrases in • pronounce some English words and letters, numerals and illustrations understanding of sound–letter
familiar contexts (eg on the desk) phrases so that they can be • are learning the basic features of relationships, and identify some
• listen to texts read aloud and identify understood English print, including left-to-right letters in words, including those in
events and characters when • watch, listen, imitate and repeat directionality, spaces between words their own name
supported by pictures words and phrases, and rely on the and return sweep • may use inconsistent letter formation
• use contextual cues and first English speaker to support and • are beginning to understand some and may mix upper- and lower-case
language to follow communication in interpret their utterances. sound–symbol relationships of letters in writing
everyday classroom routines and English • learn to use the basic concepts of
sometimes seek help from others. • read along with the teacher (or print in English, including left-to-right
slightly behind), using the teacher’s directionality, spaces between words
intonation and phrasing, and use and return sweep
memory and picture cues to reread • make use of classroom models to
familiar texts such as rhymes and reproduce letters, words and short
repetitive texts sentences
• recognise their own name in writing • contribute ideas, words or sentences
• begin to develop a small bank of to class or group shared texts, or
common sight words. dictate sentences about a drawing or
experience for others to scribe.

Years 7 to 10

phase are tuning in to the sounds phase attempt to communicate phase understand that print phase begin to copy English
of English. They attempt to listen using a mixture of nonverbal and transmits messages and ideas, words they encounter in the
to and interpret the new language first language utterances, and and those from a similar classroom, but do so with limited
for short periods. In this phase, some common isolated words and alphabetic background will attempt understanding of what these
they begin to understand common formulaic expressions. Towards to decode simple English words, represent. In this phase, they
instructions, basic questions, short the end of this phase, they begin using first language strategies to attempt to write for a range of
descriptions and the gist of to communicate simply in basic decode the sound–symbol basic classroom and personal
explanations in familiar contexts learnt English expressions in a relationship. In this phase, they purposes in short phrases, with
and in areas related to their prior limited range of familiar social and will need intensive scaffolding to limited grammatical accuracy and
knowledge and experience. classroom contexts. read and comprehend the main vocabulary.
ideas, and limited specific
information in short, simple,
factual or fictional texts that do not
rely on significant cultural
knowledge.
• respond to spoken English in familiar • initiate and respond to simple • comprehend and respond to short, • may communicate ideas through
and predictable situations where the statements in familiar contexts, such simple texts in Standard Australian drawings, symbols and early writing
diction is clear and the pace slow as everyday greetings English, relating home culture, attempts, and produce and copy
• respond to nonverbal cues that • distinguish between spoken English knowledge and experience to this symbols, letters, words, labels, lists
match their own culture and first language/dialect information and sentences

• identify some known vocabulary as • make tentative attempts at polite • may show comprehension of texts • sequence simple sentences (eg My
single words and sometimes in a request forms and often use through the construction of diagrams name is …, I come from …,
sentence sequence of sounds when statements instead of polite or images I live in …)
the known word is stressed (eg Give requests, which may be perceived as • can engage with visual images and • work with literal language, drawing
me your book) rudeness but indicate, instead, a lack interpret these at a literal and vocabulary from concrete classroom
• mask when they do not understand of cultural knowledge superficial inferential level, provided experiences
classroom discussions or work • use common vocabulary and simple that these are not too reliant on • show evidence of direct translation
• may nod or speak, but not always be grammatical patterns with variable cultural content from first language in sentence
in turn accuracy to achieve their immediate • understand the purpose of diagrams, structure
• rely on gestures and visual support communicative needs graphs or diagrams in text • copy writing from the board
for understanding, and begin to ask • pronounce words clearly enough for • may need explicit teaching to learn to • use letter formation and punctuation
for help from others. understanding decode English print, especially if the that show influence of first language
• imitate and repeat words and print of their first language is • vocabulary is limited to that learnt in
phrases, and rely on a supportive significantly different class
interlocutor. • can use text form knowledge to • rework drafts in response to teacher
identify familiar text types suggestions and use basic word
• actively use graphics and computer processing features to write and
icons to help negotiate a text. present texts
• use bilingual clarification from a
variety of sources.

BEGINNING ENGLISH: LIMITED LITERACY BACKGROUND AGE-RELATED CONSIDERATIONS
CHARACTERISTICS OF THIS LEARNER GROUP
Each phase describes a period of significant English language learning development. There
will be differences between a student at the beginning of the phase and a student at the end
of the phase.
These students are learning English for the first time, with little or no foundation in While many of these characteristics are applicable
continuous, formal education. They can speak one or more languages/dialects other than to all students beginning to learn English, older
English, but have little or no experience with print literacy in their first language. Some students will have more life experiences as well
students may be unfamiliar with books, needing explicit teaching to understand that the print as more developed cognitive abilities. They draw
marks on the page symbolise meaning. In a familiar learning environment, they will begin to upon their first language knowledge as they learn
engage with simple curriculum demands, particularly with support from a speaker of their first English.
language, and targeted contextual scaffolds (eg visuals and gestures). Learning a language
requires constant focus and attention, and students will tire easily and may experience a high
level of frustration. High levels of explicit teaching are required throughout the day both from
the specialist teacher and the classroom teacher. These students may be capable of
understanding the content of the curriculum for their year level. However, as they are new to
learning in and about English, they will find it difficult to show achievement as described in
the achievement standards for their year level, as these rely heavily on English language
proficiency to convey content knowledge and understandings.

BEGINNING ENGLISH: LIMITED LITERACY BACKGROUND (Years F – 2)
Reading/viewing Writing
Learners at this phase have had no previous experience of reading print Learners at this phase have had no previous experience of writing print
in another language/dialect. in another language/dialect.
Students: Students:
• may have very limited understanding of how books work, including • may have very limited concepts of print and are beginning to
concepts of print such as left-to-right directionality understand that print is used to convey meaning
• may focus on illustrations to construct meaning from texts • will need instruction for where to start writing on the page and which
• are beginning to understand the role of print in conveying meaning direction to follow
• may begin to ‘read’ books by speaking their own stories as they turn • may form letters as images rather than symbols
pages, using their first language/dialect or limited English • may have had very little experience with pencil and paper, and may
• use their home language to describe a visual image in general use unconventional pencil grip
terms and attempt to infer the general meaning of this image. • may communicate ideas through drawings and early writing
behaviours where they ‘roleplay’ writing.

Years 3 to 6
BEGINNING ENGLISH: LIMITED LITERACY BACKGROUND (Years 3 – 6)
Learners at this phase are beginning to understand that print and Learners at this phase are new to writing, although they understand
images transmit and record ideas and events. They have had little or no that print conveys messages.
previous experience with print texts.
Students: Students:
• begin to understand the sound–symbol relationship in English and • are beginning to understand the directionality of English print
how to sound out short, phonically decodable words • begin to differentiate between numbers and letters
• begin to understand the directionality of English print and trace • represent letters as images rather than as symbols, and so letters
under words with their finger or a pen to demonstrate this may be poorly or inconsistently formed
• begin to understand elements of books – the cover, the title, the • need to be taught how to use ICT independently
pages and the way these are turned • may have little or no experience with pencil and paper, and may
• use their home language to describe a visual image in general have difficulty with pencil grip
terms and attempt to infer the general meaning of this image • may have difficulty setting out writing clearly and organising work in
• attempt to follow the gist of a plot in film or television by interpreting their exercise books
the body language and action they see on the screen • begin to recognise simple punctuation, differentiate between this
• may have beginning awareness of information and communication and letters, and attempt to use this when copying written text.
technologies (ICT) and their use in learning in a school.

Years 7 to 10
BEGINNING ENGLISH: LIMITED LITERACY BACKGROUND (Years 7 – 10)
Learners at this phase are new to reading but are beginning to Learners at this phase are new to writing but understand the
appreciate the purpose of print texts and the need to read. importance of learning to write.
Students: Students:
• begin to understand the sound–symbol relationship of English and • represent letters as images rather than as symbols, and so letters
how to sound out short, phonically decodable words may be poorly and inconsistently formed
• begin to understand the directionality of English print and trace • may have little or no experience with pencil and paper, and may
under words with their finger or a pen to demonstrate this have difficulty with pencil grip
• identify the different elements of books – the cover, the title, the • are beginning to learn how to use ICT independently
pages and the way these are turned • may have difficulty keeping their written work organised
• make connections between print and visuals using home cultural • begin to understand the concept of simple punctuation, differentiate
knowledge between this and letters, and attempt to use this when copying
• attempt to follow the gist of a plot in film or television by interpreting written text
the body language and action they see on the screen • begin to differentiate between numbers and letters.
• benefit from having access to simple texts in their home language
• may have beginning awareness of ICT and their use in learning in a
school
• use their home language to describe a visual image in general
terms and attempt to infer the general meaning of this image.

Emerging English
Each phase describes a period of significant English language learning development. There will be differences between a student at the beginning
of the phase and a student at the end of the phase.
These students can speak one or more languages/dialects, including basic English, and have a growing knowledge of print literacy in English.
They understand and participate in classroom behaviours and school routines. They engage with curriculum demands with some success, but
continue to benefit greatly from the use of first language with peers and teachers’ assistants to clarify and consolidate understanding. Explicit and
focused language teaching will enable them to produce simple written and spoken English, using predictable and learned formulas. They are still
in a phase of language learning that requires intense concentration, so they are likely to tire during the day or disengage when the spoken or
written texts under discussion are not accompanied by adequate contextual scaffolds. These learners still require extensive EAL/D explicit
teaching throughout the school day from both the specialist teacher and the classroom teacher. These students are able to engage with and learn
the content of the Australian Curriculum when provided with suitable language teaching and additional time to complete classroom activities.
However, they will find it difficult to show their understandings if achievement must be demonstrated through language-reliant activities.

EMERGING ENGLISH (Years F – 2)

phase successfully distinguish phase communicate verbally and phase decode simple texts with phase independently write simple
spoken English from other nonverbally in familiar social and familiar vocabulary. In this phase, sentences using repetitive
languages and dialects (ie on classroom situations, relying on they are beginning to read structure, familiar words and
hearing English, they attempt to formulaic expressions. In this independently and understand that phrases from their oral language,
respond in English). In this phase, phase, they begin to innovate with texts may have different or through following highly
they become more attentive language, expanding upon communicative purposes, and that structured examples. In this
listeners and understand ‘tone of learned phrases and expressions. these purposes may be the same phase, they write basic classroom
voice’ (eg teacher praise). or different from texts they have text types when provided with
experienced in their first language. models, using an emerging
knowledge of English sentence
structure and demonstrating an
emerging understanding of the
difference between spoken
English and written English.
• attend for short periods to simple • participate in highly structured • look through books, focusing on • collaboratively construct a limited
stories and songs with visual routine exchanges located in the illustrations range of very brief visual and written
scaffolds immediate environment, using • differentiate between first language texts about familiar things using
• may show comprehension through gesture, isolated words, formulaic print and English print, and follow predictable structures
action and gesture rather than words language and well-rehearsed print conventions of reading left to • produce independent writing using
• understand familiar, simple and patterns to express needs and right and top to bottom simple repetitive sentences with
repetitive spoken English supported information • bring their previous cultural and familiar words and phrases from their
by the immediate context, including • initially watch and imitate some linguistic experiences to the task of spoken language

simple instructions relying on key social and classroom activities reading in order to make sense of • construct images or writing that fulfils
words and context (eg Come to the • use comprehensible pronunciation print different purposes closely linked to
mat), and simple questions asking and attempt to approximate English • have a foundational knowledge of concrete experiences (eg
for personal information (eg What’s stress and intonation predictable English sound–symbol descriptions or recounts with explicit
your name?) • move from using single words and relationships, and some common instruction)
• use first language knowledge of the telegraphic speech, and begin to letter patterns (graphemes) • understand simple environmental
world to make interpretations of repeat short, familiar phrases and • have a small bank of sight words print around the classroom and
spoken texts and may use other first simple language structures • demonstrate comprehension of school
language speakers to confirm • initially use spoken vocabulary everyday vocabulary, simple • are aware of English print direction,
understanding, ask for clarification, focused on content words connected grammatical structures using spacing conventions, letter formation
translate, repeat or paraphrase – this with immediate interests or needs, or extensive visual scaffolds and sizing
is positive learning behaviour vocabulary required to participate in • benefit greatly from the use of first • use sentence structures that indicate
• increasingly discriminate between classroom routines (eg finished) language with peers, and teachers’ their developing English syntax (eg
sounds in English, including initial, • demonstrate a beginning assistants. Saturday stay home)
medial and final sounds understanding of word order in • use word by word reading when • increasingly use standard English
• use intonation and stress on words simple phrases and sentences decoding. letter patterns, although there may be
to gain meaning from spoken English • use speaking behaviours from first evidence of writing from the first
(eg hear approval or displeasure, or language to communicate and language
distinguish between a question and a predict meaning of some unfamiliar • use basic punctuation (eg full stops,
command) spoken texts by using their first question marks, capital letters)
• require time to process information language culture and personal • use a limited range of cohesive
and respond. experiences devices such as a pronoun reference
• make use, when available, of first (eg he, she, it) and subject–verb
language speakers to provide words, agreement, although not always
clarification and translation accurately
• distinguish between English and • use common, everyday vocabulary
other languages and dialects (ie on and some isolated examples of
hearing English, they attempt to concrete technical vocabulary used
respond in English). in the classroom
• when encouraged, will use their first

language and previous learning
experiences productively to scaffold
their writing efforts (eg write in the
first language, ask for translations
from first language to English from
other first language speakers, record
new English vocabulary using
phonetic spelling from first language,
or use a combination of first
language and English).

Years 3 to 6
EMERGING ENGLISH (Years 3 – 6)

phase distinguish spoken English phase communicate verbally and phase decode texts with varying phase understand some basic
from other languages and dialects nonverbally with some success in success and begin to recognise purposes for writing, initiate
(ie on hearing English, they familiar situations. In this phase, some common subject-specific writing for their own purposes and
attempt to respond in English), they communicate with less words. As they reach the end of communicate their ideas and
they pay attention to the speaker reliance on formulaic expressions this phase, they are beginning to experience simply through writing,
and acknowledge being spoken to. in routine social and classroom read independently and drawing or copying. In this phase,
In this phase, they begin to take a situations, attempting to modify understand that texts may have they experiment with common
more active role in their English in response to a different communicative purposes, classroom text types with varying
communication, such as seeking range of familiar classroom and and that these purposes may be grammatical accuracy. First
clarification when meaning is social purposes. the same or different from texts language influence is still evident
unclear. they have experienced in their first in text organisation and language
language. features.
• follow simple instructions or • use formulas, well-rehearsed and • attend to texts read aloud, following • write simple sequenced texts (with
directions where the context is common sentence patterns, and the print and understanding some of explicit instruction) about topics of
obvious and recognise familiar words short, simple telegraphic utterances the main ideas personal interest and for a number of
in spoken texts to make basic requests, express • bring their previous cultural and school purposes, including
• demonstrate understanding of short basic needs and to contribute some linguistic experiences to the task of recounting an event, writing a simple
spoken texts, especially those relatively complex ideas, usually reading in order to make sense of description or a set of instructions
containing known words and about concrete subject matter print • engage in joint shared writing, both
phrases, and respond appropriately • use speaking behaviours from first • differentiate between first language as observers and participants,
to familiar formulaic utterances (eg language to communicate and print and English print, and follow offering some ideas and options
Time to pack up now) predict meaning of some unfamiliar English print conventions of reading • follow text models for text structure

• engage in face-to-face interactions, spoken texts by using their first left to right and top to bottom and some language patterns (eg a
responding to key words and language culture and personal • read familiar print around the long time ago …)
phrases experiences classroom such as posters and signs, • tend to use speech-like sentence
• demonstrate appropriate listening • use vocabulary that is mainly and accurately read back their own structures based on simple repetitive
behaviours such as paying attention everyday, but begin to use some writing patterns (eg I play …, I go to lunch
and looking at the speaker technical vocabulary when talking • interpret texts at a literal level …, I go home …), and may use
• participate in group learning activities about topics more technically (eg • have a foundational knowledge of drawings and diagrams to scaffold
such as games, rhymes and songs, animals, weather) predictable English sound–symbol their communication
joining in appropriately • use utterances with varying degrees relationships and some common • use mainly familiar vocabulary,
• respond to social cues of grammatical accuracy letter patterns (graphemes) including articles (a, the), a narrow
• interpret intonation and stress • demonstrate limited control of • can differentiate between informative range of prepositions (on, in),
• seek clarification and visual scaffold primary tenses (past, present, and imaginative texts common conjunctions (and) and a
to extend their understanding of oral future), simple linking conjunctions • read short texts with predictable narrow range of adverbs (very)
texts. (and, but) and a small range of structures and everyday language, • use grammatical features that are
pronouns and reread more complex, well- variable and can include run-on
• use comprehensible pronunciation known texts using appropriate sentences, varying levels of subject–
and attempt to approximate English pauses and intonation verb agreement, tense consistency
stress and intonation • benefit greatly from the use of first and phrases of time and place
• rely on an attentive interlocutor who language with peers and teachers’ • increasingly use standard English
is prepared to fill in gaps and predict assistants spelling patterns and demonstrate
meaning • use graphophonic knowledge to knowledge of some sound–letter
• make use, when available, of first attempt pronouncing new words relationships and common sight
language speakers to provide words, • choose books to look at and read, words
clarification and translation decoding the print by using the • use basic punctuation to separate
• imitate oral language conventions, illustrations to assist meaning. ideas (eg full stops, question marks,
such as taking turns and speaking at capital letters)
a volume suited to the situation. • continue to use formulaic
expressions when writing.

Years 7 to 10

phase can understand familiar phase communicate simply in a phase can interpret simple, phase produce basic classroom
instructions and information in a variety of familiar classroom culturally accessible texts. In this and social texts following highly
variety of classroom situations. In contexts. In this phase, they begin phase, they begin to read, view structured examples. In this
this phase, with scaffolding, they to use simple but effective and comprehend the purpose, phase, they begin to write for a
begin to extract specific strategies for initiating main ideas and most specific range of everyday classroom and
information from familiar communication, negotiating information that have been taught personal purposes using a
audiovisual texts and understand meaning and communicating in a in a range of simple texts, bilingual dictionary, bilingual
the gist of teacher explanations range of familiar and some including informative texts on teachers’ assistants or bilingual
involving known subject-specific academic contexts. They may familiar topics. teachers for support. Their first
information. appear to make more errors as language influence is evident in
they start to create their own the way they organise texts.
sentences rather than repeating
formulaic expressions.
• participate in two-way conversations • elaborate on some ideas in coherent • are beginning to draw inferences and • may copy whole chunks of language
on familiar topics in familiar, informal speech by using standard to distinguish opinion from fact from a text rather than taking notes
English, responding appropriately expressions to discuss views and • begin to develop understanding and rewriting in their own words
and in turn attitudes beyond the literal level of text, using • attempt to reproduce basic repertoire
• are beginning to correctly interpret • give short, prepared formal spoken context clues to make meaning of text types (eg an email)
intonation, stress and other reports, but questions directed to • may be able to comprehend subject- • text may exhibit knowledge of
culturally-specific nonverbal them during or after the presentation specific words more easily than common cultural references
communication may present difficulties common words (eg plant, work, feed, • formulaic expressions may be used
• are unable to process detail that is • may show evidence of home which have a range of meanings to structure text

specialised or comprehend much of language background knowledge in depending on the context) • are able to use topic sentences and
the subject-specific terminology that verbal and nonverbal communication • use their understanding of basic text stay on topic
is used if it has not previously been • experiment with simple grammatical organisation to extend their • experiment with presenting their own
introduced forms, conjunctions and pronouns comprehension ideas with varying grammatical
• have limited understanding of with varying success • begin to combine strategies such as accuracy, using simple connectives
vocabulary across different registers • use comprehensible pronunciation rereading and reading on to facilitate and subject-specific vocabulary
(particularly the academic register), and develop an awareness of decoding • show some awareness of the
and this will present as a weakness English stress and intonation, • bring their previous cultural and difference between informal and
in comprehension although this is not always linguistic experiences to the task of academic language, and experience
• increasingly distinguish unfamiliar reproduced accurately reading in order to make sense of difficulty in the accurate reproduction
sounds in English • may seek to extend oral skills in print, and benefit greatly from the use of most academic language
• generally ask for help and repetition English through experimentation with of first language with peers and • use basic punctuation accurately (eg
where necessary. new vocabulary (which can be seen teachers’ assistants. capital letters, full stops and question
in obvious errors), or else they will marks); first language influence is
communicate effectively by avoiding still evident in punctuation
complex language forms and • construct paragraphs that may be
vocabulary, rather than attempting to underdeveloped and show a lack of
develop these. whole-text consistency
• spelling may be inconsistent but
when read phonetically does not
impede comprehension
• edit their text with the teacher.

Developing English
These students can speak one or more languages/dialects, including functional Standard Australian English (SAE), and have a developing
knowledge of print literacy in SAE. They are active participants in classroom and school routines, and are able to concentrate for longer periods.
They purposefully engage with curriculum demands with increasing success. Their first language continues to be a valuable support, and these
learners understand the value of code-switching – that is, the ability to change from one language/dialect to suit the context. They produce
increasingly extended pieces of spoken and written SAE (although they may be more proficient in one mode than the other), which include their
own innovations with the language. However, they are still developing control over English grammar and building their vocabulary; hence, they
continue to need explicit language to be taught, and teaching strategies supportive of EAL/D learners, particularly with academic language of
subject disciplines. They are increasingly able to use SAE sufficiently to demonstrate their understanding of content and thus meet some of the
achievement standards for their year level, as described in the Australian Curriculum.
DEVELOPING ENGLISH (Years F – 2)

phase exhibit accepted listening phase generally participate phase read simple texts phase write for a range of
behaviours and interpret meaning appropriately in classroom independently and begin to classroom purposes with varying
in familiar situations. In this phase, routines (eg group work) and are understand the gist of most class grammatical accuracy, although
they develop their listening skills producing original utterances texts independently. In this phase, they still exhibit first language
to be able to infer the meaning of rather than relying on formulaic they show some understanding influence. In this phase, they
some unfamiliar subject-specific and learned language. In this beyond the literal level of these begin to produce a range of text

situations if given contextual phase, they become more main ideas, issues or plot types from across the curriculum,
support. confident as initiators of developments in a range of showing an awareness of
conversations and, with support, accessible, authentic visual, coherence, purpose and
can achieve in most oral activities written and electronic texts from audience.
required by the teacher. across the curriculum, although
they will rely largely on illustrations
to construct meaning.
• actively attend to the conversations • speak with greater fluency and fewer • begin to understand that written texts • use familiar language and repeated
of other English speakers on familiar hesitations, structuring utterances are structured differently from spoken structures to generate writing (eg On
topics when the speech is clear and through appropriate word order ones, that written texts may have the weekend I …)
the pace is regular rather than intonation (eg Do you like differences according to purpose, and • write short, simple texts that
• have increased listening participation …? instead of You like …?) that visual texts such as maps and communicate their ideas for an
across a wider range of social and • understand that the use and choice tables are read in specific ways increasing variety of purposes,
learning situations, including of language are dependent upon the • continue to use first language culture beginning to use features of written
listening to a talk, teacher social or classroom situation, and and experiences, when given the rather than spoken English
instructions or classroom can use familiar structures in some opportunity, in order to compare and • continue to use their first language
discussions, when the language is in less familiar contexts (eg borrowing a contrast text types and meanings, and previous learning experiences
context library book) and thus enhance their as they develop an understanding of
• get the gist of unfamiliar English in • use pronunciation that increasingly comprehension and cognitive abilities the differences in text types and
predictable social and learning approximates the English they hear in both languages linguistic features between first
situations around them, losing first language • use appropriate intonation when language and English to construct
• follow simple teacher direction and features in their pronunciation reading statements, questions and texts
explanations with less dependence • use an expanding range of common, dialogue • spell with greater accuracy common
on gesture and visuals, drawing on a everyday vocabulary with confidence • use their growing oral language and words learned in the classroom and
range of discourse markers (such as and a limited range of technical grammatical knowledge to read at the spell other words based on their own
expression) to help make meaning vocabulary for operating in the phrasal level, putting collocating pronunciation (eg facary for factory),
• are beginning to respond to different curriculum words together as they read (eg once phonetic interpretations based on
registers and understand the • begin to generate their own upon a time), and following simple first language (eg oba dere for over

importance of listening for different language, combining known formulas cohesive devices in texts (eg later, there)
purposes and vocabulary to make original next, in the end) • separate ideas when writing by using
• interpret most language literally, utterances • comprehend mostly at the literal level full stops, experimenting with
although they are beginning to hear • adapt available vocabulary to talk and rely on teacher input to grasp commas and attempt paragraphing
humour around a topic in order to inferential meanings • use simple sentence structures and
• can hear most of the sounds in compensate for unknown • can read common irregular words make some attempts at compound
English, including consonant blends, vocabulary, attempting such as which and who, and can and complex sentences, although
short and long vowels, and approximations using known recognise and read more complex, there are still syntactical errors in
diphthongs language to cover gaps but still common, letter patterns (eg - their writing
• develop understandings of sentence • may still choose to explore more igh). When instructed, they can • move from words to phrases, using a
types (eg questions) through word complex ideas in first language and recognise common suffixes and small range of phrases expressing
order rather than intonation alone may use first language structures prefixes, and use these to construct the circumstances of an event (eg
• are beginning to understand subject- and features when attempting meaning (eg -ed for past tense of ‘Stir the water slowly’ or In the
specific vocabulary, contractions (eg unfamiliar English constructions regular verbs) afternoons, we play soccer) and
won’t), some colloquialisms and (code-switch), or may code-mix (mix • use a range of strategies for working some expanded noun groups (eg
idioms relevant to the early years first language and English) to convey out words and their meanings and to one kind of spider that I know)
context (eg Let’s be quiet little mice) more complex ideas. self-correct, including their • use an expanding range of
• seek repetition and clarification in developing knowledge of everyday vocabulary in writing, although it is
order to understand spoken and specialist vocabulary, and their still reflective of their spoken
language, and may ask other first knowledge of sentence structure and vocabulary
language speakers for meanings of sound–letter relationships • may use first language to plan
words to check or confirm their own • use a growing range of strategies to writing or draw on words from first
understandings. extend their reading, such as language when an English
adjusting their reading rate according equivalent is not known
to the task and reading on. • edit writing with growing support to
enhance fluency, accuracy and
readability
• participate in shared writing activities
as well as writing independently.

Years 3 to 6
DEVELOPING ENGLISH (Years 3 – 6)

phase understand spoken English phase communicate and learn phase understand the purpose of phase reproduce basic models of
used to talk about familiar and through English in predictable most texts and are beginning to most classroom text types, but not
some unfamiliar topics. In this social and learning situations. In understand the gist of most class at the expected levels of the
phase, they begin to follow the this phase, they develop texts independently. In this phase, achievement standards. In this
main ideas in extended talk and independence in selecting and they independently read and phase, they can write a variety of
discussions, and identify relevant using a small range of English understand a range of more texts in different curriculum areas
information from subject-specific features, while still relying on complex and lengthy texts with with some accuracy in text
talk. others to restate or suggest predictable structures and familiar features, organisation and
vocabulary and sentence vocabulary, but they continue to cohesion, provided that this has
structure. rely on illustrations to construct been adequately modelled by the
meaning. teacher.
• understand teacher questions and • initiate and participate in casual • understand and enjoy texts read • plan and write conventional texts,
can relay messages exchanges with English-speaking aloud, identifying characters and including informative texts and
• understand instructions, recounts peers, and contribute information retelling sequences of events imaginative texts, sequencing
and explanations when supported by and express ideas in group tasks • identify the main idea in a paragraph information for specific types of texts,
clear contexts and classroom discussions using or text, find specific information and such as information reports
• give relevant details of spoken texts politeness conventions make some inferences based on their • present information appropriately (eg
listened to, such as retelling a • recount news (giving details involving prior knowledge diagram, graph)
sequence of events where, when, who and what in a time • continue to use first language, culture • show understanding of the structure
• respond to different registers sequence) and can give a short and experiences, when given the and function of paragraphs, including
appropriately (eg match a formal prepared talk on a familiar topic opportunity, to compare and contrast topic sentences

response to a formal request) • use an expanding range of common, text types and meanings, and thus • use a number of common
• understand that open-ended everyday vocabulary with confidence enhance their comprehension and conjunctions and relative pronouns
questions (how and why questions) and a limited range of technical cognitive abilities in both languages to combine simple sentences into
require more than a yes or no vocabulary for operating in the • identify some unfamiliar cultural compound and complex sentences
answer curriculum references • use pronoun reference with
• understand common, everyday • begin to use some colloquial • use a range of strategies for working noun/pronoun agreement (eg Mary
vocabulary and know that some language out words and their meanings, … she … her)
words can have more than one • use basic English features including including their developing knowledge • use appropriate time sequencing (eg
meaning, and demonstrate a intonation, and combine and of everyday and specialist vocabulary first, next, finally)
tentative understanding of manipulate learned speech patterns, and their knowledge of sentence • use subject–verb agreement with
vocabulary beyond immediate although errors are still apparent (eg structure and sound–letter some accuracy
personal and school experiences I don’t know where is it) relationships • use present and past tense verbs,
• participate confidently in shared • identify and describe people, places • use appropriate intonation when although they may overgeneralise
texts, such as songs and poetry and things using simple vocabulary, reading statements, questions and past tense endings (eg drinked,
• can take notes if given note-taking and use basic time markers, dialogue buyed)
frameworks and if information is not common prepositions, some • can read many irregular words and • use an expanding vocabulary,
overly complex or unfamiliar. common contractions and simple can recognise and read more including subject-specific vocabulary,
negative forms complex, but still common, letter and select suitable words to enhance
• choose linking conjunctions (eg and, patterns (eg -tion). When instructed, descriptions (eg huge instead of big)
then, but, or, so) to form compound can recognise common suffixes and • edit with growing success to
sentences and a small range of prefixes, and use these to construct enhance fluency, accuracy and
conjunctions (eg because, when, meaning (eg -ed for past tense of readability, and present their writing
before, after) to form complex regular verbs) appropriately in print and electronic
sentences • use their growing oral language to forms
• use pronunciation that increasingly extend their reading and understand • continue to use their first language
approximates the English they hear how to use morphemes to identify and previous learning experiences
around them, discarding first word meaning (eg big in bigger and as they develop an understanding of
language features in their biggest) the differences in text types and
pronunciation • use a growing range of strategies to linguistic features between first
• speak with greater fluency and fewer extend their reading, such as language and English in order to

hesitations, structuring utterances adjusting their reading rate according construct texts
through appropriate word order to the task, skimming, scanning and • participate in shared writing,
• use SAE dictionaries reading on. brainstorming and conferencing as
• rehearse oral productions. pre- and post-writing activities
• engage in planning and writing,
accessing vocabulary and spelling
knowledge to edit their own work.

Years 7 to 10

phase understand the gist of most phase communicate effectively in phase understand the main ideas phase write independently for a
classroom interactions and the classroom, but not in all of familiar classroom texts. In this range of classroom purposes with
information, provided that this is academic contexts. In this phase, phase, they show some varying grammatical accuracy.
presented clearly and at a they participate in, maintain and understanding beyond the literal They still exhibit first language
moderate pace. In this phase, can achieve in most oral activities level of these main ideas, issues influence in text and language
they listen successfully in a wide required by the teacher. or plot developments in a range of structure. In this phase, they begin
range of social (informal) contexts, accessible, authentic visual, to produce a range of text types
although they will still experience written and electronic texts from from across the curriculum,
difficulty in understanding the across the curriculum. showing coherence and an
main points in most academic awareness of purpose and
(formal) contexts. audience.
• respond appropriately in most • ask questions and respond • may still be experiencing difficulty • may produce writing that does not
unplanned exchanges successfully in a wide range of social discriminating literal meaning from reflect their potential because
• are beginning to use some cultural and some academic contexts, using implied meaning, subtle references, preparatory reading has taken most
expectations when listening to politeness conventions innuendo and sociocultural of the time and limited the available
English (eg eye contact, distance, • give and justify opinions if given a references time for drafting and editing
gesture) supportive environment • use appropriate intonation when • create a range of types of texts,
• begin to interpret meaning and • participate successfully in group reading statements, questions and using growing knowledge of text
feelings from intonation, volume, discussions and tutorials, using dialogue structure
stress, repetition and pacing communicative strategies (eg • can transfer information from a text to • continue to produce errors in
• understand the gist of most spoken entering the conversation) correctly, another format (eg diagram, graph) grammar, punctuation and
and audiovisual texts, and can provided that this is on a familiar • can read many irregular words, and vocabulary, but these do not impede

identify specific information if topic can recognise and read more communication
questions are given beforehand • demonstrate an awareness and complex, but still common, letter • use cohesive devices to link both
• understand the gist of small amounts growing control of register in the patterns (eg -tion). When instructed, within and across paragraphs
of non-literal and generalised creation of their spoken texts can recognise common suffixes and • use pronoun reference with
information when appropriate • use appropriate nonverbal language prefixes, and use these to construct noun/pronoun agreement (eg Mary
background is given in most familiar contexts meaning (eg -ed for past tense of … she … her)
• identify a range of vocabulary across • moderate their pronunciation, pace regular verbs) • use appropriate time sequencing (eg
different learning areas and emphasis so that they are • use graphophonic, syntactic and first, next, finally)
• may ask for clarification and extra understood in most situations, and semantic cues to work out the • use appropriate abbreviations in
time when participating in complex accent rarely impedes meanings of unfamiliar words notes
listening tasks, group performances communication • follow meaning across sentences and • begin to apply referencing
or class discussions. • use a growing range of technical paragraphs by tracking basic conventions appropriately
vocabulary and begin to use some cohesive and reference items • independently edit with growing
imagery and colloquialisms • make predictions about the likely success to enhance fluency,
• plan and rehearse more formal content of texts based on their accuracy and readability, and
spoken to improve fluency and understanding of the different present their writing appropriately in
accuracy of oral language purposes and structures of text types print and electronic forms
• can be understood in most contexts. • use a growing range of strategies to • continue to use their first language
extend their reading such as and previous learning experiences as
adjusting their reading rate according they develop an understanding of the
to the task, skimming, scanning and differences in text types and linguistic
reading on features between first language and
• continue to use first language, culture English to construct texts.
and experiences, when given the
opportunity, in order to compare and
contrast text types and meanings,
and thus enhance their
comprehension and cognitive abilities
in both languages.

Consolidating English
These students can speak one or more languages/dialects and have a sound knowledge of Standard Australian English. They are active and
increasingly independent participants in classroom and school routines, and are mostly able to concentrate on classroom tasks, including
extended teacher talk. An increased ability to use English means that they purposefully engage with curriculum demands with general success.
They understand and produce spoken and written texts for a range of specific purposes, with effective control of appropriate text structures
features. However, they still require focused language teaching and strategies supportive of EAL/D learners, as the academic language of subject
disciplines increases, becoming grammatically dense and with increasingly abstract and technical vocabulary. They will still require explicit
teaching to develop their understanding of culturally laden topics of study (eg novels or historical inquiries). They have the language skills in
English to meet many of the achievement standards for their year level, as described in the Australian Curriculum.
CONSOLIDATING ENGLISH (Years F – 2)

phase are able to infer the phase initiate conversations and, phase show some understanding phase begin to produce a range of
meaning of some unfamiliar with support, can achieve in most beyond the literal level of main text types from across the
subject-specific situations if given oral activities required by the ideas, issues or plot developments curriculum, showing an
contextual support. In this phase, teacher. In this phase, they in a range of accessible, authentic awareness of coherence, purpose
they independently comprehend competently use the features and visual, written and electronic texts and audience. In this phase, they
most social and academic oral conventions of English and from across the curriculum. They begin to independently produce a
texts relevant to Early Childhood monitor their speech to enhance will rely largely on illustrations to range of English texts relevant to

years. communication. construct meaning. In this phase, Early Childhood years, using age-
they independently decode texts appropriate punctuation, spelling
and are able to summarise and and grammar.
paraphrase key ideas.
• actively attend to the conversations • can use a range of language • understand that written texts are • write independently at an age-
of other English speakers on familiar structures in a range of contexts structured differently from spoken appropriate level in a range of
classroom topics • independently construct simple ones, that written texts may have contexts across the curriculum
• can listen across a wide range of descriptions, procedures, instructions differences according to purpose, • write recounts using a sequence of
social and learning situations when and recounts and that visual texts are read in events that is expected for English
visual cues are provided for • use pronunciation that is clear and specific ways (eg linear text organisation,
scaffolding easy to comprehend • read and view texts for social and introduction and events in
• follow teacher direction and • begin to intuit word stress academic purposes chronological order)
explanations • speak fluently and mostly accurately • comprehend at the literal level and • may still use cultural references that
• respond to different registers and for a range of school purposes may still rely on teacher input to they are unable to explain
understand the importance of • have an expanding range of grasp inferential meanings • can identify most spelling errors of
listening for different purposes vocabulary related to curriculum • read some complex sentences common words when proofreading
• understand basic references to topics, but still make occasional containing some unknown words • use simple punctuation with
humour if it is not culturally laden mistakes • use appropriate word stress and accuracy
• can hear most of the sounds in • generate their own language, and intonation when reading • use increasingly varied vocabulary,
English, including short and long make original utterances, although • request the help of a teacher to including adjectives to refine
vowels and diphthongs they still make some errors clarify instructions or confirm the meaning (eg red car, racing car)
• have a range of vocabulary, • may develop bilingual/bidialectal meaning of unfamiliar words. • have control over compound
including subject-specific vocabulary, behaviours and thinking, enabling sentences
colloquialisms and idioms them to code-switch appropriately. • can use alternative vocabulary to
• draw on a range of discourse explain meaning in English if the
markers (such as expression) to help desired word is unknown
make meaning • continue to use first language and
• ask other first language speakers for previous learning experiences as

meanings of words to check or they develop an understanding of
confirm their own understandings. differences in text types and
linguistic features between first
language and English to construct
texts.
Years 3 to 6
CONSOLIDATING ENGLISH (Years 3 – 6)

phase understand spoken English phase communicate effectively in phase are beginning to apply phase can produce a range of
used to talk about familiar and most situations. In this phase, learned reading strategies and types of texts for different
most unfamiliar topics, follow the they begin to communicate their knowledge of English to purposes on a range of topics,
main ideas in extended talk and confidently with peers and familiar make some sense of unfamiliar demonstrating knowledge of the
discussions, and identify relevant adults in informal contexts, use text. In this phase, they topic and control of text structures
information from subject-specific appropriate registers for different independently read and and key grammatical features. In
talk. In this phase, they will still situations and functions, and an understand a range of familiar and this phase, they begin to
need support in complex or appropriate register when unfamiliar imaginative, informative approximate the writing of native
culturally bound texts. speaking to adults. and electronic media texts, and speakers, although grammatical
use key organisational and inconsistencies and influence of
language features to interpret first language are still evident in
these texts. their writing.

• understand most spoken and • choose between ways of expressing • read a range of texts, including • use text models to assist with text
audiovisual texts, and can identify statements, questions, offers and imaginative literary texts and structure and sources to provide
specific information if questions are commands, and use them accurately informative texts (eg longer, more essential content information
given beforehand • prepare and present talks to an complex illustrated sequential • plan their writing with particular
• are beginning to use some cultural audience, construct brief oral explanations, such as life cycles and audiences in mind
expectations when listening to arguments and can take on the role flow charts) • use some formulaic expressions (eg I
English (eg eye contact, distance, of welcoming, introducing or thanking • participate in class and group will now discuss …) and employ
gesture) a visiting speaker discussions to interpret texts, giving structural features such as headings
• understand the main points of small • experiment with how meanings are their own opinion and comparing it and subheadings
amounts of non-literal and varied by changing volume, with those of others • are beginning to use phrases of time
generalised information when intonation and emphasis when • identify the purpose and intended at the beginning of sentences to
appropriate background is given speaking and reading aloud audience of texts foreground particular elements of the
• respond to different registers and • enter and exit conversations using • identify main ideas and specific text (eg At the beginning of the year
understand the importance of less formulaic initiating and closing information in texts, and demonstrate …), and use the passive voice as
listening for different purposes moves understanding of the storyline when part of science reporting (eg The leaf
• can interpret meaning and feelings • negotiate and participate retelling, paraphrasing and was put in the sun … rather than We
from intonation, volume, stress, successfully in group work answering questions put the leaf in the sun ...)
repetition and pacing • seek information by using a range of • find specific information or detail from • demonstrate control over
• can respond appropriately in most questions with varying degrees of informative texts to answer ‘how’ or grammatical features such as tenses,
unplanned exchanges accuracy ‘why’ questions, and draw different types of verbs, phrases of
• can understand subject-specific • use a growing range of everyday and conclusions and make decisions time and place, compound and
vocabulary in most contexts specialist vocabulary in all learning based on information gained from complex sentences, and pronoun
• request repetition or clarification if areas (eg subtract, calculate), and different sources reference
speech contains too many cultural can identify multiple meanings of • continue to use first language, culture • demonstrate a growing vocabulary,
references many familiar words (eg a space and experiences, when given the including technical vocabulary, for
• may ask for clarification and extra between words, outer space) opportunity, in order to compare and creating texts in a range of learning
time when participating in complex • reproduce a range of colloquialisms contrast text types and meanings, and areas, and are beginning to
listening tasks, group performances and idioms with confidence (eg Who thus enhance their comprehension understand how vocabulary choice is
or class discussions. do you go for?) and cognitive abilities in both linked to the tenor of the texts (eg
• use phrases of time and place to languages abdomen, stomach, belly)

expand information, longer noun • use knowledge of grammar to decode • employ a range of modal elements
groups to expand descriptions, complex sentences and reread texts and a small range of evaluative
conjunctions to construct compound to confirm details if the information is vocabulary in evaluative texts, and
and complex sentences, and a small incompletely understood are becoming aware of the cultural
range of linking elements such as • apply and integrate strategies to sensitivities associated with certain
pronoun reference across sentences comprehend and learn at the text, words (eg a fat man)
(eg My mum has a new computer. sentence and word level, including • edit for accuracy of content, text
It’s a …) using illustrations, prior knowledge structure, spelling and grammatical
• rephrase difficult vocabulary or and making inferences with correctness.
structures. scaffolding.

Years 7 to 10

phase understand most of the phase communicate confidently phase understand literal and phase create a wide range of text
information they encounter on a and effectively in most situations, inferential information in most types used across the curriculum
daily basis within the school although some first language classroom texts. In this phase, with limited support, showing
environment. As they near the end influence may still be evident in they independently read and variation in their writing according
of this phase, they begin to take nonverbal communication. As they respond to a wide range of to context, audience and purpose.
part in extended discourse, near the end of this phase, they authentic, accessible texts from In this phase, they require less
interpret and extract information express themselves fluently in a across the curriculum and from a support and broaden their ability
from subject-specific spoken texts, range of situations and effectively range of media, as well as to produce less familiar text forms
and take notes from spoken use communication strategies to showing the ability to apply in subject-specific areas, provided
presentations with accuracy. interact purposefully. information gleaned to new that these are adequately
Specific cultural references may situations. modelled.
still cause confusion.
• understand examples of relatively • use spoken language effectively and • still need scaffolding in making • plan their writing with particular
overt subjective language and mostly correctly, showing an inferences from texts that rely on long audiences in mind
interpret the intention of the speaker, understanding of pause, stress, immersion in the culture • write clear, well-structured texts
using their knowledge of how rhythm and intonation, and how • reflect on the purposes of different • use expressions, collocation and
intonation, volume and lexical choice these can convey values, types of texts and read a range of colloquialisms, although writing may
create meaning perspectives and feelings texts, including imaginative literary still not always reflect a native
• identify everyday humour in spoken • show good control of a wide range of texts and informative texts (eg longer, speaker-like knowledge of commonly
texts registers and some idiomatic and more complex illustrated sequential accepted and expected ways of
• have increased ability to understand colloquial expressions explanations, such as reports, life expression in the academic register
extended monologic discourse and • express thoughts and feelings by cycles and flow charts) • demonstrate consistent control over

teacher talk at native speaker speed, using allusions and making jokes • understand a wide range of general a range of text types and their
but may still require visual or print • speak clearly and pronounce most vocabulary, phrasal verbs and commonly used grammatical
scaffolding for more abstract sounds correctly nominalisations features
concepts • take part in extended discourse • take notes that identify and interpret • incorporate direct and indirect
• understand a range of dialects and fluently and spontaneously on a the main ideas, issues and plot speech, abbreviations, symbols and
colloquial language, and monitor range of topics, showing their developments, as well as supporting graphic devices for effect
spoken language for relevance and versatility of expression details and quotations that may be • experiment with sophisticated
accuracy • use a growing range of everyday and used to justify an opinion or response language features such as simile
• identify a range of language devices specialist vocabulary in all learning • locate and organise information from and metaphor
and how these are used to achieve areas (eg subtract, calculate) and a range of sources, including the • demonstrate a growing vocabulary,
specific effects (eg poetic devices can identify multiple meanings of internet, and can identify reference including technical vocabulary, for
and repetition in speeches) many familiar words (eg angle in items across complex sentences and creating texts in a range of learning
• request repetition or clarification if English and angle in mathematics) in lengthy, complex texts areas and are beginning to
speech contains too many cultural • negotiate and participate • choose and integrate effective understand how vocabulary choice is
references. successfully in group work reading strategies to extend their linked to the tenor of the texts (eg
• use paraphrase to cover gaps in understanding abdomen, stomach, belly)
vocabulary or structural knowledge. • continue to use first language, culture • effectively employ cohesive devices
and experiences, when given the between sentences and paragraphs
opportunity, in order to compare and to create clarity and fluency
contrast text types and meanings, • reference sources correctly
and thus enhance their • review and edit their work
comprehension and cognitive abilities independently
in both languages.

LISTENING
EAL/D Learning Progression: View by language modes

This view of the EAL/D learning Progression is organised to show progression across the stages of school for all phases of language
learning within each of the languages modes of listening, speaking, reading/viewing and writing.
Beginning English: Some Print Literacy in First Language

Each phase describes a period of significant English language learning development. There will be AGE-RELATED CONSIDERATIONS
differences between a student at the beginning of the phase and a student at the end of the phase.
These students are starting to learn English. They can speak one or more languages/dialects other While many of these characteristics are
than English and have an age-appropriate level of print lite racy in their first language. They have had applicable to all students beginning to
varying experiences of formal schooling and may be literate in their first language. In a familiar learning learn English, older students will have
environment, they will begin to engage with simple language tasks of the curriculum, particularly with more life experiences as well as more
support from a speaker of their first language, and targeted contextual support (eg visuals and developed cognitive abilities and will
gestures). Learning a language requires intense concentration, and students are likely to tire when understand print in their first language.
listening to and speaking English constantly. High levels of explicit teaching of specific EAL/D skills are They draw upon their first language
required from both the specialist teacher and the classroom teacher. These students are capable of literacy knowledge as they learn English.
understanding the concepts of the curriculum for their year level. However, as they are new to learning
in and about English, they will find it difficult to show achievement as described in the achievement
standards for their year level, as these rely heavily on English language proficiency to convey content
knowledge and understandings.
YEARS F – 2 YEARS 3 – 6 YEARS 7 – 10

Learners at the beginning of this phase are Learners at the beginning of this phase are Learners at the beginning of this phase are
unfamiliar with the sounds of English. In this new to the sounds of English. In this phase, tuning in to the sounds of English. They

EAL/D Learning Progression ‒ View by Language Modes 45
LISTENING

phase, they begin to take cues from speakers they begin to attend to the sounds of English attempt to listen and interpret the new
around them and participate in simple and identify individual words, phrases, tones language for short periods. In this phase, they
classroom routines. and inflections. begin to understand common instructions,
basic questions, short descriptions and the gist
of explanations in familiar contexts and in
areas related to their prior knowledge and
experience.
Students Students Students
• may not exhibit typical listening behaviours (eg • respond appropriately to clear commands (eg Make • respond to spoken English in familiar and
looking at the teacher) or indicate if they have two lines), when others are doing the same predictable situations where the diction is clear and
understood • identify some known vocabulary as single words the pace slow
• may begin to mimic the responses of others to and sometimes in a sentence sequence of sounds • respond to nonverbal cues that match their own
spoken instructions (eg lining up at the classroom when the known word is stressed (eg Give me your culture
door) book) • identify some known vocabulary as single words
• understand clear, unambiguous contextual support • are becoming aware of expected listening behaviour and sometimes in a sentence sequence of sounds
of gestures, images and modelling when being in the classroom when the known word is stressed (eg Give me your
spoken to (eg the teacher miming eating and • rely on gestures and visual images to access book)
pointing to their lunchboxes when instructing meanings in texts listened to and read aloud • mask when they do not understand classroom
students that it is lunchtime) • understand a narrow range of action verbs (eg sit, discussions or work
• find some English sounds unfamiliar and difficult to run, kick, sing) • may nod or speak, but not always be in turn
distinguish from each other. • recognise some common phrases in familiar • rely on gestures and visual support for
contexts (eg on the desk) understanding, and begin to ask for help from
• listen to texts read aloud and identify events and others.
characters when supported by pictures
• use contextual cues and first language to follow
communication in everyday classroom routines and
sometimes seek help from others

LISTENING
Emerging English

Learners at the beginning of this phase Learners at the beginning of this phase Learners at the beginning of this phase can
successfully distinguish spoken English from distinguish spoken English from other understand familiar instructions and
other languages and dialects (ie on hearing languages and dialects (ie on hearing English, information in a variety of classroom situations.
English, they attempt to respond in English). In they attempt to respond in English), they pay In this phase, with scaffolding, they begin to
this phase, they become more attentive attention to the speaker and acknowledge extract specific information from familiar
listeners and understand ‘tone of voice’ (eg being spoken to. In this phase, they begin to audiovisual texts and understand the gist of
teacher praise). take a more active role in communication, such teacher explanations involving known subject-
as seeking clarification when meaning is specific information.
unclear.

LISTENING

Students: Students: Students:
• attend for short periods to simple stories and songs • follow simple instructions or directions where the • participate in two-way conversations on familiar
with visual scaffolds context is obvious and recognise familiar words in topics in familiar, informal English, responding
• may show comprehension through action and spoken texts appropriately and in turn
gesture rather than words • demonstrate understanding of short spoken texts, • are beginning to correctly interpret intonation, stress
• understand familiar, simple and repetitive spoken especially those containing known words and and other culturally-specific nonverbal
English supported by the immediate context, phrases, and respond appropriately to familiar communication
including simple instructions relying on key words formulaic utterances (eg Time to pack up now) • are unable to process detail that is specialised or
and context (eg Come to the mat), and simple • engage in face-to-face interactions, responding to comprehend much of the subject-specific
questions asking for personal information (eg key words and phrases terminology that is used if it has not previously been
What’s your name?) • demonstrate appropriate listening behaviours such introduced
• use first language knowledge of the world to make as paying attention and looking at the speaker • have limited understanding of vocabulary across
interpretations of spoken texts and may use other • participate in group learning activities such as different registers (particularly the academic
first language speakers to confirm understanding, games, rhymes and songs, joining in appropriately register), and this will present as a weakness in
ask for clarification, translate, repeat or paraphrase • respond to social cues comprehension
– this is positive learning behaviour • interpret intonation and stress • increasingly distinguish unfamiliar sounds in English
• increasingly discriminate between sounds in • seek clarification and visual scaffold to extend their • generally ask for help and repetition where
English, including initial, medial and final sounds understanding of oral texts. necessary.
• use intonation and stress on words to gain meaning
from spoken English (eg hear approval or
displeasure, or distinguish between a question and
a command)
• require time to process information and respond.

LISTENING
Developing English

Learners at the beginning of this phase exhibit Learners at the beginning of this phase Learners at the beginning of this phase
accepted listening behaviours and interpret understand spoken English used to talk about understand the gist of most classroom
meaning in familiar situations. In this phase, familiar and some unfamiliar topics. In this interactions and information, provided that this
they develop their listening skills to be able to phase, they begin to follow the main ideas in is presented clearly and at a moderate pace.
infer the meaning of some unfamiliar subject- extended talk and discussions, and identify In this phase, they listen successfully in a wide
specific situations if given contextual support. relevant information from subject-specific talk. range of social (informal) contexts, although
they will still experience difficulty in
understanding the main points in most
academic (formal) contexts.

LISTENING

• actively attend to the conversations of other English • understand teacher questions and can relay • respond appropriately in most unplanned
speakers on familiar topics when the speech is clear messages exchanges
and the pace is regular • understand instructions, recounts and explanations • are beginning to use some cultural expectations
• have increased listening participation across a wider when supported by clear contexts when listening to English (eg eye contact, distance,
range of social and learning situations, including • give relevant details of spoken texts listened to, gesture)
listening to a talk, teacher instructions or classroom such as retelling a sequence of events • begin to interpret meaning and feelings from
discussions, when the language is in context • respond to different registers appropriately (eg intonation, volume, stress, repetition and pacing
• get the gist of unfamiliar English in predictable match a formal response to a formal request) • understand the gist of most spoken and audiovisual
social and learning situations • understand that open-ended questions (how and texts, and can identify specific information if
• follow simple teacher direction and explanations why questions) require more than a yes or no questions are given beforehand
with less dependence on gesture and visuals, answer • understand the gist of small amounts of non-literal
drawing on a range of discourse markers (such as • understand common, everyday vocabulary and and generalised information when appropriate
expression) to help make meaning know that some words can have more than one background is given
• are beginning to respond to different registers and meaning, and demonstrate a tentative • identify a range of vocabulary across different
understand the importance of listening for different understanding of vocabulary beyond immediate learning areas
purposes personal and school experiences • may ask for clarification and extra time when
• interpret most language literally, although they are • participate confidently in shared texts, such as participating in complex listening tasks, group
beginning to hear humour songs and poetry performances or class discussions.
• can hear most of the sounds in English, including • can take notes if given note-taking frameworks and
consonant blends, short and long vowels, and if information is not overly complex or unfamiliar.
diphthongs
• develop understandings of sentence types (eg
questions) through word order rather than intonation
alone
• are beginning to understand subject-specific
vocabulary, contractions (eg won’t), some
colloquialisms and idioms relevant to the early years
context (eg Let’s be quiet little mice)
• seek repetition and clarification in order to

LISTENING

understand spoken language, and may ask other
first language speakers for meanings of words to
check or confirm their own understandings.

Learners at the beginning of this phase are Learners at the beginning of this phase Learners at the beginning of this phase
able to infer the meaning of some unfamiliar understand spoken English used to talk about understand most of the information they
subject-specific situations if given contextual familiar and most unfamiliar topics, follow the encounter on a daily basis within the school
support. In this phase, they independently main ideas in extended talk and discussions, environment. As they near the end of this
comprehend most social and academic oral and identify relevant information from subject- phase, they begin to take part in extended

LISTENING

texts relevant to Early Childhood years. specific talk. In this phase, they will still need discourse, interpret and extract information
support in complex or culturally bound texts. from subject-specific spoken texts, and take
notes from spoken presentations with
accuracy. Specific cultural references may still
cause confusion.
• actively attend to the conversations of other English • understand most spoken and audiovisual texts, and • understand examples of relatively overt subjective
speakers on familiar classroom topics can identify specific information if questions are language and interpret the intention of the speaker,
• can listen across a wide range of social and learning given beforehand using their knowledge of how intonation, volume
situations when visual cues are provided for • are beginning to use some cultural expectations and lexical choice create meaning
scaffolding when listening to English (eg eye contact, distance, • identify everyday humour in spoken texts
• follow teacher direction and explanations gesture) • have increased ability to understand extended
• respond to different registers and understand the • understand the main points of small amounts of monologic discourse and teacher talk at native
importance of listening for different purposes non-literal and generalised information when speaker speed, but may still require visual or print
• understand basic references to humour if it is not appropriate background is given scaffolding for more abstract concepts
culturally laden • respond to different registers and understand the • understand a range of dialects and colloquial
• can hear most of the sounds in English, including importance of listening for different purposes language, and monitor spoken language for
short and long vowels and diphthongs • can interpret meaning and feelings from intonation, relevance and accuracy
• have a range of vocabulary, including subject- volume, stress, repetition and pacing • identify a range of language devices and how these
specific vocabulary, colloquialisms and idioms • can respond appropriately in most unplanned are used to achieve specific effects (eg poetic
• draw on a range of discourse markers (such as exchanges devices and repetition in speeches)
expression) to help make meaning • can understand subject-specific vocabulary in most • request repetition or clarification if speech contains
• ask other first language speakers for meanings of contexts too many cultural references.
words to check or confirm their own understandings. • request repetition or clarification if speech contains
too many cultural references
• may ask for clarification and extra time when
participating in complex listening tasks, group
performances or class discussions.

SPEAKING
Beginning English Some Print Literacy in First Language


Learners at the beginning of this phase are Learners at the beginning of this phase are Learners at the beginning of this phase are
unfamiliar with the sounds of English. In this new to the sounds of English. In this phase, tuning in to the sounds of English. They
phase, they begin to take cues from speakers they begin to attend to the sounds of English attempt to listen and interpret the new
around them and participate in simple and identify individual words, phrases, tones language for short periods. In this phase, they
classroom routines. and inflections. begin to understand common instructions,
basic questions, short descriptions and the gist
of explanations in familiar contexts and in
areas related to their prior knowledge and

EAL/D Learning Progression ‒ View by Language Mode 53
SPEAKING

experience.
• use gesture to communicate, or body language • sometimes join in oral activities involving songs and • initiate and respond to simple statements in familiar
such as tugging on a teacher’s arm rhymes contexts, such as everyday greetings
• rarely initiate communications or participate verbally • begin to express needs and respond to simple • distinguish between spoken English and first
in group activities directions and questions using single words or language/dialect
• begin to mimic words used by teachers and nonverbal responses such as shrugs • make tentative attempts at polite request forms and
classmates, and pick up very routine and repetitive • distinguish between spoken English and first often use statements instead of polite requests,
language that is associated with their immediate language/dialect which may be perceived as rudeness but indicate,
needs (eg no, toilet) • use a limited range of concrete home and school instead, a lack of cultural knowledge
• are more likely to communicate in one-on-one vocabulary that is high frequency • use common vocabulary and simple grammatical
interaction with people they trust, and in their first • exhibit beginning understanding of word order in patterns with variable accuracy to achieve their
language simple phrases and sentences immediate communicative needs
• may be silent for extended periods • pronounce some English words and phrases so that • pronounce words clearly enough for understanding
• are only beginning to understand that they can be understood • imitate and repeat words and phrases, and rely on a
communication can occur in another language. • watch, listen, imitate and repeat words and phrases, supportive interlocutor.
and rely on the English speaker to support and
interpret their utterances.

SPEAKING
Emerging English

successfully distinguish spoken English from distinguish spoken English from other understand familiar instructions and
other languages and dialects (ie on hearing languages and dialects (ie on hearing English, information in a variety of classroom situations.
English, they attempt to respond in English). In they attempt to respond in English), they pay In this phase, with scaffolding, they begin to
this phase, they become more attentive attention to the speaker and acknowledge extract specific information from familiar
listeners and understand ‘tone of voice’ (eg being spoken to. In this phase, they begin to audiovisual texts and understand the gist of
teacher praise). take a more active role in communication, teacher explanations involving known subject-
such as seeking clarification when meaning is specific information.
unclear.

SPEAKING

• participate in highly structured routine exchanges • use formulas, well-rehearsed and common • elaborate on some ideas in coherent speech by
located in the immediate environment, using sentence patterns, and short, simple telegraphic using standard expressions to discuss views and
gesture, isolated words, formulaic language and utterances to make basic requests, express basic attitudes
well-rehearsed patterns to express needs and needs and to contribute some relatively complex • give short, prepared formal spoken reports, but
information ideas, usually about concrete subject matter questions directed to them during or after the
• initially watch and imitate some social and • use speaking behaviours from first language to presentation may present difficulties
classroom activities communicate and predict meaning of some • may show evidence of home language background
• use comprehensible pronunciation and attempt to unfamiliar spoken texts by using their first language knowledge in verbal and nonverbal communication
approximate English stress and intonation culture and personal experiences • experiment with simple grammatical forms,
• move from using single words and telegraphic • use vocabulary that is mainly everyday, but begin to conjunctions and pronouns with varying success
speech, and begin to repeat short, familiar phrases use some technical vocabulary when talking about • use comprehensible pronunciation and develop an
and simple language structures topics more technically (eg animals, weather) awareness of English stress and intonation,
• initially use spoken vocabulary focused on content • use utterances with varying degrees of grammatical although this is not always reproduced accurately
words connected with immediate interests or needs, accuracy • may seek to extend oral skills in English through
or vocabulary required to participate in classroom • demonstrate limited control of primary tenses (past, experimentation with new vocabulary (which can be
routines (eg finished) present, future), simple linking conjunctions (and, seen in obvious errors), or else they will
• demonstrate a beginning understanding of word but) and a small range of pronouns communicate effectively by avoiding complex
order in simple phrases and sentences • use comprehensible pronunciation and attempt to language forms and vocabulary, rather than
• use speaking behaviours from first language to approximate English stress and intonation attempting to develop these.
communicate and predict meaning of some • rely on an attentive interlocutor who is prepared to
unfamiliar spoken texts by using their first language fill in gaps and predict meaning
culture and personal experiences • make use, when available, of first language
• make use, when available, of first language speakers to provide words, clarification and
speakers to provide words, clarification and translation
translation • imitate oral language conventions, such as taking
• distinguish between English and other languages turns and speaking at a volume suited to the
and dialects (ie on hearing English, they attempt to situation.
respond in English).

SPEAKING
Developing English

Learners at the beginning of this phase Learners at the beginning of this phase Learners at the beginning of this phase
generally participate appropriately in communicate and learn through English in communicate effectively in the classroom, but
classroom routines (eg group work) and are predictable social and learning situations. In not in all academic contexts. In this phase,
producing original utterances rather than this phase, they develop independence in they participate in, maintain and can achieve in
relying on formulaic and learned language. In selecting and using a small range of English most oral activities required by the teacher.
this phase, they become more confident as features, while still relying on others to restate
initiators of conversations and, with support, or suggest vocabulary and sentence structure.
can achieve in most oral activities required by
the teacher.
• speak with greater fluency and fewer hesitations, • initiate and participate in casual exchanges with • ask questions and respond successfully in a wide

SPEAKING

structuring utterances through appropriate word English-speaking peers, and contribute information range of social and some academic contexts, using
order rather than intonation (eg Do you like …? and express ideas in group tasks and classroom politeness conventions
instead of You like …?) discussions using politeness conventions • give and justify opinions if given a supportive
• understand that the use and choice of language are • recount news (giving details involving where, when, environment
dependent upon the social or classroom situation, who and what in a time sequence) and can give a • participate successfully in group discussions and
and can use familiar structures in some less familiar short prepared talk on a familiar topic tutorials, using communicative strategies (eg
contexts (eg borrowing a library book) • use an expanding range of common, everyday entering the conversation) correctly, provided that
• use pronunciation that increasingly approximates vocabulary with confidence and a limited range of this is on a familiar topic
the English they hear around them, losing first technical vocabulary for operating in the curriculum • demonstrate an awareness and growing control of
language features in their pronunciation • begin to use some colloquial language register in the creation of their spoken texts
• use an expanding range of common, everyday • use basic English features including intonation, and • use appropriate nonverbal language in most familiar
vocabulary with confidence and a limited range of combine and manipulate learned speech patterns, contexts
technical vocabulary for operating in the curriculum although errors are still apparent (eg I don’t know • moderate their pronunciation, pace and emphasis
• begin to generate their own language, combining where is it) so that they are understood in most situations, and
known formulas and vocabulary to make original • identify and describe people, places and things accent rarely impedes communication
utterances using simple vocabulary, and use basic time • use a growing range of technical vocabulary and
• adapt available vocabulary to talk around a topic in markers, common prepositions, some common begin to use some imagery and colloquialisms
order to compensate for unknown vocabulary, contractions and simple negative forms • plan and rehearse more formal spoken to improve
attempting approximations using known language to • choose linking conjunctions (eg and, then, but, or, fluency and accuracy of oral language
cover gaps so) to form compound sentences and a small range • can be understood in most contexts.
• may still choose to explore more complex ideas in of conjunctions (eg because, when, before, after) to
first language and may use first language structures form complex sentences
and features when attempting unfamiliar English • use pronunciation that increasingly approximates
constructions (code-switch), or may code-mix (mix the English they hear around them, discarding first
first language and English) to convey more complex language features in their pronunciation
ideas. • speak with greater fluency and fewer hesitations,
structuring utterances through appropriate word
order
• use SAE dictionaries
• rehearse oral productions.

SPEAKING

Learners at the beginning of this phase initiate Learners at the beginning of this phase Learners at the beginning of this phase
conversations and, with support, can achieve communicate effectively in most situations. In communicate confidently and effectively in
in most oral activities required by the teacher. this phase, they begin to communicate most situations, although some first language
In this phase, they competently use the confidently with peers and familiar adults in influence may still be evident in nonverbal
features and conventions of English and informal contexts, use appropriate registers for communication. As they near the end of this
monitor their speech to enhance different situations and functions, and an phase, they express themselves fluently in a
communication. appropriate register when speaking to adults. range of situations and effectively use
communication strategies to interact
purposefully.

SPEAKING

• can use a range of language structures in a range of • choose between ways of expressing statements, • use spoken language effectively and mostly
contexts questions, offers and commands, and use them correctly, showing an understanding of pause,
• independently construct simple descriptions, accurately stress, rhythm and intonation, and how these can
procedures, instructions and recounts • prepare and present talks to an audience, construct convey values, perspectives and feelings
• use pronunciation that is clear and easy to brief oral arguments and can take on the role of • show good control of a wide range of registers and
comprehend welcoming, introducing or thanking a visiting some idiomatic and colloquial expressions
• begin to intuit word stress speaker • express thoughts and feelings by using allusions
• speak fluently and mostly accurately for a range of • experiment with how meanings are varied by and making jokes
school purposes changing volume, intonation and emphasis when • speak clearly and pronounce most sounds correctly
• have an expanding range of vocabulary related to speaking and reading aloud • take part in extended discourse fluently and
curriculum topics, but still make occasional mistakes • enter and exit conversations using less formulaic spontaneously on a range of topics, showing their
• generate their own language, and make original initiating and closing moves versatility of expression
utterances, although they still make some errors • negotiate and participate successfully in group work • use a growing range of everyday and specialist
• may develop bilingual/bidialectal behaviours and • seek information by using a range of questions with vocabulary in all learning areas (eg subtract,
thinking, enabling them to code-switch varying degrees of accuracy calculate) and can identify multiple meanings of
appropriately. • use a growing range of everyday and specialist many familiar words (eg angle in English and angle
vocabulary in all learning areas (eg subtract, in mathematics)
calculate), and can identify multiple meanings of • negotiate and participate successfully in group work
many familiar words (eg a space between words, • use paraphrase to cover gaps in vocabulary or
outer space) structural knowledge.
• reproduce a range of colloquialisms and idioms with
confidence (eg Who do you go for?)
• use phrases of time and place to expand
information, longer noun groups to expand
descriptions, conjunctions to construct compound
and complex sentences, and a small range of
linking elements such as pronoun reference across
sentences (eg My mum has a new computer. It’s a
…)
• rephrase difficult vocabulary or structures.

READING/ VIEWING


Learners at the beginning of this phase are Learners at the beginning of this phase Learners at the beginning of this phase
new to print in English and to reading routines understand that print transmits and records understand that print transmits messages and
in Australian classrooms. In this phase, they ideas and events, although they may have had ideas, and those from a similar alphabetic
begin to read and understand texts, read little or no previous experience with print texts background will attempt to decode simple
common sight words and use beginning in English. In this phase, they begin to decode English words, using first language strategies
knowledge of English sounds and symbols to short texts and correctly interpret the literal to decode the sound–symbol relationship. In
decode words and begin to interpret the literal information in visual texts with teacher this phase, they will need intensive scaffolding

READING/ VIEWING

information in visual texts with teacher support. scaffolding. to read and comprehend the main ideas, and
limited specific information in short, simple,
factual or fictional texts that do not rely on
significant cultural knowledge.
• show interest in gaining and sharing meaning from • show interest in gaining and sharing meaning from • comprehend and respond to short, simple texts in
print and pictures, and can differentiate between print and pictures Standard Australian English, relating home culture,
their first language print and English print • may show comprehension of texts through the knowledge and experience to this information
• may show comprehension of texts through the construction of diagrams or images • may show comprehension of texts through the
construction of diagrams or images • can differentiate between first language print and construction of diagrams or images
• understand the purpose of text and books, from English print • can engage with visual images and interpret these
experiences with reading in their first language • bring their previous cultural and linguistic at a literal and superficial inferential level, provided
• need explicit teaching on how to interpret images experiences to the task of reading in order to make that these are not too reliant on cultural content
that are culturally specific or unfamiliar sense of print • understand the purpose of diagrams, graphs or
• are unfamiliar with English print features, including • need scaffolding to interpret images that are diagrams in text
directionality (eg from left to right and top to bottom) culturally specific or unfamiliar to them • may need explicit teaching to learn to decode
if it differs from their first language script • recognise the difference between letters, numerals English print, especially if the print of their first
• initially are unfamiliar with how the sounds of and illustrations language is significantly different
English map onto English letters (graphemes), but • are learning the basic features of English print, • can use text form knowledge to identify familiar text
their first language experience may scaffold this including left-to-right directionality, spaces between types
learning words and return sweep • actively use graphics and computer icons to help
• recognise the difference between letters, numerals • are beginning to understand some sound–symbol negotiate a text.
and illustrations relationships of English
• recognise their own name in writing and begin to • read along with the teacher (or slightly behind),
develop a small bank of common sight words, using the teacher’s intonation and phrasing, and use
including environmental print. memory and picture cues to reread familiar texts
such as rhymes and repetitive texts
• recognise their own name in writing
• begin to develop a small bank of common sight
words.

READING/ VIEWING
Beginning English: Limited Literacy Background

YEARS F – 2 YEARS 3 – 6 YEARS 7– 10

Reading/viewing
Learners at this phase have had no previous experience of reading print in another language/dialect.
• may have very limited understanding of how books • begin to understand the sound–symbol relationship • begin to understand the sound–symbol relationship
work, including concepts of print such as left-to-right in English and how to sound out short, phonically of English and how to sound out short, phonically
directionality decodable words decodable words
• may focus on illustrations to construct meaning from • begin to understand the directionality of English print • begin to understand the directionality of English print
texts and trace under words with their finger or a pen to and trace under words with their finger or a pen to
• are beginning to understand the role of print in demonstrate this demonstrate this
conveying meaning • begin to understand elements of books – the cover, • identify the different elements of books – the cover,
• may begin to ‘read’ books by speaking their own the title, the pages and the way these are turned the title, the pages and the way these are turned
stories as they turn pages, using their first • use their home language to describe a visual image • make connections between print and visuals using

READING/ VIEWING
language/dialect or limited English in general terms and attempt to infer the general home cultural knowledge
• use their home language to describe a visual image meaning of this image • attempt to follow the gist of a plot in film or television
in general terms and attempt to infer the general • attempt to follow the gist of a plot in film or television by interpreting the body language and action they
meaning of this image. by interpreting the body language and action they see on the screen
see on the screen • benefit from having access to simple texts in their
• may have beginning awareness of information and home language
communication technologies (ICT) and their use in • may have beginning awareness of ICT and their use
learning in a school. in learning in a school
• use their home language to describe a visual image
in general terms and attempt to infer the general
meaning of this image.
Emerging English


READING/ VIEWING

decode simple texts with familiar vocabulary. decode texts with varying success and begin interpret simple, culturally accessible texts. In
In this phase, they are beginning to read to recognise some common subject-specific this phase, they begin to read, view and
independently and understand that texts may words. As they reach the end of this phase, comprehend the purpose, main ideas and
have different communicative purposes, and they are beginning to read independently and most specific information that have been
that these purposes may be the same or understand that texts may have different taught in a range of simple texts, including
different from texts they have experienced in communicative purposes, and that these informative texts on familiar topics.
their first language purposes may be the same or different from
texts they have experienced in their first
language.
• look through books, focusing on illustrations • attend to texts read aloud, following the print and • are beginning to draw inferences and to distinguish
• differentiate between first language print and understanding some of the main ideas opinion from fact
English print, and follow print conventions of reading • bring their previous cultural and linguistic • begin to develop understanding beyond the literal
left to right and top to bottom experiences to the task of reading in order to make level of text, using context clues to make meaning
• bring their previous cultural and linguistic sense of print • may be able to comprehend subject-specific words
experiences to the task of reading in order to make • differentiate between first language print and more easily than common words (eg plant, work,
sense of print English print, and follow English print conventions of feed, which have a range of meanings depending
• have a foundational knowledge of predictable reading left to right and top to bottom on the context)
English sound–symbol relationships, and some • read familiar print around the classroom such as • use their understanding of basic text organisation to
common letter patterns (graphemes) posters and signs, and accurately read back their extend their comprehension
• have a small bank of sight words own writing • begin to combine strategies such as rereading and
• demonstrate comprehension of everyday • interpret texts at a literal level reading on to facilitate decoding
vocabulary, simple grammatical structures using • have a foundational knowledge of predictable • bring their previous cultural and linguistic
extensive visual scaffolds English sound–symbol relationships and some experiences to the task of reading in order to make
• benefit greatly from the use of first language with common letter patterns (graphemes) sense of print, and benefit greatly from the use of
peers, and teachers’ assistants. • can differentiate between informative and first language with peers and teachers’ assistants.
• use word by word reading when decoding. imaginative texts
• read short texts with predictable structures and

READING/ VIEWING

everyday language, and reread more complex, well-
known texts using appropriate pauses and
intonation
• benefit greatly from the use of first language with
peers and teachers’ assistants
• use graphophonic knowledge to attempt
pronouncing new words
• choose books to look at and read, decoding the
print by using the illustrations to assist meaning.

READING/ VIEWING
Developing English

Learners at the beginning of this phase read Learners at the beginning of this phase Learners at the beginning of this phase
simple texts independently and begin to understand the purpose of most texts and are understand the main ideas of familiar
understand the gist of most class texts beginning to understand the gist of most class classroom texts. In this phase, they show
independently. In this phase, they show some texts independently. In this phase, they some understanding beyond the literal level of
understanding beyond the literal level of these independently read and understand a range of these main ideas, issues or plot developments
main ideas, issues or plot developments in a more complex and lengthy texts with in a range of accessible, authentic visual,
range of accessible, authentic visual, written predictable structures and familiar vocabulary, written and electronic texts from across the
and electronic texts from across the but they continue to rely on illustrations to curriculum.
curriculum, although they will rely largely on construct meaning.
illustrations to construct meaning.

READING/ VIEWING

• begin to understand that written texts are structured • understand and enjoy texts read aloud, identifying • may still be experiencing difficulty discriminating
differently from spoken ones, that written texts may characters and retelling sequences of events literal meaning from implied meaning, subtle
have differences according to purpose, and that • identify the main idea in a paragraph or text, find references, innuendo and sociocultural references
visual texts such as maps and tables are read in specific information and make some inferences • use appropriate intonation when reading
specific ways based on their prior knowledge statements, questions and dialogue
• continue to use first language culture and • continue to use first language, culture and • can transfer information from a text to another
experiences, when given the opportunity, in order to experiences, when given the opportunity, to format (eg diagram, graph)
compare and contrast text types and meanings, and compare and contrast text types and meanings, and • can read many irregular words, and can recognise
thus enhance their comprehension and cognitive thus enhance their comprehension and cognitive and read more complex, but still common, letter
abilities in both languages abilities in both languages patterns (eg -tion). When instructed, can recognise
• use appropriate intonation when reading • identify some unfamiliar cultural references common suffixes and prefixes, and use these to
statements, questions and dialogue • use a range of strategies for working out words and construct meaning (eg -ed for past tense of regular
• use their growing oral language and grammatical their meanings, including their developing verbs)
knowledge to read at the phrasal level, putting knowledge of everyday and specialist vocabulary • use graphophonic, syntactic and semantic cues to
collocating words together as they read (eg once and their knowledge of sentence structure and work out the meanings of unfamiliar words
upon a time), and following simple cohesive devices sound–letter relationships • follow meaning across sentences and paragraphs
in texts (eg later, next, in the end) • use appropriate intonation when reading by tracking basic cohesive and reference items
• comprehend mostly at the literal level and rely on statements, questions and dialogue • make predictions about the likely content of texts
teacher input to grasp inferential meanings • can read many irregular words and can recognise based on their understanding of the different
• can read common irregular words such as which and read more complex, but still common, letter purposes and structures of text types
and who, and can recognise and read more patterns (eg -tion). When instructed, can recognise • use a growing range of strategies to extend their
complex, but still common, letter patterns (eg -igh). common suffixes and prefixes, and use these to reading such as adjusting their reading rate
When instructed, they can recognise common construct meaning (eg -ed for past tense of regular according to the task, skimming, scanning and
suffixes and prefixes, and use these to construct verbs) reading on
meaning (eg -ed for past tense of regular verbs) • use their growing oral language to extend their • continue to use first language, culture and
• use a range of strategies for working out words and reading and understand how to use morphemes to experiences, when given the opportunity, in order to
their meanings and to self-correct, including their identify word meaning (eg big in bigger and biggest) compare and contrast text types and meanings, and
developing knowledge of everyday and specialist • use a growing range of strategies to extend their thus enhance their comprehension and cognitive
vocabulary, and their knowledge of sentence reading, such as adjusting their reading rate abilities in both languages.
structure and sound–letter relationships according to the task, skimming, scanning and

READING/ VIEWING

• use a growing range of strategies to extend their reading on.
reading, such as adjusting their reading rate
according to the task and reading on.

Learners at the beginning of this phase show Learners at the beginning of this phase are Learners at the beginning of this phase
some understanding beyond the literal level of beginning to apply learned reading strategies understand literal and inferential information in
main ideas, issues or plot developments in a and their knowledge of English to make some most classroom texts. In this phase, they
range of accessible, authentic visual, written sense of unfamiliar text. In this phase, they independently read and respond to a wide
and electronic texts from across the independently read and understand a range of range of authentic, accessible texts from
curriculum. They will rely largely on familiar and unfamiliar imaginative, informative across the curriculum and from a range of

READING/ VIEWING

illustrations to construct meaning. In this and electronic media texts, and use key media, as well as showing the ability to apply
phase, they independently decode texts and organisational and language features to information gleaned to new situations.
are able to summarise and paraphrase key interpret these texts.
ideas.
• understand that written texts are structured • read a range of texts, including imaginative literary • still need scaffolding in making inferences from texts
differently from spoken ones, that written texts may texts and informative texts (eg longer, more that rely on long immersion in the culture
have differences according to purpose, and that complex illustrated sequential explanations, such as • reflect on the purposes of different types of texts
visual texts are read in specific ways life cycles and flow charts) and read a range of texts, including imaginative
• read and view texts for social and academic • participate in class and group discussions to literary texts and informative texts (eg longer, more
purposes interpret texts, giving their own opinion and complex illustrated sequential explanations, such as
• comprehend at the literal level and may still rely on comparing it with those of others reports, life cycles and flow charts)
teacher input to grasp inferential meanings • identify the purpose and intended audience of texts • understand a wide range of general vocabulary,
• read some complex sentences containing some • identify main ideas and specific information in texts, phrasal verbs and nominalisations
unknown words and demonstrate understanding of the storyline • take notes that identify and interpret the main ideas,
• use appropriate word stress and intonation when when retelling, paraphrasing and answering issues and plot developments, as well as supporting
reading questions details and quotations that may be used to justify an
• request the help of a teacher to clarify instructions • find specific information or detail from informative opinion or response
or confirm the meaning of unfamiliar words. texts to answer ‘how’ or ‘why’ questions, and draw • locate and organise information from a range of
conclusions and make decisions based on sources, including the internet, and can identify
information gained from different sources reference items across complex sentences and in
• continue to use first language, culture and lengthy, complex texts
experiences, when given the opportunity, in order to • choose and integrate effective reading strategies to
extend their understanding
• continue to use first language, culture and
experiences, when given the opportunity, in order to
compare and contrast text types and meanings, and
thus enhance their comprehension and cognitive
abilities in both languages.

WRITING


Learners at the beginning of this phase are Learners at the beginning of this phase are Learners at the beginning of this phase begin
new to written English, although they may new to written English, although they have to copy English words that they encounter in
have some experience in another language. In some experience with writing in another the classroom, but do so with limited
this phase, they begin to copy writing from the language. In this phase, they begin to understanding of what these represent. In this
school environment and use beginning communicate simply in writing using a small phase, they attempt to write for a range of
knowledge of English sounds and symbols to basic classroom and personal purposes in

WRITING

write and understand the concept of a word, range of familiar words. short phrases, with limited grammatical
and that speech can be written down, read and accuracy and vocabulary.
reread.
• have inconsistent letter formation as they learn • may communicate ideas through drawings, symbols • may communicate ideas through drawings, symbols
English letters, particularly if these are different from and early writing attempts, and produce and copy and early writing attempts, and produce and copy
their first language symbols, letters, words, labels, lists and sentences symbols, letters, words, labels, lists and sentences
• have some concepts of print and will understand • draw pictures in a sequence to tell or retell simple • sequence simple sentences (eg My name is …, I
that print conveys meaning through their stories or a sequence of actions come from …, I live in …)
experiences with print in their first language • show awareness that speech can be written down • work with literal language, drawing vocabulary from
• initially may not use left-to-right directionality of and know the difference between writing and concrete classroom experiences show evidence of
English print if it differs from their first language drawing direct translation from first language in sentence
• begin to demonstrate awareness that certain letters • begin to demonstrate awareness that certain letters structure
in English represent certain sounds, with a growing in English represent certain sounds, with a growing • copy writing from the board
understanding of sound–letter relationships. Some understanding of sound–letter relationships, and • use letter formation and punctuation that show
sounds in English are likely to be new sounds for identify some letters in words, including those in influence of first language
these learners, and this is an added consideration their own name • vocabulary is limited to that learnt in class
when teaching sound–letter relationships • may use inconsistent letter formation and may mix • rework drafts in response to teacher suggestions
• communicate their meanings through drawings, upper- and lower-case letters in writing and use basic word processing features to write and
symbols and teacher-scribed writing, and begin to • learn to use the basic concepts of print in English, present texts
copy writing from their classroom environment (eg including left-to-right directionality, spaces between • use bilingual clarification from a variety of sources.
other children’s name tags). words and return sweep
• make use of classroom models to reproduce letters,
words and short sentences
• contribute ideas, words or sentences to class or
group shared texts, or dictate sentences about a
drawing or experience for others to scribe.

WRITING
Beginning English: Limited Literacy Background


Writing
Learners at this phase have had no previous experience of writing print in another language/dialect.
• may have very limited concepts of print and are • are beginning to understand the directionality of • represent letters as images rather than as symbols,
beginning to understand that print is used to convey English print and so letters may be poorly and inconsistently
meaning

WRITING

• will need instruction for where to start writing on the • begin to differentiate between numbers and letters formed
page and which direction to follow • represent letters as images rather than as symbols, • may have little or no experience with pencil and
• may form letters as images rather than symbols and so letters may be poorly or inconsistently paper, and may have difficulty with pencil grip
• may have had very little experience with pencil and formed • are beginning to learn how to use ICT independently
paper, and may use unconventional pencil grip • need to be taught how to use ICT independently • may have difficulty keeping their written work
• may communicate ideas through drawings and early • may have little or no experience with pencil and organised
writing behaviours where they ‘roleplay’ writing. paper, and may have difficulty with pencil grip • begin to understand the concept of simple
• may have difficulty setting out writing clearly and punctuation, differentiate between this and letters,
organising work in their exercise books and attempt to use this when copying written text
• begin to recognise simple punctuation, differentiate • begin to differentiate between numbers and letters.
between this and letters, and attempt to use this
when copying written text.

WRITING
Emerging English
Each phase describes a period of significant English language learning development. There will be differences between a student at the
beginning of the phase and a student at the end of the phase.
teaching throughout the school day from both the specialist teacher and the classroom teacher. These students are able to engage with and
learn the content of the Australian Curriculum when provided with suitable language teaching and additional time to complete classroom
activities. However, they will find it difficult to show their understandings if achievement must be demonstrated through language-reliant activities.

Learners at the beginning of this phase Learners at the beginning of this phase Learners at the beginning of this phase
independently write simple sentences using understand some basic purposes for writing, produce basic classroom and social texts
repetitive structure, familiar words and initiate writing for their own purposes and following highly structured examples. In this
phrases from their oral language, or through communicate their ideas and experience phase, they begin to write for a range of
following highly structured examples. In this simply through writing, drawing or copying. In everyday classroom and personal purposes
phase, they write basic classroom text types this phase, they experiment with common using a bilingual dictionary, bilingual teachers’
when provided with models, using an classroom text types with varying grammatical assistants or bilingual teachers for support.
emerging knowledge of English sentence accuracy. First language influence is still Their first language influence is evident in the
structure and demonstrating an emerging evident in text organisation and language way they organise texts
understanding of the difference between features.

WRITING

spoken English and written English.
• collaboratively construct a limited range of very • write simple sequenced texts (with explicit • may copy whole chunks of language from a text
brief visual and written texts about familiar things instruction) about topics of personal interest and for rather than taking notes and rewriting in their own
using predictable structures a number of school purposes, including recounting words
• produce independent writing using simple repetitive an event, writing a simple description or a set of • attempt to reproduce basic repertoire of text types
sentences with familiar words and phrases from instructions (eg an email)
their spoken language • engage in joint shared writing, both as observers • text may exhibit knowledge of common cultural
• construct images or writing that fulfils different and participants, offering some ideas and options references
purposes closely linked to concrete experiences (eg • follow text models for text structure and some • formulaic expressions may be used to structure text
descriptions or recounts with explicit instruction) language patterns (eg a long time ago …) • are able to use topic sentences and stay on topic
• understand simple environmental print around the • tend to use speech-like sentence structures based • experiment with presenting their own ideas with
classroom and school on simple repetitive patterns (eg I play …, I go to varying grammatical accuracy, using simple
• are aware of English print direction, spacing lunch …, I go home …), and may use drawings and connectives and subject-specific vocabulary
conventions, letter formation and sizing diagrams to scaffold their communication • show some awareness of the difference between
• use sentence structures that indicate their • use mainly familiar vocabulary, including articles (a, informal and academic language, and experience
developing English syntax (eg Saturday stay home) the), a narrow range of prepositions (on, in), difficulty in the accurate reproduction of most
• increasingly use standard English letter patterns, common conjunctions (and) and a narrow range of academic language
although there may be evidence of writing from the adverbs (very) • use basic punctuation accurately (eg capital letters,
first language • use grammatical features that are variable and can full stops and question marks); first language
• use basic punctuation (eg full stops, question include run-on sentences, varying levels of subject– influence is still evident in punctuation
marks, capital letters) verb agreement, tense consistency and phrases of • construct paragraphs that may be underdeveloped
• use a limited range of cohesive devices such as a time and place and show a lack of whole-text consistency
pronoun reference (eg he, she, it) and subject–verb • increasingly use standard English spelling patterns • spelling may be inconsistent but when read
agreement, although not always accurately and demonstrate knowledge of some sound–letter phonetically does not impede comprehension
• use common, everyday vocabulary and some relationships and common sight words • edit their text with the teacher.
isolated examples of concrete technical vocabulary • use basic punctuation to separate ideas (eg full
used in the classroom stops, question marks, capital letters)
• when encouraged, will use their first language and • continue to use formulaic expressions when writing.

WRITING

previous learning experiences productively to
scaffold their writing efforts (eg write in the first
language, ask for translations from first language to
English from other first language speakers, record
new English vocabulary using phonetic spelling
from first language, or use a combination of first
language and English).

WRITING
Developing English

Learners at the beginning of this phase write Learners at the beginning of this phase Learners at the beginning of this phase write
for a range of classroom purposes with varying reproduce basic models of most classroom text independently for a range of classroom
grammatical accuracy, although they still types, but not at the expected levels of the purposes with varying grammatical accuracy.
exhibit first language influence. In this phase, achievement standards. In this phase, they can They still exhibit first language influence in text
they begin to produce a range of text types write a variety of texts in different curriculum and language structure. In this phase, they
from across the curriculum, showing an areas with some accuracy in text features, begin to produce a range of text types from
awareness of coherence, purpose and organisation and cohesion, provided that this across the curriculum, showing coherence and
audience. has been adequately modelled by the teacher. an awareness of purpose and audience.

WRITING

• use familiar language and repeated structures to • plan and write conventional texts, including • may produce writing that does not reflect their
generate writing (eg On the weekend I …) informative texts and imaginative texts, sequencing potential because preparatory reading has taken
• write short, simple texts that communicate their information for specific types of texts, such as most of the time and limited the available time for
ideas for an increasing variety of purposes, information reports drafting and editing
beginning to use features of written rather than • present information appropriately (eg diagram, • create a range of types of texts, using growing
spoken English graph) knowledge of text structure
• continue to use their first language and previous • show understanding of the structure and function of • continue to produce errors in grammar, punctuation
learning experiences as they develop an paragraphs, including topic sentences and vocabulary, but these do not impede
understanding of the differences in text types and • use a number of common conjunctions and relative communication
linguistic features between first language and pronouns to combine simple sentences into • use cohesive devices to link both within and across
English to construct texts compound and complex sentences paragraphs
• spell with greater accuracy common words learned • use pronoun reference with noun/pronoun • use pronoun reference with noun/pronoun
in the classroom and spell other words based on agreement (eg Mary … she … her) agreement (eg Mary … she … her)
their own pronunciation (eg facary for factory), • use appropriate time sequencing (eg first, next, • use appropriate time sequencing (eg first, next,
phonetic interpretations based on first language (eg finally) finally)
oba dere for over there) • use subject–verb agreement with some accuracy • use appropriate abbreviations in notes
• separate ideas when writing by using full stops, • use present and past tense verbs, although they • begin to apply referencing conventions appropriately
experimenting with commas and attempt may overgeneralise past tense endings (eg drinked, • independently edit with growing success to enhance
paragraphing buyed) fluency, accuracy and readability, and present their
• use simple sentence structures and make some • use an expanding vocabulary, including subject- writing appropriately in print and electronic forms
attempts at compound and complex sentences, specific vocabulary, and select suitable words to • continue to use their first language and previous
although there are still syntactical errors in their enhance descriptions (eg huge instead of big) learning experiences as they develop an
writing • edit with growing success to enhance fluency, understanding of the differences in text types and
• move from words to phrases, using a small range of accuracy and readability, and present their writing linguistic features between first language and
phrases expressing the circumstances of an event appropriately in print and electronic forms English to construct texts.
(eg ‘Stir the water slowly’ or In the afternoons, we • continue to use their first language and previous
play soccer) and some expanded noun groups (eg learning experiences as they develop an
one kind of spider that I know) understanding of the differences in text types and
• use an expanding range of vocabulary in writing, linguistic features between first language and
although it is still reflective of their spoken English in order to construct texts

WRITING

vocabulary • participate in shared writing, brainstorming and
• may use first language to plan writing or draw on conferencing as pre- and post-writing activities
words from first language when an English • engage in planning and writing, accessing
equivalent is not known vocabulary and spelling knowledge to edit their own
• edit writing with growing support to enhance fluency, work.
accuracy and readability
• participate in shared writing activities as well as
writing independently.

WRITING

Learners at the beginning of this phase begin Learners at the beginning of this phase can Learners at the beginning of this phase create
to produce a range of text types from across produce a range of types of texts for different a wide range of text types used across the
the curriculum, showing an awareness of purposes on a range of topics, demonstrating curriculum with limited support, showing
coherence, purpose and audience. In this knowledge of the topic and control of text variation in their writing according to context,
phase, they begin to independently produce a structures and key grammatical features. In this audience and purpose. In this phase, they
range of English texts relevant to Early phase, they begin to approximate the writing of require less support and broaden their ability to
Childhood years, using age-appropriate native speakers, although grammatical produce less familiar text forms in subject-
punctuation, spelling and grammar. inconsistencies and influence of first language specific areas, provided that these are
are still evident in their writing. adequately modelled.

WRITING

• write independently at an age-appropriate level in a • use text models to assist with text structure and • plan their writing with particular audiences in mind
range of contexts across the curriculum sources to provide essential content information • write clear, well-structured texts
• write recounts using a sequence of events that is • plan their writing with particular audiences in mind • use expressions, collocation and colloquialisms,
expected for English (eg linear text organisation, • use some formulaic expressions (eg I will now although writing may still not always reflect a native
introduction and series of events in chronological discuss …) and employ structural features such as speaker-like knowledge of commonly accepted and
order) headings and subheadings expected ways of expression in the academic
• may still use cultural references that they are unable • are beginning to use phrases of time at the register
to explain explicitly beginning of sentences to foreground particular • demonstrate consistent control over a range of text
• can identify most spelling errors of common words elements of the text (eg At the beginning of the year types and their commonly used grammatical features
when proofreading …), and use the passive voice as part of science • incorporate direct and indirect speech, abbreviations,
• use simple punctuation with accuracy reporting (eg The leaf was put in the sun … rather symbols and graphic devices for effect
• use increasingly varied vocabulary, including than We put the leaf in the sun ...) • experiment with sophisticated language features
adjectives to refine meaning (eg red car, racing car) • demonstrate control over grammatical features such such as simile and metaphor
• have control over compound sentences as tenses, different types of verbs, phrases of time • demonstrate a growing vocabulary, including
• can use alternative vocabulary to explain meaning in and place, compound and complex sentences, and technical vocabulary, for creating texts in a range of
English if the desired word is unknown pronoun reference learning areas and are beginning to understand how
• continue to use their first language and previous • demonstrate a growing vocabulary, including vocabulary choice is linked to the tenor of the texts
learning experiences as they develop an technical vocabulary, for creating texts in a range of (eg abdomen, stomach, belly)
understanding of the differences in text types and learning areas, and are beginning to understand how • effectively employ cohesive devices between
linguistic features between first language and vocabulary choice is linked to the tenor of the texts sentences and paragraphs to create clarity and
English to construct texts. (eg abdomen, stomach, belly) fluency
• employ a range of modal elements and a small • reference sources correctly
range of evaluative vocabulary in evaluative texts, • review and edit their work independently
and are becoming aware of the cultural sensitivities
associated with certain words (eg a fat man)
• edit for accuracy of content, text structure, spelling
and grammatical correctness.


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English as an Additional Language

or Dialect: Teacher Resource

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The EAL/D learning progression includes:

• broad descriptions of the characteristics of learner groups at each of four phases

• tables that describe an English language learning pathway typical of EAL/D

o three stages of schooling (Foundation to Year 2, Years 3 to 6, Years 7 to 10)

English as an Additional Language or Dialect: Teacher Resource

Important considerations when using the EAL/D learning

English as an Additional Language or Dialect: Teacher Resource

English as an Additional Language or Dialect: Teacher Resource

Beginning English: Some print literacy in first language

CHARACTERISTICS OF THIS LEARNER GROUP AGE-RELATED CONSIDERATIONS

English as an Additional Language or Dialect: Teacher Resource

BEGINNING ENGLISH: SOME PRINT LITERACY IN FIRST LANGUAGE (Years F – 2)

English as an Additional Language or Dialect: Teacher Resource

English as an Additional Language or Dialect: Teacher Resource

BEGINNING ENGLISH: SOME PRINT LITERACY IN FIRST LANGUAGE (Years 3 – 6)

English as an Additional Language or Dialect: Teacher Resource

English as an Additional Language or Dialect: Teacher Resource

BEGINNING ENGLISH: SOME PRINT LITERACY IN FIRST LANGUAGE (Years 7 – 10)

English as an Additional Language or Dialect: Teacher Resource

English as an Additional Language or Dialect: Teacher Resource

English as an Additional Language or Dialect: Teacher Resource

BEGINNING ENGLISH: LIMITED LITERACY BACKGROUND (Years F – 2)

English as an Additional Language or Dialect: Teacher Resource

BEGINNING ENGLISH: LIMITED LITERACY BACKGROUND (Years 3 – 6)

English as an Additional Language or Dialect: Teacher Resource

BEGINNING ENGLISH: LIMITED LITERACY BACKGROUND (Years 7 – 10)

English as an Additional Language or Dialect: Teacher Resource

English as an Additional Language or Dialect: Teacher Resource

EMERGING ENGLISH (Years F – 2)

English as an Additional Language or Dialect: Teacher Resource

English as an Additional Language or Dialect: Teacher Resource

English as an Additional Language or Dialect: Teacher Resource

EMERGING ENGLISH (Years 3 – 6)

English as an Additional Language or Dialect: Teacher Resource

English as an Additional Language or Dialect: Teacher Resource

EMERGING ENGLISH (Years 7 – 10)

English as an Additional Language or Dialect: Teacher Resource

English as an Additional Language or Dialect: Teacher Resource

DEVELOPING ENGLISH (Years F – 2)

English as an Additional Language or Dialect: Teacher Resource

English as an Additional Language or Dialect: Teacher Resource

English as an Additional Language or Dialect: Teacher Resource

DEVELOPING ENGLISH (Years 3 – 6)

English as an Additional Language or Dialect: Teacher Resource

English as an Additional Language or Dialect: Teacher Resource

English as an Additional Language or Dialect: Teacher Resource

DEVELOPING ENGLISH (Years 7 – 10)

English as an Additional Language or Dialect: Teacher Resource

English as an Additional Language or Dialect: Teacher Resource

CONSOLIDATING ENGLISH (Years F – 2)

English as an Additional Language or Dialect: Teacher Resource

English as an Additional Language or Dialect: Teacher Resource

CONSOLIDATING ENGLISH (Years 3 – 6)

English as an Additional Language or Dialect: Teacher Resource

English as an Additional Language or Dialect: Teacher Resource

English as an Additional Language or Dialect: Teacher Resource

CONSOLIDATING ENGLISH (Years 7 – 10)

English as an Additional Language or Dialect: Teacher Resource