English as an Additional Language (EAL) Support and Model

The EAL Service provides resources to develop English language competence. The resources support access, participation and engagement in mainstream educational activities. 

English is not the first language of EAL students. Students need extra support to develop proficiency in Standard Australian English (SAE).  

Supported EAL students: 

• are new enrolments (i.e. less that 10 weeks) 
• were born overseas or in Australia into a family where English is not spoken at home 
• have little or no formal schooling in any country 
• have had a limited education in their first language 
• begin school with limited or no exposure to English. 

Support to EAL students aims to develop literacy in English by: 

• learning to speak English 
• learning to listen and comprehend spoken English 
• learning to read and write English 
• learning through English at the same time as they learn English 
• learning about the Australian school system 
• learning about the Australian culture in both the school and community contexts. 

Schools and colleges receive EAL Service support through: 

• EAL specialist teachers 
• Classroom teachers 
• EAL resources and training 
• School based Teacher Assistants 

We use interpreters to ensure students and their parents/carers receive essential information. 

EAL social workers support school-based staff.  They provide EAL specific information and resources for help schools to support migrant students and families. They are also a means of bridging any gaps in the current support services between schools and home. 

The department has implemented a new EAL Support Model. This new model provides resourcing to schools. The EAL Support Model is a needs-based model. A student’s English skill level determines the level of EAL support. 

Support for recently enrolled EAL students is provided when:

• Student is a new enrolment i.e. less than 10 weeks 
• Students come from families where English is not the main home language 
• Students have had less than 5 years of English language instruction at school
• English competence prevents students from accessing the mainstream curriculum 

The department’s EAL support is a ‘needs-based model’. Eight Guiding Principles support the model. 

1. Transparency

2. Equity and Fairness 

3. Accountability 

4. Simplicity 

5. Student-centred and Needs-based 

6. Financial Sustainability 

7. Inclusive Practice 

8. Flexibility 

English language levels determine eligibility and the level of EAL support. These levels align to the EAL/D Learning Progression within the Australian Curriculum. 

The purpose of the resource is to assist EAL Students in their acquisition of English. 

The EAL resources to each school: 

• Is not tagged to individual students 
• Is calculated using EAL student numbers plus English language levels 
• Is determined every year post census in Term 1. 

Schools may be eligible for EAL Teacher support from the EAL Service and/or money. Schools use the resource in the best way to support each EAL student to learn English. 

EAL students who arrive throughout the year may receive contingency supports.