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Legislative Assembly for the ACT: 2018 Week 11 Hansard (Thursday, 25 October 2018) . . Page.. 4374 ..

(10) The newly released EAL/D assessment suite enables schools to assess and track EAL/D students’ English language proficiency against the Australian Curriculum EAL/D Learning Progression.

(11) Schools engage the parents of EAL/D learners through both holistic community approaches and formally reporting on student achievement.

Schools recognise that families and schools need to work together to support children’s learning. Connecting with EAL/D families is part of a wider, structured and holistic approach to culturally respectful practices in schools. Each school approaches EAL/D parental engagement in a way that works for their community and the families involved. IECs involve their families in a number of IEC specific and whole-school events.

Schools—English as an additional language
(Question No 1723)

Ms Lee asked the Minister for Education and Early Childhood Development, upon notice, on 21 September 2018:

(1) How many teachers in ACT schools currently teach English as an Additional Language/Dialect (EALD) classes.

(2) How many students does each teacher have in their classes.

(3) Can the Minister provide a breakdown of the qualifications for each teacher from the answer to part (1).

(4) How many teachers of EALD classes have specific training for teaching of English as a second language (a) what is that specific training and (b) is it compulsory that they do so; if not, why not.

(5) What electives at university or post graduate professional development training is available for a teacher to become qualified to teach EALD.

(6) What role does the ACT Teacher Quality Institute have in EALD training or registration of teachers in this specialty.

Ms Berry: The answer to the member’s question is as follows:

(1) In every ACT public school, principals are responsible for operational decisions regarding employment of staff and for ensuring the English language acquisition needs of the English as an Additional Language/Dialect (EAL/D) students enrolled in their schools are met. The number of staff in each school with specific EAL/D responsibilities is a school-level operational decision, and is dependent on a number of factors (e.g. number of EAL/D students; levels of English language proficiency of EAL/D students).

(2) The number of students that a teacher with specific responsibility for EAL/D would have in a class at any one time can vary with consideration given to a number of factors (e.g. level of English language proficiency and social-emotional needs).

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