Abstract
To ensure students learning English as an additional language or dialect (EAL/D) are provided with appropriate instruction, this paper advocates the need for teachers to determine their students’ level of English language proficiency and literacy skills and then explicitly teach a program that is tailored to their students’ learning needs. In my work as an English second language consultant and previously as a school principal in the Northern Territory (NT), I have had many discussions with teachers and principals who believe that ‘good literacy teaching practices’ will enable EAL/D learners to successfully access and engage in mainstream teaching and learning programs. However, research has shown that EAL/D learners achieve significantly better outcomes when classroom teaching includes a focus on language learning, as compared to classrooms that make no adjustments for the students’ limited English proficiency (Saunders & Goldenberg, 2010).
| Original language | English |
|---|---|
| Pages (from-to) | 37-39 |
| Number of pages | 3 |
| Journal | Practical Literacy: The Early and Primary Years |
| Volume | 22 |
| Issue number | 2 |
| Publication status | Published - Jun 2017 |
| Externally published | Yes |