| Abstrakt: |
In Australia, learning in schools is assessed through the medium of Standard Australian English. In the diverse range of classrooms that make up the Australian school context, English is often not the students' first language. Each subject area in the Australian Curriculum requires an understanding of different language structures and features for assessments. EAL/D learners in particular, may require additional support in understanding the variation in language features across the key learning areas. Teachers are responsible for teaching the language of the subject area, and for providing relevant assessments that cater for the diverse range of EAL/D learners in the classroom. Drawing on research in the field, this paper explores current understandings of EAL/D learners and learning, and describes three culturally and linguistically relevant assessment tools used in Queensland to assess the English language proficiency of EAL/D learners in the middle years. The paper will also suggest ways to provide feedback to learners about their developing language proficiency and offer some thoughts around teaching practices that cater for EAL/D learners. [ABSTRACT FROM AUTHOR] |
