The Department publishes resources to support English as an Additional Language (EAL) teachers and schools to plan and deliver effective programs.
The publications listed below are available to download in pdf or similar format.
Curriculum and assessment
First Language Assessment Tasks - materials to assess upper primary and secondary newly arrived students' reading and writing skills in the languages of Arabic, Khmer, Somali, Turkish and Vietnamese.
Tools to Enhance Assessment Literacy (TEAL) - is an online resource for teachers of primary and secondary level students who are learning English as an Additional Language (EAL) in Australia. It brings together a range of tools and advice for the assessment and reporting of the English language proficiency and progress of students within an ‘assessment for learning’ framework.
Transition to school
Supporting English as an Additional Language (EAL) – transition to school - this resource provides advice and practical examples of how children and families who speak English as an additional language can be supported to make a successful transition to school. It is designed to assist and guide early childhood professionals and teachers in schools.
Newly arrived learners
No English – Don't panic - provides information and strategies for primary classroom teachers of newly arrived EAL students during their first few weeks in Australia.
No English 2 – Questions and Answers - provides answers to some of the questions primary classroom teachers may have about the English language development of newly arrived EAL learners, and about providing appropriate programs for them.
Beginning English as an Additional Language Primary - supports mainstream primary classroom teachers by providing practical ideas and resources for newly arrived primary EAL learners. The material is organised into 16 units of work based around topics that are appropriate for newly arrived students.
Beginning English as an Additional Language Secondary - four units of work (Time, Personal Identification, Body and Health, and The Classroom) for newly arrived secondary EAL learners with minimal or no English.
Word study for new arrivals - materials for teachers of primary and secondary EAL students beginning their English language learning. These materials are designed to assist EAL students to develop early literacy skills in English through a focus on the vocabulary and grammatical features which early learners of English are most likely to use.
Language games for EAL students - materials which can be used to make language games for EAL and Languages students, across all year levels. The games, based on 19 topics that are usually taught to newly arrived EAL students, consolidate and reinforce skills in speaking, listening, reading and writing, and give students a chance to use a range of language functions important for working and playing with others.
Working with interpreters
Talking in Tune – a guide to working with interpreters in schools
Resources available for borrowing from LMERC
Where's English? - a multimedia resource to develop the English language skills of students at the beginning stages of learning English as an additional language designed around the animated story of a 14-year-old girl, Anna, who has lost her pet blue-tongue lizard named ‘English’.
English as a Second Language learners in the middle years – strategies for the mainstream classroom - provides strategies that teachers can implement to assist middle years EAL learners to access the mainstream curriculum.
Moving in new directions – Literacy strategies for English as a Second Language learners with disrupted schooling - informs teachers about the backgrounds of learners with disrupted schooling and how this may affect their social and academic behaviour. The program also informs administrators about a whole school approach to meet the needs of these learners. Professional development material to accompany Moving in New Directions is also available.
Not a matter of choice – Information about refugees for schools and teachers - assists schools and teachers to better understand refugee students, and to suggest ways in which they can assist them in the settlement process.
For information about LMERC, see:
Languages and Multicultural Education Resource Centre