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English as an Additional Language or Dialect Learner Policy

  1. What is this policy about?
    1. This policy outlines the ACT Education Directorate’s (the Directorate) and ACT public school responsibilities to support the learning of English for students who have English as an Additional Language or Dialect (EAL/D). This policy will assist schools to deliver equitable education and social outcomes for EAL/D learners.
  2. Policy Statement
    1. The Directorate acknowledges the diverse needs of students with culturally and linguistically diverse (CALD) backgrounds. The Directorate values the diversity of student languages, cultures and backgrounds. It supports schools to promote inclusivity and intercultural understanding in responsive, culturally aware learning environments.
    2. ACT public schools exemplify, promote and contribute to a socially cohesive multicultural society who value and respect diversity.
    3. Students with a language background other than English (LBOTE) who require specific support to develop English proficiency and cultural knowledge to access the Australian Curriculum, are EAL/D learners. EAL/D learners may include, but are not limited to:
      • Aboriginal and Torres Strait Islander students speaking Aboriginal or Torres Strait Islander languages and/or dialects
      • children born in Australia of migrant heritage where English is not spoken at home
      • children of deaf adults who use Auslan as their home language
      • English-speaking students returning to Australia after extended periods in non-English speaking settings
      • immigrants to Australia and temporary visa holders from non-English speaking countries
      • international students from non-English speaking countries
      • students who use varieties of English whose syntax and vocabulary are markedly different from Australian English
      • students with a refugee background
    4. English language proficiency is guided by the Australian Curriculum, Assessment and Reporting Authority (ACARA) EAL/D Learning Progression framework (the ACARA EAL/D Learning Progression). English language proficiency refers to learners who achieve beyond the consolidating phase as described by the ACARA EAL/D Learning Progression. Schools use the ACT EAL/D Student Observation Guides which align with the ACARA EAL/D Learning Progression to ascertain language phases and report EAL/D learner’s English language proficiency. The ACT EAL/D Student Observation Guides are used to monitor language phase progress, and along with the ACARA EAL/D Learning Progression, guide teaching and learning needs.
    5. The EAL/D Learner School Procedures (the Procedures) provide schools with further information to implement this policy.
  3. Who does this policy apply to?
    1. This policy applies to ACT Education Directorate staff, students and their parents and carers.
  4. Context
    1. This policy is consistent with the Education Act 2004, which establishes the principle that every child has a right to receive a high-quality education.
    2. This policy is consistent with the Human Rights Act 2004, the Discrimination Act 1991, the Australian Human Rights Commission Act 1986 (Cth) and the Racial Discrimination Act 1975 (Cth). These pieces of legislation aim to protect individuals from unfavourable treatment on grounds including disability, race and cultural identity and supports every child’s right to education, equality, protection, and non-discrimination.
    3. Understanding the Australian schooling context and proficiency in English contributes to a student’s success in academic settings and participation in the broader community. Languages other than English and different varieties of English are valued as part of a student’s linguistic repertoire and social, cultural identity.
    4. Inclusion and participation of parents/carers and culturally, linguistically diverse (CALD) community members are essential elements of a culturally inclusive school environment.
    5. The Directorate provides schools with needs-based funding called the EAL/D Student Resource Allocation (SRA). The level of funding applied is based on a student’s English proficiency as described by the ACARA EAL/D Learning Progression phases. Additional loadings are given for students who identify as refugees or asylum seekers to address additional needs. As student needs vary according to stages of schooling, a loading also applies for students who fall within Kindergarten to Year 2, and Years 7-10. The data which determines needs-based funding is gained through assessment of student English proficiency and reported by schools in the February and August EAL/D census to the Directorate.
    6. The Directorate acknowledges EAL/D learners from refugee or asylum-seeking backgrounds may have additional needs if they have limited or interrupted education experiences and/or factors such as trauma which can impact language learning.
    7. The Directorate supports direct enrolment into Introductory English Centres (IEC) for newly arrived refugee students under the Humanitarian Settlement Program who require intensive language instruction. These students do not need to enrol in a home school prior to attending an IEC due to temporary housing upon arrival.
  5. Responsibilities
    1. ACT Education Directorate: is responsible for the EAL/D SRA distribution process and supporting school implementation to ensure consistency with this policy and associated procedures.
    2. Principal: is responsible for ensuring the needs of EAL/D learners in their school are met and that school practices are consistent with this policy and associated procedures, in line with the Principal Compliance Checklist, reporting to the Director of School Improvement (DSI).
    3. Policy Owner: The Executive Branch Manager, Learning Wellbeing Policy and Design is responsible for this policy and its implementation.
  6. Monitoring and Review
    1. The Policy Owner monitors the policy. This includes a bi-annual policy environmental scan (PES) as described by the Governance and Community Liaison’s Policy Framework. A full review of the policy will be conducted within a five-year period.
  7. Contact
    1. For support, contact the Executive Branch Manager, Learning and Teaching, Policy and Service Design on (02) 6205 9346 or email EALD@act.gov.au
  8. Complaints
    1. Any feedback about this policy, should be raised with the policy owner. Refer to Contact information above.
  9. References
    1. Definitions
      • Australian Curriculum, Assessment and Reporting Authority (ACARA) is responsible for the development of national curriculum, assessment, and reporting processes.
      • ACARA EAL/D learning progression describes the progression of English language learning typical of students learning English as an Additional Language or Dialect.
      • ACT EAL/D Student Observation Guides is a tool used by teachers to identify and track student English proficiency as described by the ACARA EAL/D Learning Progression phases.
      • Asylum seeker is a person who is seeking international protection but whose claim for refugee status has not yet been determined by the Australian Government.
      • Culturally and linguistically diverse (CALD) is the acronym used to describe the cultural and linguistic diversity of people within the school community and acknowledging the differing levels of English proficiency rather than relying on a person’s country of birth as the measure.
      • EAL/D Student Resource Allocation is the needs-based funding allocated to schools on a yearly basis.
      • English as an Additional Language or Dialect (EAL/D) is the education acronym for students whose home language is a language or dialect other than English and require additional support to develop proficiency in English.
      • English language proficiency is the ability to use the English language to make and communicate meaning in spoken and written contexts to participate in the curriculum and the life of the school.
      • Home Language is the language predominantly spoken in a student's home environment. Other terms may be used such as: mother tongue, heritage language or first language.
      • Humanitarian Settlement program is a national program supported by the Australian Government to support humanitarian entrants and other eligible visa holders integrate into Australian life.
      • Introductory English Centres are co-located in mainstream schools and provide support to newly arrived students with beginning English (as described by the ACARA EAL/D Learning progression) through intensive language teaching prior to entry into mainstream ACT public schools.
      • Loading is an additional level of funding applied due to a circumstance.
      • Refugee is a person who has sought asylum in Australia and has been granted international protection by the Australian Government as a humanitarian entrant. A refugee is someone who has been recognised under the Convention and Protocol Relating to the Status of Refugees.
    2. Legislation
    3. Implementation Documents
    4. Related Policies and Information

is the unique identifier of this document. It is the responsibility of the user to verify that this is the current and complete version of the document, available on the Directorate’s website at http://www.education.act.gov.au/publications_and_policies/school_and_corporate_policies/A-Z/.

Policy Identifier: 00079

Published: September 2023

Policy is current until: June 2027

Implementation Documents:

English as an Additional Language or Dialect Learner Procedures (PDF 492.2 KB)

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