Learning English while learning the curriculum

This project investigated how long it takes Australian students learning English as an additional language (EAL) to develop the level of English required to equitably participate in curriculum learning.

A teacher sitting at a low desk with several primary school students helping them with reading

About the project

Approximately 30% of Australian school students are from language backgrounds other than English (LBOTE). Some LBOTE students speak English as their first language and don’t require English language support, while others (about 25% of the student population) are learning English as an additional language or dialect (EAL/D). These students face the complex task of learning English at the same time as learning the curriculum through English.

Considerable research has been conducted over the past 40 years into how long it takes students to learn English, but most is from overseas. This research contributes significant new knowledge about how long it takes Australian students learning English as an additional language to participate in curriculum learning in the same way as their peers who have English as their first language. The findings also provide new information about the time students take to progress through the phases of the Australian Curriculum, Assessment and Reporting Authority (ACARA)’s EAL/D Learning Progression (PDF, 398KB), and some of the demographic factors that can impact their rates of learning.

This project was undertaken in partnership with NSW Department of Education (DoE), particularly the Multicultural Education Unit, who worked closely with the research team throughout the research process. Research into how long it takes to learn English is methodologically complex and NSW DoE provided the longitudinal and comprehensive data that made the research possible. Additionally, the project was guided by an expert advisory group – a group of experts in research and practice in the field of second or other language education in Australia. Deeper insights into the implications of the research for policy and practice across Australia were achieved through consultation with systems and sectors nation-wide.

Outputs

Outputs published from this project to date include:

Key terms

Language background other than English (LBOTE): Students whose parent(s) or other primary caregiver(s) or who themselves speak a language other than English at home.

English as an additional language or dialect (EAL/D): Students who have been assessed and identified as requiring additional support to develop proficiency in Standard Australian English (SAE).

English as an additional language (EAL): The term used to describe the students included in this research. This project includes students who require support to develop proficiency in SAE, but not First Nations students in that category. Early scoping work on the project pointed to the need for a dedicated research project about First Nations EAL/D students aligned with principles of Aboriginal and Torres Strait Islander research and Indigenous Data Sovereignty and Governance.

AERO is currently working with key stakeholders to scope the potential of a follow-up project to contribute insights into the language learning of First Nations EAL/D students.