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  • 2.062EAL

    Students today are immersed in a globalising world that is marked by rapid scientific and technological growth. As technology advances, we are challenged to collaborate with schools and lead new pedagogical models for learning and teaching, incorporating new technologies in the classroom and providing new learning spaces to meet the needs of students. 

    Theme 2: Quality Teaching for all Learners, Catholic Education Melbourne Strategic Plan 2015–2019 

    Personal Story

    Saran Kim
    Year 12 Student, Mater Christi College, Belgrave


    The English as an Additional Language or Dialect (EAL/D) – New Arrivals program, with its related initiatives, provides targeted financial, consultancy and professional learning support. This support enhances teachers’ capacity to ensure sustainable improvement in the learning outcomes of newly arrived students who have an EAL/D.

    Catholic Education Melbourne works together with schools to support learning and wellbeing with integrated support and strategies that are responsive to schools’ needs to strengthen engagement and learning.  In 2015, funding was sought for 216 new arrival students and 1,290 recently enrolled refugee students in the Archdiocese of Melbourne. 

    Refugee Support Strategies

    Catholic Education Melbourne implemented a range of strategies to assist teachers in addressing the educational and trauma needs of the increasing number of refugee students in Catholic schools. Additional funding enabled schools to employ refugee support teachers, multicultural aides and release for teachers to participate in professional learning facilitated by the New Arrivals team. 

    Tools to Enhance Assessment Literacy (TEAL) Project for Teachers of
    English as an Additional Language

    In 2015, the New Arrivals Team supported teachers from Catholic primary and secondary schools in the final phase of the project, providing trialing and feedback of Tools to Enhance Assessment Literacy (TEAL) reading, writing, vocabulary and oral assessment tools.

    Following the successful launch of the TEAL website in June 2015, three phases of professional learning programs through a ‘train the trainer’ model were commenced and will continue throughout 2016.  Schools also had the opportunity to participate in the oral language and reading online trials.

    An additional allocation of funding was distributed by the CECV Grants Allocation Committees (Primary and Secondary) in 2015, to support schools with their TEAL implementation process.

    EAL – New Arrivals Program

    The Catholic Education Melbourne New Arrivals program was regionally based to allow school advisers (New Arrivals) to provide consultancy and professional learning support to schools to meet the settlement and educational needs of newly arrived students who have English as an Additional Language. A grant allocation was made to primary schools, with eligible, newly arrived, EAL students to employ a teacher to work on a sessional basis with the students.

    School advisers also supported schools to meet the complex settlement and long-term educational needs of the growing number of recently enrolled refugee background students in Catholic schools. An additional allocation of funding was distributed by the CECV Grants Allocation Committees (Primary and Secondary) in 2015, per refugee student who had enrolled at the school in 2013, 2014 and 2015. This allocation was used to fund initiatives and programs in the school, which supported all refugee background students.

    Mercy Connect Refugee Volunteer Thank You Celebration

    The New Arrivals Team hosted the Mercy Connect Refugee Volunteer Thank You Celebration on 2 December 2015. The Mercy Connect Project, in partnership with Catholic Education Melbourne, used the extensive educational experiences of trained volunteers to provide additional in-school support and mentoring to refugee background students as they settled into the Australian educational setting.

    The program began in 2011 and now has 120 volunteers working on a weekly basis in eight Catholic secondary schools and 17 Catholic primary schools with approximately 630 refugee background students.

    TESOL Conference 2015

    A Catholic Education Melbourne New Arrivals Education Officer presented a workshop in August 2015, at the VicTESOL mini-conference.

    The workshop, Implementing EAL Strategies in mainstream primary classrooms: enhancing outcomes for EAL students and improving outcomes for all students, demonstrated the importance of building teachers’ capacity to support EAL students in mainstream classrooms by using the learning gained from the ‘Professional Certificate in EAL’. A case study approach was used which demonstrated EAL pedagogy and addressed the learning and teaching and language demands of EAL/D learners. 

    Professional Learning for teachers

    A range of professional learning opportunities were provided for leadership teams and teachers working with EAL/New Arrival/Refugee students facilitated by the New Arrivals Team.

    Sponsored Study (University of Melbourne) Primary Secondary Total
    Professional Certificate in English as an Additional Language – (EAL/ESL) 11   16
    Teaching ESL students in mainstream classrooms teacher development course. 4 9 13
    EAL Developmental Continuum P–10 148    
    Supporting Allocated New Arrival Teachers 4   4
    Total 167 14 181

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