EAL Learners

Classification of English as an Additional Language (EAL) Students

Students with English as an Additional Language (EAL students) are those born in Australia and overseas who come from a language background other than English and do not speak English as the main language at home. EAL students represent the full range of learners. They may include students:

• starting school at normal start age (four to six years) with minimal or no exposure to English, who were born overseas or in Australia

• starting school after normal commencement age with no formal schooling in any language, often speaking more than one language, with minimal or no exposure to English

• starting school after normal commencement age with severely disrupted schooling, speaking one or more languages, with minimal or no exposure to English

• starting school having arrived from overseas with little or no exposure to English, and with schooling in their mother tongue equivalent to their peers’ schooling in English

• starting school with some exposure to English with educational experiences similar to those of their English-speaking peers from educationally supportive homes

• who have had the major part of their schooling in Australia, who need assistance to meet the demands made upon their English in mainstream classes

• starting school at normal starting age who were born in Australia but are living in households where the adults are still suffering the effects of war, placement in refugee camps, trauma, dislocation and re-settlement

• who already speak one or more languages or dialects other than English

• who have good academic English language skills, but limited knowledge of the social registers of English

• who have a level of English language proficiency which does not match their cognitive development.

Classification of New Arrival Students

To be classified as new arrival, a student may:

• come from a language background other than English

• have been in Australia six months or less if in Years 1–12, or 18 months if in Foundation

NB: This classification includes all students entering Australia on visas that attract funding and visas that do not attract funding. This includes migrants, refugees and full fee–paying students.

Classification of Migrant Students

People classified as migrants:

• choose to settle in a new country

• leave their homes in an orderly manner

• have the option to return at will

Classification of Refugee Students

According to the United Nations 1951 Convention and Protocol relating to the Status of Refugees, a refugee is a person who: owing to a well-founded fear of being persecuted for reasons of race, religion, nationality, membership of a particular social group or political opinion, is outside the country of his nationality and is unable or, owing to such fear, is unwilling to avail himself of the protection of that country (Article 1, A (2)).

Australia considers that refugees:

• have entered Australia on a Humanitarian Visa Subclass

• may fear persecution

• do not choose to leave their homes

• may have experienced torture and trauma

• are often separated from family

• face an uncertain future

Classification of CALD Students

Students deemed Culturally and Linguistically Diverse (CALD) are those who come from a diverse range of linguistic and cultural backgrounds, and were either born overseas or have one parent born overseas. CALD students speak one or more languages other than English. CALD is an inclusive term that describes the cultural and linguistic plurality of students enrolled in Catholic schools.

To ensure the cultural safety of CALD students and families, leadership teams should ensure they are culturally sensitive and culturally competent and able to lead a staff who consider the religious, social, cultural, linguistic, historical, political, economic and ethical influences of the students in their school communities. School policies and procedures should also specifically address cultural inclusion and cultural competency.

Culturally competent Catholic school communities are able to differentiate the curriculum to effectively meet the needs of their CALD communities, in order to produce high-quality outcomes for CALD students.

Catholic schools embrace and enact an inclusive pedagogy and a commitment to uphold the rights of CALD families in their communities.

They aim to:

• develop students’ English Language Proficiency across the curriculum

• support settlement and integration, where appropriate

Classification of International Students

Full Fee–Paying Overseas Students (FFPOS) enrolled in Catholic schools are not eligible to receive the General Recurrent Grant (GRG) as they have not entered Australia on a visa which grants eligibility to receive program funding and support.

Students on full fee–paying overseas student visas and visitor visas need to be flagged as an overseas student on the census. They do not receive the GRG and are not eligible to receive support services or funding.

Commonwealth Register of International Courses for Overseas Students (CRICOS) Schools enrolling students who are travelling alone for the purpose of study (Visa Type – Student, Main Applicant) will need to be registered in the Commonwealth Register of International Courses for Overseas Students (CRICOS). CRICOS is used to guarantee that individual courses and institutions meet the high standards expected by international students and that the students receive quality education services. Schools with CRICOS registration are required to meet the National Code of Practice for Providers of Education and Training to Overseas Students and additional VRQA Guidelines that protect international students.

If the student enters Australia as a dependent Applicant, the school is not required to have CRICOS registration.

It is strongly recommended that schools ensure that they are fully aware of the legislated requirements related to International students.

NB: Please see Schedule of Visa Subclasses and Conditions for Enrolments of Overseas Students on the CEVN website, under Student Support / Cultural Diversity / New Arrivals and Refugees / Visa Subclasses, for further detailed information.

EAL Handbooks and Websites

These Australian and UK handbooks and websites aim to assist schools in their work supporting EAL, New Arrival and Refugee students and their parents and provide specific whole school information re: