What is English as an Additional Language all about?

VCE English as an Additional Language (EAL) focuses on how English language is used to create meaning in written, spoken and multimodal texts of varying complexity.
Literary texts selected for study are drawn from the past and present, from Australia and from other cultures. Other texts are selected for analysis and presentation of argument.
The study is intended to meet the needs of students with a wide range of expectations and aspirations, including those for who English is an additional language.

Structure

The study is made up of four units.

Unit 1

In this unit, students read and respond to texts analytically and creatively. They analyse arguments and the use of persuasive language in texts and create their own texts intended to position audiences.
Students develop their skills in creating written, spoken and multimodal texts.

Unit 2

In this unit students compare the presentation of ideas, issues and themes in texts. They analyse arguments presented and the use of persuasive language in texts and create their own texts intended to position audiences.

Students develop their skills in creating written, spoken and multimodal texts.

Unit 3 Reading and creating texts

In this unit students read and respond to texts analytically and creatively. They analyse arguments and the use of persuasive language in texts. Students develop and refine their listening skills. They listen to a range of spoken texts and use active listening strategies to understand information, ideas and opinions presented in texts.

Unit 4

In this unit, students compare the presentation of ideas, issues and themes in texts. They create an oral presentation intended to position audiences about an issue currently debated in the media.

Assessment

Satisfactory Completion

The award of satisfactory completion for a unit is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit. This decision will be based on the teacher’s assessment of the student’s performance on assessment tasks designated for the unit.

Levels of Achievement

Units 1 and 2

Assessment tasks and an end of unit examination.

Units 3 and 4

School assessed coursework and end-of-year examination
Percentage contributions to the study score in VCE English/EAL are as follows:

  • Unit 3 school-assessed coursework: 25 %
  • Unit 4 school-assessed coursework: 25%
  • End-of-year examination: 50 %

Entry

For Units 1 and 2, provision for English as an Additional Language (EAL) students is a matter for school decision. For Units 3 and 4, EAL students need to meet the VCAA criteria for enrolment in VCE EAL.

The award of satisfactory completion for a unit is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit. This decision will be based on the teacher’s assessment of the student’s performance on assessment tasks designated for the unit.

A student may be eligible for EAL status if they meet both of the following conditions:

1.       (a) The student has been a resident in Australia or New Zealand or other predominantly English-speaking country for no more than seven (7) years (i.e. their date of arrival was on or after 1 January 2015 for students who are in a Units 3 and 4 program in 2022). Note: The period of seven years is to be calculated cumulatively over the student’s whole life. The calculation of time spent in Australia is made from the Date of Last Arrival plus any previous periods of time spent in Australia or any predominantly English-speaking country. This calculation of time should not include time spent out of Australia during school vacations.

or

• (b) The student is an Aboriginal or Torres Strait Islander student whose first language is not English.

and

2. English has been the student’s major language of instruction for a total period of not more than seven (7) years over the period of their education. Schools must sight the student’s overseas school reports to confirm that the language of instruction was not English during this period.

Special circumstances

There are special circumstances that may be considered by the VCAA in determining a student’s eligibility for EAL status. These include:

●        minimal or no primary school education
●        material interruptions to schooling during primary years, particularly if there were changes to the language of instruction
●        material interruptions to schooling after arrival in Australia

The following are not grounds for a special application for EAL status:

●        the language spoken in the student’s home
●        the standard of the student’s spoken and written English
●        the failure of the student’s school to provide EAL assistance to the student

Students who have resided and studied in Singapore and India

VASS will disable VASS/VCE coordinators’ ability to grant EAL Approval for students whose country of origin is Singapore and India, even though the student may have resided in Australia for less than seven (7) years. A message on VASS will appear, stating ‘EAL eligibility for this country of origin can only be approved by the VCAA’.