Concepts underpinning innovations to second language proficiency scales inclusive of Aboriginal and Torres Strait Islander learners: a dynamic process in progress

Hudson, Catherine; Angelo, Denise

doi:10.58379/wlrv4810

Cited by 3 publications

(4 citation statements)

References 39 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Provenance of 'Qld Bandscales' within the 'NLLIA Bandscales' family In order to enter the "discursive web" of policy making, this paper takes the Qld Bandscales as an exemplar of how fair, just and inclusive requirements of an EAL/D assessment instrument can be met. These Bandscales reflect almost three decades of L2 proficiency scale development, implementation, reflection and innovation in Queensland (see Hudson & Angelo, 2014. They are a daughter scale of the pioneering National Languages and Literacy Institute of Australia (NLLIA) ESL Bandscales (McKay et al, 1994) 10 and its later adaptation, Bandscales for Aboriginal and Torres Strait Islander Learners (Education Queensland (EQ), 1999/2002 Both are discussed in more detail below.…”

Section: Overview Of the Qld Bandscalesmentioning

confidence: 99%

“…Siegel, 1992Siegel, , 1998Siegel, , 1999. While this research emphasised the legitimacy of these rulegoverned varieties and the pitfalls caused by semantic transparency in classrooms, the later Qld Bandscales responded to ongoing linguistic research being conducted through the Understanding Children's Language Acquisition Project in Queensland schools with Indigenous students (Angelo, 2009) and the increasing awareness of the diversity of Indigenous contact languages in Queensland (see Hudson & Angelo, 2014 for details). The Qld Bandscales also addressed more fully the refugee EAL/D cohort with limited or interrupted schooling background, whose numbers had grown significantly since the publication of the original NLLIA Bandscales in 1994.…”

Section: Theoretical Foundations Of the Qld Bandscalesmentioning

confidence: 99%

“…It often surprises those outside the L2 school sector that Identification features as an L2 assessment issue: it is assumed that learners self-identify through enrolment. In school EAL/D assessment, however, identification is seen as a high stakes and unsettled issue (Abedi, 2008;Angelo, 2013;Hudson & Angelo, 2014Lopez et al, 2016;Sinclair & Lau, 2018), since hidden language learners miss out on crucial EAL/D language support (e.g. Angelo, 2012;Gawne et al, 2017).…”

Section: Identification Of the Full Eal/d Cohortmentioning

confidence: 99%

See 2 more Smart Citations

Instantiating justice, fairness and inclusiveness in English as an Additional Language/Dialect assessment frameworks: Unpacking the evidence base for the Bandscales State Schools (Queensland)

Hudson,

Angelo,

Creagh

2023

SiLA

View full text Add to dashboard Cite

Equity and fairness in schooling is embedded in and represented by assessment practices which are inclusive of diverse cohorts. For students who are speakers of English as an Additional Language or Dialect (EAL/D), fair and equitable EAL/D assessment frameworks must meet a number of key purposes: identification of the full cohort of EAL/D learners, classification of their English language level, acknowledgement and inclusion of students’ bilingual/multilingual capabilities, and enhancement of specialist and mainstream teachers’ pedagogical knowledge of and responses to students’ language needs and language learning contexts. They must also have the capacity to communicate to stakeholders for accountability purposes. Importantly, these assessment tools must be grounded in principles, theory, teacher experience and be evidence informed. This paper will present an overview of the Bandscales State Schools (Queensland (Qld)) for EAL/D learners, the genesis and parentage of the framework, its complementary teacher guidance material and its utilization in research. We will argue that the core goals of equity and fairness are supported by the underlying constructs and design of the Queensland Bandscales, and that it provides a model framework for ‘responsible’ EAL/D assessment that might underlie any possible future national reporting of EAL/D learner needs-based resourcing.

show abstract

Section: Overview Of the Qld Bandscalesmentioning

confidence: 99%

Section: Theoretical Foundations Of the Qld Bandscalesmentioning

confidence: 99%

Section: Identification Of the Full Eal/d Cohortmentioning

confidence: 99%

See 1 more Smart Citation

Instantiating justice, fairness and inclusiveness in English as an Additional Language/Dialect assessment frameworks: Unpacking the evidence base for the Bandscales State Schools (Queensland)

Hudson,

Angelo,

Creagh

2023

SiLA

View full text Add to dashboard Cite

show abstract

“…Such scales are general in nature. They broadly describe characteristics of students as they gain proficiency in each macro-skill, thus offering a practical, holistic tool for monitoring EAL/D proficiency levels and progress (Creagh, 2014b;Hudson & Angelo, 2014, 2020.…”

Section: Introductionmentioning

confidence: 99%

Unguided. Assessing young EAL/D learners' achievements in mainstream curriculum areas

Poetsch

2023

SiLA

View full text Add to dashboard Cite

This case study serves to illustrate challenges faced by classroom educators when assessing the achievement of young English as an Additional Language/Dialect (EAL/D) learners in the Australian Curriculum. The study is situated in a remote community where a traditional Indigenous language is spoken as the everyday form of communication, and English is learned in what is essentially a foreign language (EFL) setting. Although the students’ English proficiency is not advanced, they are learning the mainstream curriculum, delivered and assessed through English. The study triangulates the available assessment guidance with the skills of a classroom teaching team and sample written and oral evidence of their students’ learning, with reference to a Year 2 achievement standard in Science. This methodology draws out the ways in which the Australian Curriculum assessment materials lack applicability to this and similar remote Indigenous community EFL classrooms because this work is unguided. A specific improvement would be annotated exemplars which illustrate how to assess EAL/D learner achievement in each learning area – Science, Mathematics and so on. Assessment is pivotal for informing teaching, feeding back to students, reporting to parents/caregivers, and for system accountabilities. Thus, the relationship between assessing student learning of Australian Curriculum subject areas, and assessing the language and learning requirements of students whose English proficiency is not advanced, needs to be clearly articulated.

show abstract

From the periphery to the centre: Securing the place at the heart of the TESOL field for First Nations learners of English as an Additional Language/Dialect

Angelo¹,

Hudson²

2020

TiC

View full text Add to dashboard Cite

Indigenous learners of English as an Additional Language or Dialect (EAL/D) have historically not been the central focus of TESOL expertise here in Australia, or overseas. Despite moves towards inclusion increasing over the last two decades, there is an ongoing tendency for Indigenous EAL/D learners to remain on the periphery of current TESOL advocacy, research and practices in Australia. They are still often overlooked, as identification processes and support settings for migrant and refugee services are mismatched to Indigenous EAL/D learning contexts. Indigenous EAL/D learners, especially with un-/under-recognised contact languages (creoles and related varieties), can remain invisible in classrooms with mainstream curriculum and assessment practices (Angelo, 2013; Angelo & Hudson, 2018; Gawne et al., 2016; Macqueen et al., 2019). Hence, we argue that understanding and consideration of Indigenous EAL/D learners’ needs should become a priority in TESOL initiatives. This paper aims to place Indigenous EAL/D learners at the centre by alerting the TESOL field to a recent body of research and development on new Indigenous contact languages and whole class EAL/D teaching and assessment practices. Clarifying substantial issues and providing solutions, the paper makes Indigenous EAL/D its central focus, highlighting areas that otherwise result in “forgettings” about needs particular to Indigenous EAL/D learners.Thus informed, the Australian TESOL profession will surely include First Nations EAL/D learners at the heart of future discourse and initiatives.

show abstract

Concepts underpinning innovations to second language proficiency scales inclusive of Aboriginal and Torres Strait Islander learners: a dynamic process in progress

Cited by 3 publications

References 39 publications

Instantiating justice, fairness and inclusiveness in English as an Additional Language/Dialect assessment frameworks: Unpacking the evidence base for the Bandscales State Schools (Queensland)

Instantiating justice, fairness and inclusiveness in English as an Additional Language/Dialect assessment frameworks: Unpacking the evidence base for the Bandscales State Schools (Queensland)

Unguided. Assessing young EAL/D learners' achievements in mainstream curriculum areas

From the periphery to the centre: Securing the place at the heart of the TESOL field for First Nations learners of English as an Additional Language/Dialect

Contact Info

Product

Resources

About