Exploring challenges and supports for writing in Standard Australian English for Australian secondary English as an Additional Language/Dialect Students: A scoping study

Abstract

The overall purpose of this study was to explore the identified language challenges and supports for writing in Standard Australian English for secondary English as an Additional Language or Dialect (EAL/D) students. An initial review of the academic literature revealed that this research topic has not been extensively researched within the Australian context. For this reason, this research project involved a systematic scoping study of the academic literature, based on the framework of Arksey and O’Malley (2005). This scoping study mapped the current research, and through a content analysis, synthesised the findings. In total, Level 1 searching of five digital data bases revealed 77 potential studies based on key word searches of titles and abstracts, published from 2010-2022. Further reading and searching refined these to 35 articles that addressed the research question. These articles revealed a range of themes that either challenged or supported the writing process for Australian EAL/D secondary students. These related to aspects at the policy, contextual and classroom level that shaped teachers’ knowledge practice, beliefs and skills in relation to teaching and learning, planning and assessing writing in a range of secondary areas. Gaps in the literature and a way forward, as well as implications for the future are discussed.