The ‘How Long’ Question: English Language Learning Trajectories in Australian Schools

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  In Roundtable Session: Innovative Quantitative Analyses: Examining Language and Literacy Development around the Globe

Abstract

Approximately 25% of Australian school students are learning English as an additional language (EAL). Despite international research, there is limited evidence in Australia of the time required for students to develop the level of English necessary for equitable access to the curriculum. This paper reports on a large-scale project that involved analysis of the academic English results of 8,500 EAL students tracked over nine years. Using repeated measures of ANOVA, EAL students’ trajectories in reading and writing were compared to those of matched English-speaking peers. Findings provide evidence of time required for students to achieve parity with peers, and of the impact of starting English levels on academic trajectories. These findings have implications for EAL policy, funding, support and practice.

Authors

• Lucy Lu, Australian Education Research Organisation

• Olivia Groves, Australian Education Research Organisation

• Wai-Yin Wan, NSW Department of Education and Communities

• Jennifer Hammond, University of Technology - Sydney