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English as an additional language or dialect (EAL/D) effective school practices :
Title from title screen (viewed on 15/06/2021). Includes bibliographical references. The increasing proportion of English as an additional language or dialect (EAL/D) students in NSW Government schools presents challenges to policy makers, principals and teachers as they respond to the needs of culturally and linguistically diverse classrooms. With almost one in four students learning English as an additional language or dialect1, objective, evidenced based research into what works for these learners can make a significant contribution to effective EAL/D education. The aim of this research is to identify and document effective practices in schools with demonstrated high EAL/D student learning progress. It builds on previous work by the Centre for Education Statistics and Evaluation (CESE) identifying effective practices in high value add schools by providing additional insights into specific aspects of effective practices in the EAL/D educational context. It acknowledges the foundational EAL/D research conducted in NSW schools in the last 20 years and seeks to add currency to this body of research. An important feature of this study is that it employed a rigorous school selection methodology consisting of a combination of measures to ensure insights gained reflect the best practices common across schools that have demonstrable evidence of strong EAL/D student growth. [Publisher summary, ed] The increasing proportion of English as an additional language or dialect (EAL/D) students in NSW Government schools presents challenges to policy makers, principals and teachers as they respond to the needs of culturally and linguistically diverse classrooms. With almost one in four students learning English as an additional language or dialect1, objective, evidenced based research into what works for these learners can make a significant contribution to effective EAL/D education. The aim of this research is to identify and document effective practices in schools with demonstrated high EAL/D student learning progress. It builds on previous work by the Centre for Education Statistics and Evaluation (CESE) identifying effective practices in high value add schools by providing additional insights into specific aspects of effective practices in the EAL/D educational context. It acknowledges the foundational EAL/D research conducted in NSW schools in the last 20 years and seeks to add currency to this body of research. An important feature of this study is that it employed a rigorous school selection methodology consisting of a combination of measures to ensure insights gained reflect the best practices common across schools that have demonstrable evidence of strong EAL/D student growth. [Publisher summary, ed]