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Exploring the differences between teaching EAL and teaching Literacy/Numeracy

19 Aug Exploring the differences between teaching EAL and teaching Literacy/Numeracy

Posted at 15:31h in Latest news by

Literacy Links caught up with teachers Rachel and Liam* to talk about the similarities and differences around teaching English as an additional language (EAL) and literacy.

Both have extensive experience teaching Literacy, EAL and English as a Foreign Language (EFL) both overseas and in Australia.

 

  1. Why did you move from EAL to literacy teaching? 

Rachel

I initially worked providing academic literacy support to First Nations learners in university courses, so I actually moved from this, to EAL and back to literacy.  I wanted to move back to literacy because it is so interesting.

Liam

I returned to Australia after 10 years in China working in a solely EFL environment. While I was doing my Certificate IV TAE, I was lucky to be recommended for employment. Initially I was team teaching with a more experienced teacher on a workplace literacy program for local council workers -between 10pm to 12 midnight! Despite the odd hours, it was fun and a good introduction to literacy teaching.

 

  1. What are the key similarities and differences around teaching in an EAL class versus a literacy class?

Liam

In terms of similarities between the two, students undertake their learning in a classroom setting with a specific learning objective. They follow texts and work through set activities either independently or in groups. Mastery of skills is demonstrated through formative and summative assessment.

There are some notable differences, however. The students in an EAL class usually have a prescribed text (a fixed part of a training package) that follows a specific language acquisition theory. There are of course additional materials you can use that revolve around vocabulary games, role plays, or grammar quizzes, for example. But the students’ focus in any lesson (ideally) is the mastery of a key language point.

The literacy classroom is designed for native speakers who have gaps in their education, which is placing constraints on their ability to fully function in society as a citizen. In the current era, the materials are based around improving the learner’s literacy, but only within the context of building ‘micro skills’ that would allow them to participate in the workforce or improve their position within the workplace.  These micro skills extend to numeracy and digital skills. So, the learners in a literacy environment have a wider scope of skills to learn.

Rachel

With LN teaching, preparation is focussed exclusively on what arises from pre-learning assessment and discussions with the learner (or via an interview).  A strong learner-centred approach is essential, as is an understanding of the literacy learner’s strengths and what the learner wants or needs to work on.  These inform preparation.

Some of the literacy classes I’ve worked on such as TAFE Statement of Attainment in Reading and Writing for Adults (RAWFA), have been with disparate learners. Teachers work one-on-one in a group situation, where learners develop LND skills relevant to their own interests, goals and needs.  This involves preparing separate learning plans, activities and resources for each learner, and finding opportunities for occasional pair work activities so that there are opportunities for social interaction and peer support.  So, the learners generate the curriculum whereas in EAL classes, training modules determine what’s taught to achieve the particular outcomes of courses such as Certificates in Preparation for Work and Training.

In EAL, teachers try to take into account a learner’s interests through needs analyses, so that EAL learners have control over topics, skills, and pace. That is, so learners have a voice. However, this is much harder to achieve with frequent knowledge and other assessment task requirements.  A good deal of EAL class preparation time needs to be spent unpacking training modules and assessment requirements and developing activities which align with these.

Learners in an EAL setting commonly need or want to work also on language, i.e. oracy, including understanding Australian accents; on pronunciation; and on developing their vocabulary and grammatical skills, more so than literacy learners and understanding local culture.

Literacy learners generally come with much of this knowledge and with language (oracy) skills.  Preparation and learning is instead focussed on their immediate needs, such as being able to text a grandchild or read workplace texts.

 

  1. Is assessment different in the literacy context? 

Liam

In EAL, the assessment is based on the individual language skills through reading, listening, writing, and oral communication e.g. role plays. Again, the focus is on measuring the extent to which the learner has mastered a certain level of language performance.

Literacy certainly does have these elements, but it also strongly points to the mastery of ‘practical’ skills that would be useful for the learner in society, especially in the workplace. For example, an assessment will be on how to send an email (not just how to write one), how to use a printer/photocopier, and demonstrate through a role play the ability to assert themselves in a work environment. These and many other micro skills that are embedded within numerous ‘units of competency’ that make up the courses.

Within my own experience in vocational education many of the students in literacy and numeracy courses are from second language backgrounds but have been in Australia a long time and acquired some English language. They have worked most of their lives in first language roles (e.g. produce markets, local businesses servicing their communities) and are now attending classes to improve their English. I find that I utilise my EAL teaching skills (word formation, pronunciation, etc) more than would normally be the case if the students were predominantly native English speakers.

 

Rachel

Learners in a literacy class come from a range of cultures, for example, from a range of First Nations cultures or from different socio-economic backgrounds. So, support to understand systems and protocols, may also be something literacy learners require.

Assessment in the literacy context tends to be conducted seamlessly (informally) and formatively and with real life texts and tasks.  Summative assessment can also be seamless, and involve completing real life tasks, meeting usually immediate needs.

Some literacy classrooms have been similar to EAL classrooms in that there is a set curriculum and frequent assessment tasks. However much of my literacy teaching experience has been with individualised programs such as RAWFA or in classes where learners and teachers had more control.

In these, the focus was able to be on learner strengths, interests, and needs, and dealing almost exclusively with real life texts and tasks.  Curriculum is generated almost entirely by learners, and by self-identified or pre and formatively assessed literacy needs. I was able to assess informally so as not to shock or scare learners.  Building learner relationships, confidence and an ability to recognise their own strengths and skills became an important component, and more time was able to be spent on developing independent learning strategies.  Opportunities to adapt curricula arose more frequently, as we were generally, not tied to summative assessment tasks.

 

  1. If you had access to any professional development to assist with working in a literacy classroom, what would you suggest? Were there any resources that were particularly helpful? 

Rachel

For professional development I would suggest shadowing and peer teaching. For resources I would recommend:

 

Liam

I completed the new TAFE NSW Adult Literacy and Numeracy Training (ALANT) pilot program in 2024 which provided a bridge between my EAL background and the pedagogical practice and theory of literacy and numeracy. I recommend this course for anyone from a non-literacy/numeracy teaching background. It is very practical in focus. I would also add that I was mentored over a number of years by many of my colleagues who provided a lot of helpful advice.

 

  1. What about numeracy? Do you think everyday numeracy is handled differently in the literacy setting as opposed to EAL? 

Liam

My EFL qualifications did not prepare me for numeracy, whatsoever, as the focus in my case was on General English or Academic English. I enjoy teaching numeracy and think it has an important part to play.  When I had my first numeracy class, I was lucky to have team taught with an experienced numeracy teacher who guided me in my approach and provided great feedback.

Rachel

My EAL qualifications didn’t prepare me for numeracy teaching at all.  I developed relevant skills as an LN teacher by working with colleagues, and through research and study. Later, I cemented this through post graduate LN study.  Because I worked with experienced and supportive LN colleagues, had observed some of their preparation and was able to join in conversations about numeracy teaching, I felt OK.  I enjoyed integrating numeracy, delivering numeracy modules and the practical numeracy tasks. It’s a lot of fun.

Everyday numeracy for literacy learners is handled by supporting learners to master real life numeracy arising from the day-to-day tasks/texts they want to attend to. This differs from learner to learner.   In the EAL context, numeracy topics tend to be mandated by training package modules.

If you have any experience/thoughts about this topic which you would like to share, please email us at [email protected] 

 

*Names have been changed