It seems that the essential nature of teaching EAL/D students to SPEAK English remains invisible at best, or not evident at all, in the insatiable quest for a quick fix for initial literacy acquisition in English.
This is not new! It happens in cycles as new administrators, new politicians arrive, and as yet another education review is undertaken revealing low literacy in English, especially of Aboriginal kids who don't speak English (yet). They need to be taught English first of course, but that makes sense!
Is this because teaching a language is too hard?
Is it because teachers haven't had the opportunity to learn how to teach an additional language/dialect?
Is it because the decision-makers don't understand the basics of learning an additional language/dialect and learning through an additional language/dialect?
Is it because those that decide haven't considered how they would learn anything in a language/dialect they don't understand, let alone how to apply another linguistic skill to the unknown language?
How political and how educational are the decisions to treat all learners 'the same'?
Is it because educators are not enabled in the appropriate assessment of EAL/D students?
The data continues to tell us that these 'quick fixes' are generally not working.
How does this affect your learners? What would you like to do about this?
Let us know.....