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Supporting English as an Additional Language (EAL) at transition to school - Case studies on supporting transition - Introduction

​These selected case studies illustrate how schools and services approach transition to school for families with a primary language other than English. The case studies outline how home languages and cultures are acknowledged, respected and supported at the same time as English language is being acquired.

Participants

Five sites, two early childhood settings and three primary schools were included in the case studies. Support was provided by the VCAA and interviews were conducted in each setting.

Participants included a principal and two assistant principals, centre directors, bilingual staff and aides, a community hub coordinator, transition coordinator and educators.

Each site provided a rich learning environment for illustrating how early childhood educators can support children and families for whom English is an additional language. There were also shared learnings on how to assist these families in their transition to school.

Structure for the case studies

Case study questions were broadly organised around the following key areas:

  • Building relationships
  • Supporting home language
  • Supporting English as an additional language
  • Supporting transition
  • Assessment.

The case studies document the findings at each site. In addition, promising practices are identified, as well as lessons learned.