Experiences of teaching English as an Additional Language in the mainstream: Case studies from Victoria, Australia

Abstract

This qualitative case study investigates the experiences of teaching school-aged students whose first language is not English, in Victoria, Australia. 25 teachers from seven multicultural primary and secondary schools were interviewed, most of whom were not specialist English as an Additional Language (EAL) teachers. The interviews identified teaching practices and support services currently used in schools, and highlighted areas needing improvement. Recommendations for school leadership and policymakers include: (i) prioritising ongoing professional learning in the area of EAL teaching; (ii) promoting collaborative communities of practice in schools that value professional learning; and (iii) better educating teachers about cultural difference.