English as an Additional Language or Dialect

seeking assistance and asking for clarification in social and academic contexts, negotiating meaning and re-establishing communication, using home language or dialect to clarify understanding (ACEEA001)

using intelligible pronunciation, intonation, stress and rhythm at word and phrase level in texts, for example, interviews and role plays (ACEEA002)

understanding non-verbal cues as related to SAE contexts; for example, conventions of eye contact, gesture, physical space/distance (ACEEA003)

understanding and using some common cultural references, idiomatic expressions and colloquialisms, and culturally accepted politeness conventions and protocols in different contexts (ACEEA004)

predicting the form and content of texts from structural and visual elements and contextual information (ACEEA006)

describing linguistic and structural features of a range of more complex text types including literary and transactional texts (ACEEA007)

distinguishing between fact and opinion, main ideas and supporting details presented in texts (ACEEA008)

defining common cultural references and implied meanings in texts (ACEEA009)

locating suitable information sources, skimming for general meanings and scanning for specific information, note-taking, summarising, paraphrasing and using graphic organisers to collect and collate information (ACEEA010)

using a range of reference texts such as bilingual dictionaries to assist language learning and comprehension (ACEEA011)

describing how different purposes and contexts influence language choices and meaning (ACEEA013)

explaining how language is used to influence or persuade an audience or to express appreciation of an object, a process or a performance (ACEEA014)

describing the effect of register, style and tone on meaning (ACEEA015)

explaining the effects of descriptive language and imagery in texts (ACEEA016)

analysing how language reflects cultural constructions of groupings or ideas such as age, gender, race and identity (ACEEA017)

describing the forms and conventions of texts created in different modes and mediums including visual texts (ACEEA018)

describing similarities in and differences between texts (ACEEA019)

using appropriate structure and content to communicate ideas and opinions for different purposes and audiences (ACEEA021)

using digital, multimodal and print-based technologies (ACEEA022)

using common language features, for example, subject specific vocabulary, synonyms and antonyms, adjectives and adverbs used to create modality, some nominalisation, common collocations and idioms (ACEEA023)

using description, characterisation, and direct and indirect speech (ACEEA024)

using cohesive devices at sentence, paragraph and whole text level (ACEEA025)

using research skills and strategies, for example, note-taking and note-making, summaries, paraphrasing and graphic organisers to collect and collate information, quoting and referencing appropriately (ACEEA026)

initiating, sustaining and concluding interactions in a range of familiar and unfamiliar contexts (ACEEA028)

using intelligible pronunciation, stress, rhythm and intonation at word, phrase and sentence level (ACEEA029)

understanding and using non-verbal cues in a range of formal and informal contexts (ACEEA030)

understanding common cultural references, conceptual metaphors and connotations (ACEEA031)

experimenting with register and tone to create rapport (ACEEA032)

organising and presenting spoken information appropriate to audience and purpose (ACEEA033)

describing and classifying the form, medium and subject matter of texts (ACEEA035)

describing and explaining characters, settings, plots and sub-plots, themes and narrative point(s) of view in literary texts (ACEEA036)

explaining ideas, issues and arguments presented in non-fiction texts (ACEEA037)

interpreting cultural references and implied meanings in texts (ACEEA038)

locating, selecting and evaluating information sources and synthesising information from these sources (ACEEA039)

describing how the selection of text structures and language features can influence an audience (ACEEA041)

explaining overt and implicit assumptions made in texts, for example, as seen in editorial opinions and stereotypes in advertising (ACEEA042)

explaining the effects of shifts in register, style and tone (ACEEA043)

analysing how point of view shapes audience response (ACEEA044)

analysing connections between texts (ACEEA045)

explaining the visual features of texts and interpreting graphic representations of data (ACEEA046)

using language to express judgement of an object, a process, or a performance (ACEEA047)

using different types of texts to present ideas and opinions for different purposes and audiences in a range of digital, multimodal and print-based technologies (ACEEA049)

using subject-specific vocabulary, nominalisation, and nouns and verbs used to create modality, collocations, idioms and figurative language (ACEEA050)

using a range of cohesive and structural devices (ACEEA051)

using persuasive, descriptive and emotive language as appropriate (ACEEA052)

using experimentation with different registers and tones (ACEEA053)

using research skills and strategies, for example, notes, summaries and graphic organisers to collect, collate and evaluate information, appropriate paraphrasing, quotation, in-text citation and end-of-text referencing (ACEEA054)

participating in a range of oral interactions such as rehearsed and impromptu classroom dialogues (for example, debates, discussions, role plays) (ACEEA056)

using pausing, stress, rhythm, pitch and intonation to emphasise meaning (ACEEA057)

using non-verbal cues to create rapport in a range of situations (ACEEA058)

using cultural references, idioms and colloquialisms (ACEEA059)

comparing and contrasting texts from different cultures and times, and discussing their purposes and effects (ACEEA061)

distinguishing between and evaluating facts and opinions presented in texts (ACEEA062)

examining how narrative point(s) of view are used to convey ideas, attitudes and values in literary texts and how arguments are presented in non-fiction texts (ACEEA063)

explaining cultural beliefs and assumptions reflected in texts (ACEEA064)

framing research questions to direct inquiry and synthesising information from multiple sources, including literary and non-literary texts (ACEEA065)

analysing how texts are influenced by other texts and contexts (ACEEA067)

evaluating the effect of persuasive techniques, for example, rhetorical devices (ACEEA068)

explaining the effects of literary and humorous techniques; for example, figurative language, rhythm and rhyme, and dramatic irony (ACEEA069)

analysing the relationships between words, images and compositional aspects of texts that have visual elements (ACEEA070)

evaluating the validity and relevance of evidence and assumptions in texts (ACEEA071)

analysing how language forms and conventions used in different modes and mediums influence audiences (ACEEA072)

using language to express a personal evaluation of an object, a process or a performance (ACEEA073)

using a range of genres and digital, multimodal and print-based technologies (ACEEA075)

using language that influences the audience or that privileges certain ideas or perspectives over others (ACEEA076)

using different sentence structures and forms suited to purpose, audience and subject (ACEEA077)

using modality (including modality in a hypothetical past), nominalised language and discourse markers (ACEEA078)

using sources such as reference texts, graphs, data and environmental texts to present a sustained and logical argument, and using appropriate paraphrasing, quotation, in-text citation and end-of-text referencing (ACEEA079)

using strategies for assessing the relevance, reliability and validity of sources (ACEEA080)

participating in and managing collaborative discussions and presentations in a range of contexts, for example debates and seminars (ACEEA082)

using pausing, stress, rhythm, pitch and intonation for particular effects (ACEEA083)

using a range of non-verbal cues to complement and enhance meaning (ACEEA084)

using devices such as understatement, exaggeration and stereotyping (ACEEA085)

comparing and contrasting texts in different forms and mediums, their purposes and effects, and the values, attitudes and biases reflected in these texts (ACEEA087)

analysing connotations and figurative language, for example, metaphors, imagery and personification (ACEEA088)

evaluating how rhetorical devices are designed to influence and persuade (ACEEA089)

evaluating how audience response to ideas and issues is manipulated (ACEEA090)

integrating ideas and information from a range of literary and reference texts using direct and indirect quotation (ACEEA091)

analysing and explaining how changes in context create changes in meaning (ACEEA093)

analysing how audiences are positioned in texts and how texts present different perspectives on personal, social and historical issues (ACEEA094)

analysing how culturally based representations of concepts such as knowledge or authority are conveyed (ACEEA095)

evaluating the manipulation of text structures and language features for different purposes (ACEEA096)

using a range of types of texts and digital, multimodal and print-based technologies (ACEEA098)

using language appropriate to the context, including imaginative, persuasive and rhetorical forms and features (ACEEA099)

using stylistic and grammatical choices for effect, including complex lexical elements, modality in the past conditional and subject-specific language forms and features (ACEEA100)

using culturally specific phrases, idioms, collocations and references (ACEEA101)

using a range of research sources and methods, for example, interviews, surveys or questionnaires (ACEEA102)

using accurate attribution of knowledge and appropriate referencing (ACEEA103)

communicating needs and ideas to others using visual cues or home language or dialect (ACEEA105)

repeating modelled pronunciation and intonation, patterns of words, phrases, simple clauses, and sentences (ACEEA106)

engaging in group work to promote language learning (ACEEA107)

using visual information and home language or dialect to support understanding (ACEEA109)

identifying characters and settings presented in stories (ACEEA110)

keeping charts or lists to organise or classify new vocabulary and knowledge (ACEEA111)

retelling the gist and responding to texts and ideas considered in class (ACEEA112)

identifying familiar vocabulary and morphemes, and using these to determine meaning from texts (ACEEA113)

understanding the purpose of the various forms of communication (ACEEA115)

using visual cues to predict subject matter and content in literary texts (ACEEA116)

knowing that language choices can influence the success of communication (ACEEA117)

identifying how language and imagery can change according to context (ACEEA118)

using some written and oral text forms and grammatical structures, including the linear sequencing of events through the use of simple sentences, conjunctions, punctuation and paragraphs (ACEEA120)

using simple first-person recounts and descriptions (ACEEA121)

using graphic representations of information (ACEEA122)

using everyday vocabulary (ACEEA123)

using commonly used logographs, for example $, &, and abbreviations, for example Mr, Mrs (ACEEA124)

communicating ideas orally, digitally and in writing; rewording for understanding and asking for clarification or repetition; using home language or dialect (ACEEA126)

independently approximating the pronunciation, intonation and stress of words and phrases (ACEEA127)

collaborating to produce short texts that present facts, a point of view or opinion (ACEEA128)

interpreting non-verbal cues and intonation to guess the meaning in unfamiliar situations (ACEEA130)

identifying and describing characters, settings and events presented in stories (ACEEA131)

using simple graphic organisers (ACEEA132)

identifying essential information from a range of familiar texts (ACEEA133)

retelling and responding to familiar texts (ACEEA134)

using known vocabulary and familiar text structures to find information (ACEEA135)

identifying the way information in texts has been ordered and structured (ACEEA137)

identifying and explaining text structures and language features used in literary texts (ACEEA138)

explaining the purposes of common text types (ACEEA139)

understanding and explaining how information may be included in or excluded from texts to achieve a purpose (ACEEA140)

identifying the persuasive nature of simple text types (ACEEA141)

using simple written and oral text forms, punctuation and grammatical structures including graphic representations of information (ACEEA143)

using descriptions of people, places and events (ACEEA144)

using a growing range of technologies and mediums (ACEEA145)

using simple comparative language, and reference items such as referential and demonstrative pronouns (ACEEA146)

using modal adjectives and adverbs, for example, always, never, sometimes, often (ACEEA147)

using familiar vocabulary including countable and uncountable nouns (ACEEA148)

using growing accuracy with spelling (ACEEA149)

using a growing range of conjunctions (ACEEA150)

communicating ideas and opinions in a growing range of situations and rephrasing when meaning is unclear (ACEEA152)

using intelligible pronunciation and intonation of words and phrases (ACEEA153)

collaborating as a way to solve problems or to create texts (ACEEA154)

adopting expected listening behaviours in some unfamiliar situations (ACEEA155)

interacting and using forms of address appropriately in familiar and classroom contexts (ACEEA156)

drawing on background knowledge or contextual cues to guess the meaning of unknown words (ACEEA158)

translating from home language or dialect to SAE (ACEEA159)

describing characters and settings presented in literary texts and recounting plot details (ACEEA160)

using a range of strategies, such as retrieval charts or note-taking, to extract accurate information from a growing variety of texts (ACEEA161)

identifying and responding to the main ideas in a range of familiar texts (ACEEA162)

identifying emotive language and sociocultural references in a growing range of situations (ACEEA163)

identifying and explaining common cultural references, idiomatic language and simple colloquialisms (ACEEA164)

articulating the purposes of a growing range of text types, including academic texts (ACEEA166)

identifying dialogue, and first-person and third-person narration used in literary texts (ACEEA167)

identifying common differences in lexis and grammar between spoken and written language in familiar texts (ACEEA168)

understanding cultural variations in the use of language in everyday activities and relationships such as family, leisure activities or attitudes (ACEEA169)

using appropriate form, content and style for a range of common purposes and audiences (ACEEA171)

using first-person and third-person narration (ACEEA172)

using a growing range of fonts and layouts for effect (ACEEA173)

using commonly used technologies and media (ACEEA174)

using some subject-specific vocabulary, synonyms, antonyms and collocations (ACEEA175)

using modal auxiliaries such as ‘will’, ‘would’, ‘can’, ‘should’, ‘might’ (ACEEA176)

using description, imagery and an awareness of characterisation (ACEEA177)

using cohesive devices at paragraph level, including anaphoric and cataphoric reference, referential pronouns and common conjunctions (ACEEA178)

interacting with others in oral, written and digital forms in a range of contexts (ACEEA180)

using intelligible pronunciation, intonation and stress of words and phrases (ACEEA181)

seeking assistance and clarification in a range of contexts (ACEEA182)

working collaboratively in learning activities (ACEEA183)

initiating, sustaining and ending communication in a range of familiar, some unfamiliar and academic contexts (ACEEA184)

using knowledge of text structure to locate information and to aid understanding of increasingly unfamiliar texts (ACEEA186)

identifying and discussing values and attitudes presented in literary texts (ACEEA187)

adopting efficient forms of recording and collating information for a growing range of contexts (ACEEA188)

identifying and describing the main ideas and some supporting details in a range of familiar and some unfamiliar texts (ACEEA189)

identifying reference items and their role in creating cohesive texts (ACEEA190)

explaining the purposes and structures of different types of texts (ACEEA192)

identifying and describing text structures and language features used in a variety of texts, including some literary texts (ACEEA193)

identifying shifts in lexis and grammar between spoken and written language in a growing range of contexts (ACEEA194)

explaining how meaning changes with shifts in tone and register (ACEEA195)

using appropriate form, content and style for a range of common, and some unfamiliar, purposes and audiences (ACEEA197)

using a combination of technologies and mediums (ACEEA198)

using common subject-specific vocabulary, synonyms, antonyms and collocations (ACEEA199)

using imaginative and descriptive language and growing control over direct and indirect speech (ACEEA200)

using a range of common cohesive devices at sentence, paragraph and whole-text level such as referencing, lexical chains and conjunctions (ACEEA201)

using simple, compound and some complex sentences (ACEEA202)

using modality in the present tense (ACEEA203)