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Who Is an EAL/D Teacher? Role and Responsibilities Explained
Who is an EAL/D teacher and what do they actually do?
If you’re a primary teacher in Australia — especially if you’re new to teaching or new to an EAL/D role — you’ve probably asked yourself this question.
I remember my early days as an EAL/D teacher. I looked at enrolment data and noticed how many different languages our students spoke at home.
Some students were confident speakers. Others were just starting to learn English. But the curriculum expectations were the same for everyone.
That’s where the EAL/D teacher comes in — not to “fix” students, but to support language learning so all students can access the curriculum.
This guide explains who an EAL/D teacher is, why the term English as an Additional Language or Dialect (EAL/D) matters and what the role looks like in real Australian primary school classrooms.
Who Is an EAL/D Teacher?
An EAL/D teacher is a specialist teacher who supports students learning English as an additional language or dialect so they can:
access the Australian Curriculum;
take part confidently in class;
learn the academic English needed for school success.
EAL/D teachers work across year levels and learning areas. Their role is not remedial and it is not about making learning easier.
Instead, EAL/D teachers focus on making the language of learning clear and visible.
In simple terms, EAL/D teachers help students understand how English works at school.
What Does EAL/D Mean — and Why Has the Term Changed?
You may still hear the term ESL (English as a Second Language) in schools. It’s a familiar term. But it doesn’t fully describe today’s classrooms.
Many students:
speak two or more languages before English;
learn English as a third, fourth, or fifth language;
already speak English, but not the type used at school.
Because of this, Australia now uses EAL/D — English as an Additional Language or Dialect.
The wording matters because it:
values students’ home languages;
recognises that students already know a language;
shows that English is added, not replacing another language.
An EAL/D teacher builds on what students already bring to school.
Why the “D” in EAL/D Matters: Understanding Dialect
To understand the EAL/D role, it’s important to understand dialect.
A dialect is a way of speaking a language used by a group of people. Dialects:
follow rules;
have meaning;
are shaped by culture.
Dialects are not wrong English.
In Australian schools, Standard Australian English is the dialect used for:
teaching and learning;
assessment and reporting;
textbooks and written tasks;
formal classroom talk.
Some students already speak English fluently, but they speak:
Aboriginal English;
regional or community varieties;
home dialects shaped by multilingual families.
These students are learning Standard Australian English as an additional dialect, not a new language. Supporting this learning — while respecting home language — is a key part of the EAL/D teacher’s role.
Who Does an EAL/D Teacher Work With in Primary Schools?
In Australian primary schools:
about 30% of students speak a language other than English at home;
around 25% of students need EAL/D support.
EAL/D teachers work with:
students learning English as an additional language;
multilingual students;
Aboriginal students learning Standard Australian English;
newly arrived students;
students from refugee backgrounds.
The goal is not to “fix” language.
Instead, EAL/D teachers:
teach academic vocabulary and sentence patterns;
support students to take part in class activities;
help students show what they know in English.
Assessment: A Core Responsibility of the EAL/D Teacher
Assessment is a very important part of the EAL/D role — and one that is often misunderstood.
EAL/D teachers:
identify EAL/D learners;
assess listening, speaking, reading and writing;
track language progress over time;
support fair and consistent teacher judgement.
In NSW primary schools, assessment is guided by the EAL/D Learning Progression and the ESL Scales. These tools show how English develops differently for EAL/D learners.
Assessment helps teachers plan the right support and keep expectations high.
The EAL/D Teacher’s Role in Curriculum Planning
EAL/D teachers are often described as language detectives.
They look closely at classroom tasks and identify language demands, such as:
text-level demands (types of texts and structure);
sentence-level demands (grammar and sentence patterns);
word-level demands (academic and subject vocabulary).
For example, tasks that ask students to explain, justify or evaluate need strong academic English.
EAL/D teachers help classroom teachers plan support so students can access the same curriculum, not a simplified one.
This is known as high challenge, high support.
Oral Language and Academic English
One key idea in EAL/D teaching is simple:
Strong speaking skills support strong reading and writing skills.
Before students can write well, they need to:
hear academic language;
practise speaking in safe ways;
rehearse sentence structures out loud.
This is especially important for dialect learners who are confident speakers but new to school English.
EAL/D teachers teach Standard Australian English while still valuing students’ home languages and dialects.
Who Is an EAL/D Teacher for Newly Arrived Students?
In many schools, EAL/D teachers also support newly arrived students.
These students may be:
new to English;
new to Australian schools;
adjusting to new routines and expectations.
EAL/D teachers support them by:
teaching survival and school language;
setting clear and predictable routines;
supporting wellbeing and friendships;
working closely with classroom teachers and support staff.
Language learning and wellbeing are closely connected, especially in the first weeks of school.
Collaboration: A Central Part of the EAL/D Role
EAL/D teachers do not work alone.
They:
plan lessons with classroom teachers;
co-teach in flexible ways;
model language support strategies;
mentor colleagues.
EAL/D teachers are specialists. Their work strengthens teaching and learning across the whole school.
Final Thoughts: So, Who Is an EAL/D Teacher?
If you’re still asking who is an EAL/D teacher and what they do, here is the clear answer:
An EAL/D teacher is a language and literacy specialist who supports students learning English as an additional language or dialect — and supports teachers to teach more inclusively.
You don’t need to know everything straight away.
Start by:
valuing students’ languages and dialects;
noticing the language demands in your lessons;
working closely with your EAL/D colleagues.
If this article helped, consider sharing it with a colleague or saving it for later.
Supporting language learners is a shared responsibility — and when we do it well, all students benefit.
Related Blog Posts You May Find Helpful
If you found this article useful, you might also like these posts:
Supporting New Arrival Students in the First Weeks of School
Practical strategies to help newly arrived students settle, feel safe, and start learning English from day one.Understanding the EAL/D Learning Progression in Primary Schools
A clear explanation of how EAL/D assessment works and how to use the progression for planning and reporting.Practical EAL/D Strategies for the Mainstream Classroom
Simple, low-prep ways to support language learners without changing your whole program.
A Practical Resource for Your Classroom
If you’re looking for something ready to use, I’ve created a New Arrival EAL/D Support Pack designed specifically for Australian primary classrooms.
This resource helps you:
support newly arrived students in the first weeks of school;
teach survival and classroom English;
establish routines and expectations;
reduce planning time while keeping learning meaningful.
It’s suitable for busy classroom teachers and EAL/D specialists who want clear structure, visual support, and flexible activities that actually work.
About the Author
Hi! My name is Ilvira. I’m an experienced EAL/D teacher working in Australian primary schools. I support multilingual and newly arrived students to build confidence in English, access the curriculum and feel a sense of belonging at school. I also work closely with classroom teachers to assess language growth and design practical EAL/D supports that work in real classrooms.
