Diversity in schools: Can South Tyrol learn from Australia?

Paolino: To guide the planning, teaching, and assessment of English for students from linguistically diverse backgrounds, the Department of Education in Western Australia provides “progress maps”. There are progress maps for early childhood, middle childhood and secondary phases of schooling. The maps assess four modes of language skills — speaking, listening, reading, and writing — across eight levels. While not mandatory, these progress maps are widely recognised as effective tools for teachers to evaluate students’ English abilities from an additional language perspective, rather than solely based on the curriculum.

Paolino: The decision to establish the two above-mentioned new intensive English centres was based on the capacity of schools to accommodate them, including having sufficient space on school grounds. I am not informed about the reasoning behind the establishment of the original centres, it may have been influenced by areas with high migrant populations. The two new centres were chosen simply because the schools had the capacity to integrate them.

Paolino: Australia is a multicultural society, we do not “prevent” language diversity, we embrace it and acknowledge the diverse sociolinguistic backgrounds of students while explicitly teaching Standard Australian English.

Paolino: No, because the intensive English centres, as I said, are not segregated. They are placed within the school, and it doesn't cater for just one group, such as students from migrant families, but it caters for all schoolchildren who have a need for Intensive English schooling. I am not aware of any kind of cultural tensions there.

Paolino: It all depends on the schools because schools are autonomous, and every Intensive English Centre is run differently. There is a standard, but it also varies a lot from school to school. Now, we are under a bit of pressure because there is a large demand being placed on intensive English Centres and they have limited spaces. They have limited capacity and sometimes students can't get into the IEC. So, they need to go into the mainstream classrooms and that puts a lot of pressure on the teachers in the classrooms there. Another issue is that the intensive English Centres only exist in the metropolitan (urban) area, whereas there is no equivalent offer in the remote and more isolated areas of the state. In WA we have a School of Isolated and Distance Education (SIDE) that assists students in rural and remote areas access education predominantly through online learning. SIDE is currently running a trial online EALD support program to assist EALD students, and their teachers, who are unable to access an IEC.

Paolino: At my university, we offer a compulsory EALD unit for primary teachers, but not all universities provide this. There is a significant gap across universities in Australia in EALD teacher training. Many teachers still obtain their degrees without having been trained in EALD. Currently, there is no specific authorisation required for teachers to be admitted in Intensive English Centres to teach EALD children, where previously there was. At the same time, there is an increase of EALD children in classrooms. Many teachers don't feel that they have the necessary skills and the knowledge to cater for EALD students in their mainstream classroom. So, there is a significant need and also growing interest in specialised EALD teacher training. The Department of Education offers a variety of professional learning about the progress maps and other things with the objective for teachers to better understand the ways of teaching and learning of EALD students. Overall, there is still a lot of work in progress, regarding EALD teacher training. In my opinion, to improve the teacher training is one of the main challenges that the EALD model is currently facing.

Paolino: Understanding students, how they learn and their background is crucial, especially for those from diverse cultural and minority backgrounds, as their cultural and linguistic backgrounds should be seen as assets in the classroom. Creating an inclusive environment where students feel that they belong and have something valuable to contribute is essential. This includes recognising their knowledge, identity, and linguistic repertoire. Schools involve parents and provide translation and interpreter services to facilitate communication with families who have limited English proficiency. Encouraging students to use their home languages in the classroom respects their linguistic backgrounds and supports additional language acquisition, aligning with Jim Cummins’ model of language acquisition. Maintaining the use of home languages helps students feel comfortable and supports their overall language development, contrasting with the reductionist approach of enforcing English-only policies.

Paolino: Involving parents in their children’s education is crucial, and the Department of Education is aware of this. It is important for parents to feel welcome and comfortable at school, ensuring it is a safe space. In schools, free interpreting services are available, along with several multicultural resource centres that any parent can access. Parent-child centres for children aged zero to four provide a sense of community and help families understand the schooling system. Additionally, multicultural services offer interpreters and workshops, all funded by the government and mostly held on school sites. It is important for the schools to engage with parents to help them understand that the purpose of the school is not to replace the child’s language with English. Additionally, it is to help them understand the importance of maintaining their language and culture in the home and community environment.

Paolino: This year, the state government provided $72 million for EALD students in public schools in Western Australia. The schools obtain funding for EALD services based on the number of students who require EALD teaching, which is determined through a yearly census. The Department of Education of Western Australia states that school principals have the flexibility to make local decisions on which programs and supports will meet the needs of their EALD students. In addition, schools are to use the resources in a targeted manner to maximise the learning outcomes for all students. The allocation of resources to schools is informed by student wellbeing, engagement and learning needs. Schools may use and allocate resources to employ staff with relevant expertise (including teachers, education assistants and additional school psychologist time), support professional learning delivery, purchase materials, and or provide time for parent communication with interpreters, staff collaboration, classroom observations, and mentoring and coaching.

Paolino: The key components are the progress maps, which provide a clear pathway for language acquisition, and the Intensive English Centres, which prepare students for integration into mainstream classrooms. It is crucial for a school system that teachers know how to create a safe environment and an open classroom where they welcome all cultures and languages. Additionally, the system needs sufficient funding to support these services.

Paolino: The focus is on consolidating current programs and improving professional learning opportunities. My university, as well as the Department of Education, we are working on building that space, but more broadly. In practice, a major advancement for next year, will be the opening of the two new Intensive English centres.