Support services

The following services assist schools and educators with Aboriginal and Torres Strait Islander schooling.

Aboriginal and Torres Strait Islander Languages Statement

The Aboriginal and Torres Strait Islander Languages Statement provides the basis to assist Queensland educators and school communities to support the languages and cultures of the Aboriginal and Torres Strait Islander students within the school context.

 

Teaching Aboriginal and Torres Strait Islander English as an additional language or dialect (EAL/D) learners

Many Aboriginal and Torres Strait Islander students in Queensland come to school with rich and complex language backgrounds. Many of these students also do not commence their schooling with full proficiency in Standard Australian English (SAE).
Recognition and respect for students' language backgrounds are vital components of Language perspectives work with schools, students, families and community. Language perspectives responds to such language situations by supporting educators to teach SAE explicitly so as to develop students' proficiency in SAE to maximise their classroom learning. Language perspectives delivers professional development to educators to foster their knowledge and skills about language and language learners.
 

To provide teachers with explicit guidance around the knowledge and practice required to effectively teach Aboriginal and Torres Strait EAL/D learners, the department has led the development of the Capability Framework: Teaching Aboriginal and Torres Strait Islander EAL/D learners (PDF, 2.66MB),(RTF, 418KB)​​ which supports the implementation of the Australian Professional Standards for Teachers. The Capability Framework is applicable to teachers working in remote, regional and urban contexts across Australia. The development of EAL/D Capability Framework was a partnership between, and is supported by Queensland, New South Wales, the Northern Territory and Western Australia state education departments.

 

Last reviewed 11 February 2015
​Last updated 3 August 2016