I find the complexity of language endlessly fascinating. In some ways it’s very simple: the architecture of our brains has literally evolved to take a language on board. Nevertheless, learning a second language is still a huge struggle, even for children living in the country where the language is spoken. A new study from Australia powerfully illustrates just how long that journey can be for students learning English as an Additional Language (EAL)—a term for students who are learning the school curriculum through English while still acquiring English itself.
The Australian Education Research Organisation tracked over 110,000 EAL students in New South Wales public schools for nine years. They used two main methods: comparing students’ NAPLAN (national assessment) scores in reading & writing against their English-speaking peers, & analysing annual teacher assessments of English proficiency using the EAL/D Learning Progression (Beginning, Emerging, Developing, Consolidating).
The key finding? Learning academic English is a marathon, not a sprint.
The Timelines:
- Students starting with Beginning English took a median of 6+ years to participate in curriculum learning on par with their peers.
- Those starting at Emerging levels took about 4 years.
- Those at Developing took about 3 years.
Think of a student who arrives in Year 3 with minimal English. This research suggests they will likely need consistent, targeted support throughout primary school & into secondary to fully access learning in subjects like science & history.
Furthermore, progression gets tougher. Moving from Beginning to Emerging took a median of about 1 year. But moving from Developing to Consolidating—where academic language truly solidifies—took over 2.5 years. This aligns with Jim Cummins’ classic distinction between BICS (social language) & the more complex CALP (academic language). It’s the difference between asking to go to the toilet & writing a lab report on osmosis.
Factors That Influence Pace: The study also identified significant predictors of progress.
- Students from lower socio-educational backgrounds progressed 22% slower.
- Those with refugee experiences were 14% slower.
- Male students progressed 6% slower than females.
- Interestingly, students in regional & remote schools progressed faster than those in major cities, a finding that warrants more investigation.
Teacher Takeaways?
- Plan for the Long Haul: Adjust your expectations & advocacy. A student conversing comfortably at break time is still likely years away from mastering the language of essay writing or textual analysis.
- Value the Bilingual Advantage: Students who reached ‘Consolidating’ level often outperformed their monolingual peers. This is a powerful reminder to treat their first language as an asset, not a deficit.
- Know Your Students’ Stories: Factors like refugee background or socio-economic disadvantage significantly impact the learning journey. A holistic understanding of a student’s context is crucial for providing appropriate support.
This research is a stark reminder that equitable education requires sustained, systematic support. While many of us work in private language academies with different structures, the core principle remains: language acquisition is a long-term process. Our students, whether in state schools or intensive courses, are on a similar continuum. We may teach them for a single term, but we are part of a journey that spans years.
This research underscores that we’re building foundations for a very long road. How does that influence the language and learning strategies you prioritise in your classroom today?
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