The moment a child realises they’re reading a sentence in a language that wasn’t spoken at home—that they’re making meaning from letters that once seemed mysterious—represents one of education’s most profound achievements. Yet for the approximately 19-20% of children in Australian primary schools learning English as an additional language, this journey involves navigating two complex worlds simultaneously: acquiring a new language whilst developing the literacy skills their peers are building in their mother tongue.
Across Southeast Queensland communities—from Cleveland to Capalaba, Wellington Point to Springwood, and the Bay Islands to Mansfield—families are supporting children through this unique educational experience. Understanding how literacy skills develop for English as additional language learners is essential for setting realistic expectations, recognising genuine progress, and providing the right support at the right time.
Children learning English as an additional language face a distinctive set of challenges that their monolingual peers don’t encounter. They must simultaneously learn to speak English, learn to read and write in English, continue accessing age-appropriate curriculum content through English, and navigate the social and academic expectations of the school system.
When a child enters school with limited or no exposure to English, research shows they typically require 5-7 years to reach the same level of English proficiency as their age-equivalent peers who grew up speaking English at home. This timeline isn’t a reflection of ability or effort—it’s a natural consequence of the monumental task these learners undertake.
The vocabulary gap represents one of the most significant hurdles. English as additional language learners demonstrate substantially lower vocabulary knowledge compared to first-language English peers, even after several years of schooling. Research indicates that only 44-48% of these learners show mastery of the 4,000-5,000 most frequent word families, compared to 100% of first-language English learners. The disparity becomes even more pronounced with academic vocabulary, where only 28% of English as additional language learners master academic word lists compared to 67% of their first-language English peers.
This vocabulary deficit directly impacts reading comprehension. Many English as additional language learners experience a phenomenon known as “reading without comprehension”—they can accurately decode words and read text aloud, yet struggle to understand what they’ve read because they don’t know enough word meanings or lack familiarity with the concepts being discussed.
The research reveals a crucial insight: it’s not the label of being an English as additional language learner that determines academic outcomes, but rather the actual level of English proficiency a child has achieved. English language proficiency explains 22% of the variation in these pupils’ achievement—a dramatically higher proportion than the 3-4% typically explained by factors such as gender, socioeconomic status, or ethnicity.
In Queensland, the Bandscales State Schools framework assesses students’ proficiency across six levels, describing typical language learning pathways in listening, speaking, reading, and writing. These assessments provide vital information about what level of support a child needs and what expectations are reasonable at their current stage of language development.
The relationship between proficiency and achievement becomes strikingly clear when examining educational outcomes data. Students newly arrived and “new to English” face substantial challenges—only 16% reach expected reading standards in Years 1-3. However, as proficiency develops, outcomes improve dramatically. Students classified as “developing competence” see 53% reaching expected reading standards, whilst 75% of “competent” students and 87% of “fluent” students meet these benchmarks.
This progression demonstrates that English as additional language learners aren’t inherently behind their peers—they’re progressing through an expected developmental pathway. When bilingual students achieve fluency in English, they often outperform their monolingual classmates, revealing the cognitive advantages that multilingualism can confer.
Whilst literacy skills for English as additional language learners develop differently from monolingual children, these learners often demonstrate specific strengths that can be leveraged in their education. Understanding these advantages helps families and educators build on existing capabilities rather than focusing solely on difficulties.
Research consistently shows that English as additional language learners often excel at word reading and spelling, particularly when compared to monolingual peers with language weaknesses. They demonstrate stronger performance on phonics assessments, superior spelling abilities, and better text reading accuracy with fewer errors when reading aloud.
These strengths likely stem from advantages in phonological processing. Exposure to multiple language sound systems can enhance metalinguistic awareness—the ability to think about and manipulate language itself. Many English as additional language learners show advantages in non-word repetition tasks and may have enhanced phonological awareness, depending on the characteristics of their home language.
Additionally, children who maintain literacy development in their home language whilst learning English often show better outcomes in both languages. Biliteracy doesn’t create confusion or delay—it builds cognitive flexibility and deeper understanding of how language works. Families who continue supporting literacy in the home language are providing valuable foundations that transfer to English literacy development.
| English Proficiency Level | Reading Standard Achievement | Mathematics Achievement | Writing Standard Achievement |
|---|---|---|---|
| New to English | 16% | 24% | Lowest achievement |
| Developing Competence | 53% | 64% | Moderate achievement |
| Competent | 75% | 82% | Good achievement |
| Fluent | 87% | 90% | Highest achievement (often exceeds monolingual peers) |
Data reflects proportion of students reaching expected standards at key stages
The development of literacy skills for English as additional language learners benefits significantly from structured, systematic approaches to reading instruction. Structured literacy, recommended by the International Dyslexia Association and supported by extensive research, provides explicit teaching across all components of language and literacy.
This approach teaches phonology (sound structure), sound-symbol associations through systematic phonics, syllable patterns, morphology (word structure including prefixes, suffixes, and roots), syntax (grammar and sentence structure), and semantics (meaning and vocabulary). Rather than expecting children to infer patterns from exposure, structured literacy provides direct, explicit instruction in a logical sequence from easiest to most difficult concepts.
For English as additional language learners, this systematic approach offers particular advantages. It removes the guesswork from reading, providing clear frameworks for understanding how English works. The explicit nature of instruction helps children who may not have extensive exposure to English outside school hours, and the cumulative structure ensures that each new skill builds on previously mastered foundations.
Research demonstrates that structured literacy approaches are more effective than balanced or guided reading methods, particularly for students facing reading challenges. Significantly, over 60% of regular classroom students—not just struggling readers—benefit from structured literacy instruction. When English as additional language learners receive structured literacy intervention, they show substantial and sustained improvements in reading skills.
Enhanced versions of structured literacy specifically designed for multilingual learners incorporate additional elements: teaching about similarities and differences between the home language and English, developing metalinguistic awareness by exploring cross-linguistic features, and encouraging use of the home language when possible. This “structured multiliteracy” approach validates students’ complete linguistic identity whilst building English proficiency.
Determining when additional support may be beneficial requires understanding the difference between expected patterns of second language acquisition and indicators of underlying learning difficulties. This distinction can be challenging because English as additional language learners naturally show language weaknesses whilst they’re acquiring English—but these don’t necessarily indicate a language disorder.
Several factors suggest a child may benefit from targeted literacy support beyond typical classroom instruction. If a child has been in an English-speaking school for 2-3 years but continues to show minimal progress in English proficiency, or if their reading comprehension remains substantially below their ability to decode words, assessment may be helpful. Similarly, if a child demonstrates reading or language difficulties in their first language—not just in English—this may indicate a learning challenge that transcends language barriers.
Children who struggle with phonological awareness tasks in any language, have difficulty remembering letter-sound correspondences despite repeated instruction, or show persistent challenges with basic literacy skills that their same-language peers are mastering may benefit from structured intervention.
In Southeast Queensland communities, from Alexandra Hills to Thornlands, Birkdale to Tingalpa, families have access to allied health services that understand both typical second language acquisition and literacy development. Professional assessment can differentiate between language learning needs and learning disorders, ensuring children receive appropriate support.
The Bandscales framework used in Queensland schools provides valuable information about a child’s progress, but families noticing concerns shouldn’t hesitate to seek additional perspectives. Speech pathology services specialising in literacy can conduct comprehensive assessments examining all aspects of language and literacy development, providing detailed information about a child’s specific strengths and areas requiring support.
The development of literacy skills for English as additional language learners represents a marathon, not a sprint. Families who understand this journey—who celebrate progress whilst maintaining realistic expectations—provide invaluable support for their children’s long-term success.
Throughout Southeast Queensland, from the island communities of North Stradbroke Island, Russell Island, and Macleay Island to mainland suburbs including Carindale, Wishart, Shailer Park, and Loganholme, children are successfully navigating the challenging yet rewarding path of becoming literate in English whilst maintaining connections to their home languages. Their success depends on evidence-based instruction, appropriate assessment, recognition of their unique strengths, and support that matches their current proficiency level rather than their age alone.
Research consistently demonstrates that when English as additional language learners receive structured, explicit literacy instruction combined with targeted vocabulary development and support for oral language skills, they make substantial progress. When they achieve fluency in English, they often surpass their monolingual peers, benefiting from the cognitive advantages that bilingualism provides.
The key is ensuring that each child receives instruction matched to their current needs, that progress is monitored regularly, that families understand the typical timeline for language acquisition, and that difficulties are identified early when additional support is needed. Strong partnerships between schools, families, and allied health services create the comprehensive support network that enables every child to reach their full literacy potential.
If you have any concerns or questions about your child, please reach out to The Learning & Literacy Clinic today.
Research shows that children who enter school with little or no English typically require 5-7 years to reach the same level of English proficiency as their age-equivalent peers. However, progress isn’t linear—children often make rapid gains in social language during the first year or two, whilst academic language proficiency develops more gradually. Realistic expectations based on this timeline help families celebrate genuine progress rather than becoming discouraged by comparisons with monolingual peers.
Absolutely. Research consistently demonstrates that children who maintain literacy development in their home language whilst learning English show better outcomes in both languages. Home language literacy doesn’t create confusion or delay English literacy—it builds cognitive flexibility, deeper metalinguistic awareness, and stronger overall language skills. Continue reading stories, discussing concepts, and engaging with written materials in your home language alongside English development.
This phenomenon, known as “reading without comprehension,” is common amongst English as additional language learners. It occurs because these children may have adequate decoding skills but insufficient vocabulary knowledge and background knowledge to understand the meaning of what they’ve read. This highlights why vocabulary instruction and oral language development are crucial components of literacy support for EAL learners. If this pattern persists or worsens despite ongoing instruction, assessment may help identify specific areas requiring targeted support.
This distinction can be challenging, which is why professional assessment is sometimes necessary. However, some indicators may be helpful: if your child shows reading or language difficulties in their first language (not just English), if they’re making minimal progress despite consistent instruction and adequate time in an English-speaking environment (2-3+ years), or if they struggle with phonological awareness tasks in any language, these may suggest a learning difficulty requiring specific intervention. Early identification enables more effective intervention.
Research strongly supports structured literacy approaches for English as additional language learners. This means systematic, explicit instruction in phonics, phonological awareness, vocabulary, comprehension strategies, and written language, rather than expecting children to infer patterns from exposure alone. Structured literacy removes guesswork and provides clear frameworks for understanding how English works—particularly beneficial for children with limited exposure to English outside school. Approaches that integrate all language skills within the same lessons and acknowledge students’ complete linguistic identity whilst building English proficiency show the strongest outcomes.
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