EAL/D Teacher

School Type: Independent Primary School (NSW)

Role Type: Part-Time / Monday and Tuesday in both Japanese and International Division

Target Group: Students learning English as an Additional Language or Dialect (EAL/D), with a primary focus on supporting Japanese background speakers across K–6.

• Flexible Delivery Models: Deliver targeted instruction through a combination of in-class co-teaching (push-in model), small-group guided learning, and intensive 1-on-1 support based on student needs.

• Language Acquisition Focus: Provide explicit instruction in English vocabulary, grammar, phonics, reading comprehension, and speaking/listening skills for students with limited or emerging English proficiency.

• Scaffolding Japanese Background Learners: Implement strategies tailored to native Japanese speakers adjusting to the English phonological and grammatical structure (e.g., sound distinctions, sentence structure, and visual/conceptual scaffolding).

• Co-Planning & Differentiation: Work closely with primary classroom teachers to adapt and differentiate existing units of work, assessment tasks, and daily learning activities.

• Resource Creation: Develop visual aids, graphic organisers, dual-language resources (where appropriate), and simplified texts to ensure EAL/D students can access the NSW Curriculum.

• Classroom Modeling: Model effective EAL/D teaching strategies within mainstream classrooms to support mainstream teachers in building EAL/D capacity.

• Language Proficiency Mapping: Assess incoming and existing EAL/D students against the NSW EAL/D Learning Progression (Beginning, Emerging, Developing, Consolidating).

• Progress Tracking: Regularly monitor, document, and report on student language growth and academic milestones across listening, speaking, reading, and writing.

• Reporting: Provide detailed feedback for formal school reports and participate in parent-teacher interviews (utilising translation tools or interpreters where required).

• Culturally Responsive Environment: Foster an inclusive, welcoming environment that validates students' cultural identities while easing their transition into the Australian school system.

• Parent Communication: Build positive relationships with families, communicating progress and school expectations effectively and compassionately.

Qualifications

Bachelor of Education (Primary) or equivalent recognized by NESA (NSW Education Standards Authority). TESOL / EAL/D qualification or proven experience highly regarded.

Language Requirement

Native speaker with exceptional written and verbal communication skills. (Japanese language skills are welcomed but NOT mandatory).

In-Class Experience

Demonstrated ability to co-teach, run small intervention groups, and provide tailored 1-on-1 assistance inside an active primary classroom.

Differentiation Skills

Proven expertise in breaking down complex curriculum content into accessible, scaffolded lessons for non-native English speakers.

Compliance

Current NESA accreditation and an active NSW Working With Children Check (WWCC).