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Communication can be facilitated through the implementation of strategies found in the following study to improve EAL learners academic and social experience in the classroom

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Strategies found in art programs for creating an inclusive classroom for EAL learners

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Strategies found in art programs for creating an inclusive classroom for EAL learners

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Teachers can better support EAL learners though actively engaging in students' families inclusion.

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Inclusive - focusing on family engagement

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Creese, A. (2002) The discursive construction of power in teacher partnerships: Language and
subject specialists in mainstream school. TESOL Quarterly, 36(4), 597-616

Ewing, R. (2010). The arts and Australian education: Realising potential. Melbourne, Australia: ACER

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement.       London, UK: Routledge.

Kelly, N. (2014). Does equal access mean treat the same? From theory to practice in the classroom of English as an Additional Language learner in Ireland – towards a transformative agenda. International Journal of Inclusive   Education, 18 (9), 857-876.

Ljungdahl, L., & March, P. (2010). Chapter 22: Teaching writing in the classroom. In G. Winch, Literacy: reading, writing and children's literature (pp. 435-471). Sydney: Oxford University Press.

Mitchell, J. (2015). Educating Children from Refugee Backgrounds: A Partnership Between Schools and Parents. Melbourne: The Victorian Foundation for Survivors of Torture Inc.

Molyneux , P. & Wielgosz, M., & (2015). “You Get to Be Yourself”: Visual Arts Programs,Identity Construction and Learners of English as an Additional  Language. Journal of Language, Identity, and Education , 275–289.Ortega, L. (2009). Second language acquisition. London: Hodder Education.

Winch, G., & Holliday, M. (2014). Chapter 12: Managing the literacy classroom. In G. Winch, Literacy: reading, writing and children's literature (pp. 230-259). Sydney: Oxford University Press.

Winch, G., & Holliday, M. (2014). Chapter 3: Oral language. In G. Winch, Literacy: reading, writing and children's literature (pp. 38-52). Sydney: Oxford University Press.

Truckenbrodt, A., & Slaughter, Y. (2016). Working from the same page: Languages, literacy,

and EAL/D teacher collaboration. Literacy Learning: The Middle Years, 24(3), pp. 27-30.

Turner, M. (2015) The collaborative role of EAL teachers in Australian schools from the

perspective of EAL teacher education. Australian Journal of Language & Literacy,

38(2), pp. 95 – 103

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Differentiating learning for EAL students is pivotal to creating an inclusive classroom environment in which all students have the opportunity to learn and grow

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Collaboration between EAL teachers and classroom teachers

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Collaboration between EAL teachers and classroom teachers

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Collaboration between Classroom/Subject teachers, EAL/D and language specialist teachers to ensures that EAL learners are properly supported and benefit from specialist teachers.

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Misconceptions about EAL learners in the classroom

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Misconceptions about EAL learners in the classroom

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In understanding some misconceptions about EAL learners, teachers are able to better understand how to integrate students into the classroom and avoid falling into the trap of some of the common misconceptions.