This report presents significant new knowledge into how long it takes students in New South Wales government schools learning English as an additional language to develop the level of English required to equitably participate in curriculum learning. The report outlines the findings, context and implications of the research, as well as the data and methods used. 

Approximately 30% of Australian school students are from language backgrounds other than English (LBOTE). Some LBOTE students speak English as their first language and don’t require English language support, while others (about 25% of the student population) are learning English as an additional language or dialect. These students face the complex task of learning English at the same time as learning the curriculum through English.

The findings also provide new information about the time students take to progress through the phases of the Australian Curriculum, Assessment and Reporting Authority’s EAL/D Learning Progression, and some of the demographic factors that can impact their rates of learning.

The report is supplemented by a set of additional results.