Stage 2 | Subject outline | Version control

English as an Additional Language Stage 2
Subject outline

Version 4.0
For teaching in Australian and SACE International schools from January 2024 to December 2024.
For teaching in SACE International schools only from May/June 2023 to March 2024 and from May/June 2024 to March 2025.
Accredited in May 2015 for teaching at Stage 2 from 2017.

Stage 2 | Subject outline | Glossary



The group of readers, listeners, or viewers that the writer, designer, film‑maker, or speaker is addressing. Audience includes students in the classroom, an individual, the wider community, review writers, critics, and the implied audience.


The environment in which a text is responded to or created. Context can include the general social, historical, and cultural conditions in which a text is responded to and created (the context of culture) or the specific features of its immediate environment (context of situation).


An accepted practice that has developed over time and is generally used and understood, for example, the use of specific structural aspects of texts, such as in report writing, sections for introduction, background, discussion, and recommendations.

Language features

The features of language that support meaning (e.g. sentence structure, noun group/phrase, vocabulary, punctuation, figurative language, framing, camera angles). These choices vary according to the purpose of a text, its subject matter, audience, and mode or medium of production.

Literary text

Literary texts refer to past and contemporary texts across a range of cultural contexts. They are valued for their form and style and are recognised as having enduring or artistic value. All texts in the text list on the subject minisite under the categories ‘film’, ‘non‑fiction’, ‘novels’, ‘poets and poetry’, and ‘short stories’ are examples of literary texts. Some texts within the digital media category may also be considered literary texts.


The resources used in the production of texts, including tools and materials (e.g. digital text and the computer, writing and the pen, or typewriter).


Language used to discuss language, for example, language used to discuss film or literary study (e.g. mise‑en‑scène, symbolism, characterisation) or language used to talk about grammatical terms (e.g. ‘sentence’, ‘clause’, ‘conjunction’)


The various processes of communication: listening, speaking, reading/viewing, and writing/creating. Modes are also used to refer to the semiotic (meaning‑making) resources associated with these communicative processes (e.g. sound, print, image, gesture).

Multimodal text

Combination of two or more communication modes (e.g. print, image, and spoken text, as in film or computer presentations)


The way a reader/viewer is positioned by the author through the text, or how a particular ideology is embedded in a text (e.g. a feminist perspective).

Stylistic features

The ways in which aspects of texts (e.g. words, sentences, images) are arranged and how they affect meaning. Style can distinguish the work of individual authors (e.g. Paul Jennings’s stories, Henry Lawson’s poems), as well as the work of a particular period (e.g. Elizabethan drama), or of a particular genre or type of text (e.g. recipes, scientific articles, play‑by‑play commentary). Examples of stylistic features are narrative viewpoint, structure of stanzas, juxtaposition, nominalisation, alliteration, metaphor, and lexical choice.

Text types

Classifications of texts according to the particular purposes they are designed to achieve. In general, in the senior English subjects in the Australian Curriculum texts are classified as imaginative, interpretive, analytical, or persuasive.