What are the current supports in place for EAL students studying VCE biology?

This thesis explores how English as an additional language (EAL) students can be supported in biology subjects. It uses different perspectives such as student (autoethnography), teacher (case study) and government documents (policy review) to explore the available support. Various theoretical frameworks and models, such as Bourdieu's Cultural capital, Bronfenbrenner's ecological systems and funds of knowledge, are used to analyse the data. The overall research uses Bourdieu's cultural capital manifestations to show how that EAL students can be supported by involving parents (embodied), providing resources and tools (objectified) and providing a sense of belonging and achievement (institutionalised).