Kia OraAssalaam alaikum

AyubowanAnnyong haseyo

Dobar danNi hau maKonnichiwa

TalofaNamaste

Malo e leleiBula

Kia Orana

Meeting the Needs of English Meeting the Needs of English Language LearnersLanguage Learners

Using ELLP as a pathway to NSUsing ELLP as a pathway to NS

Key Messages

• Who is responsible for the literacy and language learning of students?

‘As language is central to learning and English is the medium for most learning in the New Zealand Curriculum, the importance of literacy [and language] in English cannot be overstated’ (NZC page 16).

• How do schools identify their English language learners (ELLs)?

Schools have a choice

• Early-phase ELLs may have their progress and achievement in reading and writing tracked, monitored, and reported on to parents, family, and whānau in reference to the ELLP rather than the Reading and Writing Standards for Years 1-8.

• There are advantages for schools to use the Progressions (ELLP).

• English language learners need to access age-appropriate curriculum content. They need to make ‘one-year-plus progress’ in a school year in order to ‘catch the moving target’ (their native-English-speaking peers).

• Principals and school leaders need to think about how they will report progress and achievement to the parents, family, whānau of ELLs.

Reporting may need to include information about why the Progressions (ELLP) are being used, and the advantages of this, as well as the actual reporting of progress and achievement.

What are the implications for reporting in plain language?

Overview of Document

The ELLP provides a nationally consistent set of progressions for teachers to use to:

• identify stages and patterns of progress in the language development of learners in years 1-13

• analyse the complexity of texts• monitor and report on ELLs’ progress.

The ELLP has 6 components: Introduction; Years 1-4; Years 5-8; Years 9-13; Facilitation Manual; DVD

(ELLP Introduction, P2)

Which students are ELLs?

• ESOL-funded students from migrant, refugee or NZ-born backgrounds

• Previously funded students• Students from homes where a language other than

English is spoken• Students from bilingual education settings• Students transitioning from Maori-medium to

English-medium settings• Some students with specific, identified language needs• International fee-paying students.

Bridging the Gap

Cohort

English Language Learner

Bridging the Gap

• Importance of same end goals for all learners

• BUT focus on specific language needs of ELLs

• THEREFORE enabling learners to make progress as quickly as possible

Why choose the English Language Learning Progressions to monitor,

track and report progress?

THINK, PAIR, SHARE

Why choose ELLP?

• Better identification of ELLs• Identifies language learning stages• Information for identifying next steps• NS developed for native speakers of English

ELLP developed for ELLs• Empowers students to succeed

The ELLP will help you to find answers to the following questions

• How do I know the level of English language proficiencya learner has?

• How do I know where to start with a learner?

• What are the important things to know about learning in an additional language?

Questions continued

• What do learners need to know and produce at different stages of English language acquisition?

• How do I decide what to teach, what materials to choose, and what types of learning tasks to design?

• How do I help my learners become effective speakers and listeners?

• What are the next steps that my learners need to take in order to progress?

(The English Language Learning Progressions, p3)

MOE Guidelines

Guidelines for English Language Learners in Years 1 to 4Students working within Foundation and Stage 1 of the ELLP maybe tracked, monitored, and reported on to parents using the ELLPrather than National Standards for a period of up to two years.

Guidelines for English Language Learners in Years 5 to 8Students working within Foundation, Stage 1, or Stage 2 of theELLP, may be tracked, monitored, and reported on using theELLP rather than the National Standards for a period up to three years.

A scenario

Li Ling was born in China and speaks Mandarin at home. She has just started school in New Zealand in Year 3 and is working at Foundation Stage inWriting and Reading.

Explanation

Li Ling can be tracked, monitored, and reported on in reference to the ELLP for:

• 2 years while in Years 1-4

• 1 year while in Years 5-8 if she is still working at Stage 2 or below.

In groups read the scenarios and decide

1. Would the student fit the criteria for tracking, monitoring and reporting using ELLP?

2. If so, why would it be more appropriate for this student?

Using the ELLP Where would you place the writing samples

of these students?

Stages:FoundationStage 1Stage 2Stage 3

Learning Areas and Language

Students who are new learners of English or cominginto an English-medium environment for the first time need explicit and extensive teaching of Englishvocabulary, word forms, sentence and text structures,and language uses.

(New Zealand Curriculum, 2007, P16)

Schools need to understand the importance of differentiated teaching for English language learners.

Effective teaching for English language learners is effective teaching for all.

Resources: Fitting it all together• English Language Intensive Programme (ELIP)

• Supporting English Language Learning in Primary Schools (SELLIPS)

• Making Language and Learning Work 3 - DVD

• Language Enhancing Achievement of Pasifika (LEAP)

• Selections Series

• Learning Through Talk

• ESOL Funding Assessment guidelines

• ESOL Progress Assessment

• MOE CD ROMs (texts)

• Sounds and Words

• Effective Literacy Practice

• ESOL Online

With learners on alternative pathways the cohort expectation

must be kept in view.