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					     Kia Ora
Assalaam alaikum
 Annyong haseyo
   Dobar dan
   Ni hau ma
   Malo e lelei
    Kia Orana
Meeting the Needs of
 English Language
                  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
           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


               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?

               Why choose ELLP?

•   Better identification of ELLs
•   Identifies language learning stages
•   Information for identifying next steps
•   NS are norm-referenced for native speakers of English
•   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 proficiency
  a 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 4
Students working within Foundation and Stage 1 of the ELLP may
be tracked, monitored, and reported on to parents using the
rather than National Standards for a period of up to two years.

Guidelines for English Language Learners in Years 5 to 8
Students working within Foundation, Stage 1, or Stage 2 of the
ELLP, may be tracked, monitored, and reported on using the
ELLP 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 started school in New Zealand in
Year 3 and is working at Foundation Stage in
Writing and Reading.

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.

                               (MOE guidelines)
      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
             Using the ELLP
Where would you place the writing samples
            of these students?

Stage 1
Stage 2
Stage 3
Learning Areas and Language

Students who are new learners of English or coming
into an English-medium environment for the first time
need explicit and extensive teaching of English
vocabulary, 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

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.

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