Ni hau ma
Malo e lelei
Meeting the Needs of English
Using ELLP as a pathway to NS
• 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
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
• There are advantages for schools to use the
• 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
• 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
• 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?
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 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?
• 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
• What are the next steps that my learners need to take
in order to progress?
(The English Language Learning Progressions, p3)
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
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 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.
In groups read the scenarios
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?
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.