Te Kete Ipurangi Navigation:

Te Kete Ipurangi

Te Kete Ipurangi user options:

ESOL Online. Every child literate - a shared responsibility.
Ministry of Education.

ELIP Primary: Rationale and description


Foundation and Stage 1 learners are beginner learners of English. They may be literate in their first language/s or may have had little or no previous formal education and may be unable to read or write in their first language/s. They will vary widely in their exposure to English. Some may speak a little English, but this is likely to be limited to basic interpersonal communicative skills in a limited range of contexts. They will need a strong foundation in the fundamental building blocks of written and spoken English.

Stage 2 learners in primary schools are those who have established a strong foundation for their English language. They will have acquired approximately a 1000-2000 word working vocabulary. They will be gradually consolidating their English skills. Early phase learners in late primary years will be well below their age level cohort but will be moving closer towards using and producing cohort level texts. They will still need considerable intensive support.

The Example Texts give teachers some guidance on the complexity of the text appropriate at each level and will enable teachers to select texts for other curriculum areas at a similar level. The ELIP Resource is based on the principles of a spiral curriculum, as the language outcomes are similar at each Stage, but each successive Stage has an increased academic demand.


The ELIP Resource includes:

  •  an overview of the Language Outcomes focussed on in each Stage
  •  an Orientation to Learning section at each Stage
  •  Example Texts related to a range of curriculum areas for Oral Interaction, Reading, understanding and responding and Writing, at three   levels of English, with annotations on text structure, language features and grammar scope to support each Language Outcome suggested Teaching Components and Sample Strategies, suggested Themes, Topics and Experiences, suggested Assessment tasks

None of the sections on Teaching  Components, Sample Strategies, Grammar Scope, Suggested Topics/contexts or  Assessments is intended to be comprehensive. Teachers should be encouraged to select from and add to all of these sections as far as their own professional knowledge and teaching repertoire allows. However, this Resource should support those teachers who are less confident in their knowledge about language, or uncertain about the level of text to choose and what teaching and learning strategies could be used to meet the Language Outcomes effectively.

The ELIP Primary Resource contains 3 stages (Foundation, Stage 1 and Stage 2). These stages are based on a language acquisition progression from a beginner level to a more advanced level of English oral language and literacy study in either a a mainstream class or an ESOL programme. Most of these learners will already be literate in their first language, but a small number, mainly some students from refugee backgrounds, will need intensive and long term support at Foundation Stage and Stage 1. Many beginners may be using texts and tasks from both these levels simultaneously, while they consolidate their Stage 1 skills.

The Resource does not represent the full range of types of texts that learners will encounter. Many classroom texts contain mixed text types. i.e. a recount may contain a passage of description, or a procedure may include a section of explanation. The Example Texts are intended to be seen as typical in their text structures and language features. Likewise, the Grammar Scope will need to be expanded as teachers focus on particular points of importance or interest which may arise. Many of the grammar points require extensive scaffolded explanation suited to the context. For example, focusing on nouns will be different at  each Stage as there are many different aspects of nouns, not all of which are referred to in the Grammar Scope or Language Features. Also, not all aspects  of verb phrases, such as all tenses, are explicitly referred to. Teachers will need to introduce these individual additional grammar points as appropriate, taking into account the readiness of the learners in relation to the broad pathway of additional language acquisition.

Published on: 08 Jan 2018