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

ELIP Primary: Using the Resource - links with mainstream teachers

Using the Resource: links with mainstream   teachers

It is desirable for the ESOL teacher to   familiarise the mainstream teachers with the Resource, explaining the Teaching Components, Sample Strategies, the Text Structures and the Language Features of texts applied to each outcome for each stage for three reasons. Firstly, understanding of some of the language features and text structures of texts in the curriculum areas will assist mainstream teachers to support the language acquisition of English language learners. Secondly, the sample strategies may enhance the ability of mainstream teachers to choose a range   of strategies to engage English language learners. Thirdly, mainstream teachers may be able to share in the assessment of these outcomes in   mainstream classes, particularly at later stages of language development. Using the English Language Learning Progressions (ELLP) will also assist   mainstream teachers to understand additional language acquisition.

This sharing should be a gradual process, perhaps facilitated through a series of in-school professional development sessions using the self-access ELLP professional development manual as a model. There are likely to be other language and learning intentions and outcomes which are part of the ESOL teaching and learning programme. Assessing and reporting on these additional outcomes will be integrated into these teaching and learning programmes. It should be reiterated that any of the tasks in an ESOL programme, including the models presented here should be part of a carefully planned and scaffolded teaching and learning sequence. The DVD Making Language and Learning Work: Years 5-8 provides examples of effective teaching showing the integration of language and content area learning.

It is recommended that teachers choose the Outcomes relating to the same text type in each of the domains of Oral Interaction, Reading, understanding and responding, and Writing when planning a unit which integrates the three.

Teaching and reporting on outcomes

The rate of progression of students through the different Stages of the ELIP Primary Resource will be determined by a number of well-recognised factors such as level of literacy in first language, experience of continuity or interruption in prior schooling, adjustment to school, and family circumstances. The ELIP Resource is not intended to be seen as a linear programme model. Students may progress at different rates in oral and written language development and may need intensive support in one area more than another.

Formative and cumulative assessment of student progress should occur in a wide variety of curriculum contexts as appropriate, throughout the teaching of the programme. Formal assessment should occur towards the end of each Stage. Suggested tasks for assessment can be found on the (a) pages of the ELIP Primary Resource.

Published on: 08 Jan 2018




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