These videos will support you to use the information from the English Language Learning Progressions matrices to inform your planning and teaching, and to effectively use the associated resources that are available to you.
Two groups of teachers, from a year 2/3 team and a year 8 team, use the information on the ELLP matrices to inform their planning. They consider the essential teaching they will have to provide to enable their English Language learners achieve the same learning outcomes - but with differentiated levels of support.
In this video you will see teachers in mainstream classrooms addressing the English language learning needs by:
Many of the learning tasks designed for English language learners will also be useful for all students in the class.
These classroom teachers use a range of tasks that are designed to scaffold language learning for both English language learners and their peers through scaffolded instruction. Many of the tasks they are using are described in the pedagogy section of ESOL Online: ESOL teaching strategies.
Some schools employ an ESOL teacher to deliver a targeted English language support programme, while others provide teacher aide support within the classroom. An ESOL support programme can provide additional support with the language demands of the classroom. It may be classroom based support, a withdrawal programme or a combination of both.
An ESOL support programme needs to support mainstream teaching and learning through:
In this clip, two ESOL teachers provide explicit teaching for a group of English language learners at Stage 1 of the English Language Learning Progressions. Their teaching is aligned to the classroom programme, and focuses on the language that students will need to have control of to fully achieve the same learning outcomes as the rest of the class. There is also strong alignment to the ESOL principles of teaching.
Updated on: 09 Nov 2017
