ESL Unit

1
ESL Unit

• Workplace learning coordinator induction
• ESL and newly arrived refugee students
• Presented by Anita Calore and Laurence Jordan
• DEECD, ESL Unit and Nth Geelong SC
• Thursday 26 August 2010

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ESL Support in Victoria
3
New Arrivals in Victorian Government Schools
2004 2005 2006 2007 2008 2009
3 762 4 323 4 988 5 551 6 125 5 998
4
Main countries of origin and student numbers
2005 2005 2009 2009
Sudan Afghanistan Iraq Kenya Ethiopia Cambodia Liberia Iran Somalia Burma 680 214 106 75 65 64 53 46 46 37 Afghanistan Burma Iraq Thailand Sudan Ethiopia Iran Somalia Cambodia Kenya 246 213 172 155 104 83 72 65 59 53
5
Refugee likely Students in government
secondary schools
Year 7 Year 8 Year 9 Year 10 Year 11 Year 12
600 530 595 717 550 341
Based on Aug 09 Census data
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ESL Index funded students - statewide
Region Total Students Secondary Pri/Sec
BSW 709 209 20
EMR 8 677 1 997 5
Gippsland 308 95 1
Grampians 232 41 18
Hume 822 257 3
LMR 565 148 35
NMR 9 066 1 001 254
SMR 12 601 2 262 584
WMR 10 524 1 528 1 215
Source August Census, 2009 DEECD ESL Unit
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Pathways

• VCAL- foundation level, pre-VCAL, three year VCE,
  VET
• TAFE
• ACE programs
• Features of the programs
• Flexible learning programs
• Learner centred programs
• Authentic learning experiences
• Supportive learning environments
• Bilingual support
• Pathway connections back to school or on to
  further education and training
• Skill and knowledge development in preparation
  for work environment

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Challenges for ESL students in secondary school

• Level of English when entering secondary school
• Previous education experience
• Age at entry to secondary school
• Parent aspirations
• Personal goals
• Understanding a new education system

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Challenges continued..

• Understanding the pathways to further study
• Seeking employment
• Work readiness
• Work experience
• Networking and contacts
• Learning to learn skills
• Homework and study
• Access to resources and computers
• Being an adolescent
• Settling into a new country

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Implications for schools

• An increasing number of ESL learners require
  literacy, numeracy and content knowledge skills
  as well as ESL support
• Settlement and well-being needs increase
• Schools need to link to a range of support
  services outside the school
• Older ESL learners with disrupted schooling
  entering the school system will need additional
  support and pathways advice
• Parents of ESL students require support to
  understand our education system and school
  expectations of them

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Connecting with local agencies

• Local Learning and Employment Networks
• University and TAFE providers
• AMES and ACE providers
• Local Industry
• Local Government

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Local resources

• New arrivals programs (schools, centres,
  programs)
• Transition officers
• ESL Regional Program Officers (RPOs)
• Network provision of transition programs
• Secondary schools (facilities, coordinators,
  programs)
• Universities, TAFEs, AMES, ACE providers
• Local Learning and Employment Networks (LLENs)
• Other community based organisations
• Migrant Resource Centres
• Community groups
• Settlement services providers

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Resources

• LMERC Statewide Resource Centre
• www.education.vic.gov.au/studentlearning/programs/
  lmerc/
• 150 Palmerston Street Carlton (Carlton PS- lower
  level)
• ESL Website
• www.education.vic.gov.au/studentlearning/programs/
  esl/default.htm
• Local Learning and Employment Networks
• http//www.llen.vic.gov.au/
• Families as Partners in Learning
• www.education.vic.gov.au/about/directions/families
  aspartners/default.htm
• Community profile information
• http//www.immi.gov.au/living-in-australia/deliver
  ing-assistance/government-programs/settlement-plan
  ning/community-profiles.htm
• Refugee Council of Australia new report
• http//www.refugeecouncil.org.au/docs/resources/re
  ports/Finding_the_Right_Time_and_Place.pdf

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Considerations

• Cultural inclusiveness
• Resettlement issue
• A scaffolded approach to supporting ESL students
• A range of experiential learning experiences
• Work readiness- OHS
• Use of ipods and other technologies
• Goal setting

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Questions for schools

• About the ESL learners
• How long has the student been in an Australian
  school?
• Whats their level of English like?
• Do they work well as part of a team?
• How much do they know about pathways and options?
• What are their interest areas for future study,
  work?
• Have they had a part time job in Australia?
• About the school programs
• Have the parents/family been included in any
  discussions about pathways, subject selections
  etc?
• OHS has this been covered? How did they cope
  with this? Did they complete their test?
• What types of tasks can the student do? Do they
  need supervision to complete these? Do they need
  extra support to complete these?
• What field experiences have the students had? Any
  speakers or visits?

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• Anita Calore
• Senior Project Officer
• ESL Unit - DEECD
• Phone [phone]
• calore.anita.a_at_edumail.vic.gov.au
• Lawrence Jordan
• VCAL for refugees program coordinator
• Nth Geelong SC
• Phone [phone]
• jordan.lawrence.w_at_edumail.vic.gov.au