The ESL Scope and Scales for districts and schools

1
The ESL Scope and Scales for districts and
schools

• The SACSA Framework and ESL students
• Needs of ESL learners and variables affecting
  language learning
• Who are ESL learners?
• Links between SACSA Standards and the ESL Scales
• How were the ESL Scope and Scales developed?
• Who uses the ESL Scope and Scales?
• Suggested implementation stages for the ESL Scope
  and Scales in schools
• Benefits of using the ESL Scope and Scales
• The implementation of the ESL Scope and Scales
  and
• what it means for districts and schools

2
The SACSA Framework and ESL students
From the Introduction for each Learning Area of
the SACSA Framework

• In supporting teaching and learning for ESL
  students and in assessing their performance,
  educators should use the Scope and Standards in
  this Band, in conjunction with the Scope and
  Scales for ESL.

3
Needs of ESL Learners
I need to be able to use the right English
I want my knowledge valued.
I find it hard to move between my family life
and school life.
I want to understand and take part in school and
community issues.
I need to feel safe so that I am not ashamed of
being wrong.
4
Variables affecting language learning

• proximity to Australian society

• proficiency of first language

• proximity of first language to Standard
  Australian English

• prior educational experience

• learning environment

• religious and cultural beliefs

• life experience

• socio-economics

5
Who are ESL learners?

• Defining ESL learners in relation to the SACSA
  Standards

Yes
No support required
Has the student achieved the Standard in the
Learning Area?
Is he / she of non-English speaking background?
Is Standard Australian English an issue?
ESL learner
No
6
Links between SACSA Standards and ESL Scope and
Scales
7
How were the ESL Scope and Scales developed?

• Outcomes for each learning area for each Standard
  were examined for their language requirements
• This language is made explicit in the ESL Scope
  and Scales.

ESL Scope and Scales
ENGLISH
ARTS
LANGUAGES
HEALTH P.E.
DESIGN AND TECHNOLOGY
SOCIETY ENVIRONMENT
MATHS
SCIENCE
8
English as a Second Language ESL Scope Scales
Programming ESL SCOPE

Assessing ESL SCALES
Reporting ESL SCALES
9
Who uses the ESL Scope and Scales?

• ESL teachers
• Teachers who have identified that they have ESL
  learners in their classroom

ESL learning needs
10
Suggested Implementation Stages for Schools

• Schools should consider their own resources and
  priorities to use the ESL Scope and Scales.
• As a guide
• assess all new ESL learners or reassess ESL
  learners for the August 2003 census
• report to communities on the progress of the
  cohort of ESL learners English language
  achievement by the end of 2004.

11
Suggested Implementation Stagesfor Teachers

• Teachers should use their own judgement about the
  degree to which they will engage with the ESL
  Scope and Scales to support their ESL learners.
• As a guide
• begin to use the ESL Scope and Scales to adjust
  teaching, learning programs and assessment
  practices
• use the ESL Scope and Scales to plan and
  implement teaching and learning programs to
  support their ESL learners by the beginning of
  2004
• use information from the ESL Scope and Scales
  when reporting on language achievement to ESL
  learners and their parents by the end of 2004

12
Benefits of using the ESL Scope and Scales

• The ESL Scope and Scales
• highlight the specific language needs of ESL
  learners within the curriculum
• provide a common framework for teachers to talk
  about the language demands within the learning
  areas
• assist teachers with programming for ESL
  learners
• inform teachers methodology
• support teachers to report on ESL students
  language and literacy development

13
What does it mean for districts and schools?

• Develop a staged implementation process by
  considering
• district and school priorities
• resources required
• appropriate timelines
• professional development needs
• evaluation processes

14
Who supports the implementation?

• Shared responsibility across the department,
  with
• leaders at district and school levels
• ESL District Service Providers
• ESL Project Officers ESL Scope and Scales

15
Possible Implementation Processes

• Whole school professional development sessions
• Integration with SACSA implementation processes
• Facilitator training
• Whole school literacy focus
• Learning areas literacy focus