Guidelines for using the funding

English language learners have a wide range of educational needs.  These may relate to competency in their first languages, their previous life experiences, disrupted schooling or other factors. One need they all share is to become competent users of the English language.

ESOL programmes are designed to help students develop their English language skills so that they can start meeting the achievement objectives of English in the New Zealand Curriculum. These programmes will also provide language scaffolding so that the students can participate in learning across all eight essential learning areas of the New Zealand Curriculum (Draft 2006). Reference should be made to the eight Principals for Content and Language Learning across the Curriculum, which can be found on the website  www.tki.org.nz/esolonline.

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Using the ESOL funding

The funding may be used to provide:

• in-class mainstream support
• small group teaching;
• bilingual resource people;
• additional ESOL specific resources.

In-class teacher support

One of the most effective approaches is to fund an extra teacher to work alongside teachers in the classroom, giving in-class support so that the English language learners can learn alongside their peers. The extra teacher scaffolds their learning so that the students can participate in the mainstream class programmes.

Within the classroom the specialist teacher of ESOL may:

• plan the lesson with the class teacher, building in a focus on language and key vocabulary; 
• work in tandem with the class teacher so that the class is split, with two teachers working with smaller groups;
• work with a small group of students who need language and learning support;
• focus on an aspect the other students already know;
• provide roving support for students while they work on the tasks of the class;
• teach effective learning and text-processing strategies.

NB: It is critical that the ESOL support teacher and class teacher plan and assess together in order to maximise language learning outcomes for students.

In-class teacher aide/language assistant support

Teacher aides/language assistants may be bilingual, multi-lingual, or English–speaking only.  Remember that although they are a valuable resource, they are not trained teachers.  Therefore when working with English language learners, they should be given very specific details on what to do and how to do it and receive on-going training and support.

They may complement ESOL programmes in a variety of ways.  They may be employed to:

• read to and with a small group of students, with supportive activities and discussion;
• develop key oral and written vocabulary in a specific curriculum, topic or concept area, through discussion and using visual support materials with a group;
• support first language translation and interpretation to aid learning;
• be available in a class to support English language learners in carrying out specific learning tasks set by the class teacher;
• prepare and organise materials and learning support resources under teacher direction;
• supervise learning centres established by the teacher.  (This may be in class time, intervals, lunchtimes, or after school.)

Teaching in small ESOL groups

Generally, working with small groups is more beneficial than working with students on a one to one basis.  In providing the optimum small-group intensive learning opportunities, teachers should consider:

• establishing optimum group sizes (primary 4-8 students and secondary 6-10 students);
• grouping students with similar English language competency;
• grouping students from the same class or year level, the same team or syndicate area, a targeted subject or curriculum area;
• providing a sustained learning time 3 times a week as a minimum;
• identifying specific, short-term language and curriculum objectives;
• providing plenty of input from adults and other students;
• encouraging student talk and limiting teacher talk;
• using curriculum-based contexts as much as possible and having specific, short term language and curriculum objectives;
• sharing the purpose, the learning plan, and the expected outcomes with the students at the outset;
• encouraging independence and having a sustained focus on learning in a topic or context so that  consolidation can occur;
• using continual formative assessment as the vital guide to planning and programme development.

Bilingual resource people

ESOL funding might pay for bilingual resource people to support English language learners and families in and through their first language(s) and to support school staff.

Bi-lingual resource people may:

• act as interpreters or translators for English language learners in class
• meet with students from a particular language or cultural group on a regular basis for guidance and on-going support
• translate materials – vocabulary or text, curriculum or more general school information for students and families;
• work with a trained teacher to conduct bilingual assessments;
• act as a liaison or orientation support person for English language learners and families.

Extra resources

• Teachers may need to develop materials to support English language learning which at present do not exist or are specific to the learning contexts of the school.  Teachers should plan these, but teacher aides can be of great assistance in the actual preparation of the materials or resources.
• Making existing materials and resources meet specific language and learning needs and demands may mean smaller steps or some reconstruction of the specific resource is necessary. 
• ESOL funding might be used to buy additional commercial resources.  Careful decisions need to be made in this regard.
• The needs of staff working with English language learners should be considered when decisions are made about the school’s professional development programme.
• ESOL On-Line. You can access ESOL On-Line on Te Kete Ipurangi at: http://www.tki.org.nz/esolonline The site has units of work for primary, intermediate and secondary school teachers to use.

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How to create a supportive classroom environment

• Make a point of talking to the new learners of English individually.  Both teacher and student should know each other's name and be able to say it clearly and correctly.
• Break down timetables into a personalised diary (detailing subjects, rooms, teachers). This allows for predictability in an unfamiliar environment.
• Encourage the new learners to join in with practical activities that involve talking with other students, such as distributing worksheets or equipment.
• Understand that the students need to speak in their first language. It can help them to participate in learning activities (using dictionaries or with translation by other students) and assist their comprehension.
• Train students and use buddy and peer tutoring programmes to provide in-class support.
• Make available, and encourage the students to use, bilingual dictionaries, English dictionaries and subject dictionaries (such as mathematics, science, economics and accounting dictionaries).
• Give the students specific tasks with clear written and oral instructions. Provide visual supports such as diagrams, flashcards and illustrated glossaries.
• Build on rote-learning skills when these are a strength for students (for example, students who come from cultures strong in oracy or who have previously studied in education systems where rote learning is particularly valued).
• Provide models and examples of learning activities so students understand teacher expectations and the required outcomes of the tasks.
• Directly teach the learning skills that are unfamiliar, such as independent research skills. Teach them how to use the library and have plenty of reference material readily available. 
• Allow new learners in the early phases of development to copy relevant texts as it enables them to participate, provides a sense of achievement, provides models for further study and gives practice in necessary handwriting and presentation skills.

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How to help students to increase their achievement levels in subject areas

• Have word lists and topic related sentences for preview, revision, copying and reading.
• Provide vocabulary, sentence and computation cards for self-directed revision.
• Teach them, step by step, how to write essays and assignments in the various genres and presentation formats appropriate for the topic.
• Relate their homework to learning that they have previously covered and understood well. Give specific written instructions.
• Ensure that there are set times with specific objectives, for revision, practice, relearning, reworking, and consolidation of subject knowledge.
• Scaffold their new learning and help them to take small steps. Be explicit about links to previous learning.
• Give them time.  Set the students attainable short-term individual goals. Break longer or more complex tasks up into smaller achievable units.
• Use taped material where possible so that the students can listen and read at their own pace.

Make the first moves towards students if they seem to be having difficulty with your subject.  They may not realise they could ask for additional help.

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References

Non-English-Speaking-Background Students; A Handbook for Schools.(1999) Learning Media, Wellington, Ministry of Education.

ESOL Funding Assessment Guidelines (2005)  Wellington, Ministry of Education.

Bilingual Information-Gathering Forms and Information on the Naming System. (1993). Auckland: TEAM Solutions, Auckland University Faculty of Education.

Donn, Mary, Schick, Ruth (1995). Promoting Positive Race Relations in New Zealand Schools: Me Mahi Tahi Tatou.  Wellington: Research Section, Ministry of Education.

Effective Provisions for Non-English-Speaking Background Students – A Guideline for Secondary Schools. (1992). Auckland: TEAM Solutions, Auckland University Faculty of Education.

Effective Provisions for Students from Language Backgrounds Other than English – A Guideline for Primary Schools. (1994). Auckland: TEAM Solutions, University of Auckland Faculty of Education.

Kennedy, Shelley and Sharon Dewar (1997). Programmes and Support for NESB Students in New Zealand Schools: Research Report. Wellington: Ministry of Education.

Wong Fillmore, L. and Snow, C. (2000). What Teachers Need to Know About Language: ERIC Clearing House on Language and Linguistics website.

Refugee Students: A Handbook for Schools. (Revised 2005). Wellington, Ministry of Education.

You can access ESOL On Line on Te Kete Ipurangi at: http://www.tki.org.nz/esolonline for further up-to-date professional reading and reference material

References for Assessment

Assessment Procedures for New Settlers (1997). TEAM Solutions, Auckland.

Assessment Tools and Terms.