Fairfield RSL

March 2, 2010Day 2

ESL Matters

The Nature of the ESL Learner

Identifying and Assessing ESL Students

An Introduction to the ESL Scales

Day 1ESL Teachers and TEs

ESL Matters

9.00 a.m. Welcome and Prayer

9.15 a.m. NPA Issues – Kate O’Brien

9.35 a.m. Assessing ESL Learners – Kerrie Reid

11:00 a.m. MORNING TEA

11.30 p.m. Using the ESL Scales – Helen West

1.00 p.m. LUNCH

1.45 p.m. A Whole-school Approach – Jane Bezzina

Day 2ESL Teachers and TEs

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NATIONAL PARTNERSHIP

AGREEMENT

Dr. Kate O’Brien

NPA schools 97% students have English as a second language

In the first NPA CEO Survey 5% of principals and 34.1% of teachers believed that the ESL scales were used to identify, monitor and assess language development of LBOTE students

30% of principals and 45% of teachers believed that tracking procedures are in place to monitor language development of LBOTE students

Data collected so far...

Curriculum Implementation

Instrumental Action Practical Action

Doing curriculum implementation is installing an ESL focussed curriculum, faithfully and efficiency

Within the framework is for teachers to come to a deep understanding of the vision, beliefs and assumptions of ESL pedagogy and curriculum and to transform this based on the school context

How Students Learn

SelfOthersApplicationProcess through

communication (metalanguage)

Authentic Educators

The authentic educator cultivates and sustains an environment that promotes the work of authentic teaching and learning

(Starratt, 2004; Stoll and Fink, 1996).

Authentic Learning

Authentic teaching and learning are moral activities because “they engage both teachers and students in a deeper understanding of the nature and purpose of their lives and in determining how they can best contribute to the greater good of society”

(Duignan, 2006, p. 129).

Practices that Promote Authentic Learning

Session 1

Assessing ESL Learners

Considerations for Assessing ESL Learners

Effective and Appropriate Assessment Tasks:

- Oral Language

- Reading

- Writing

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What needs to be considered when assessing ESL students?

1. Form groups of 4.

2. Sort statements into groups according to your own criteria.

3. Label each group (a heading) using Post-it Notes. 1 group, 1 Post-it Note.

4. Using the labels/headings from each group, write a generalisation (1 sentence!) on circular coloured paper.

5. Share sentences at table groups.

Developing Understandings

What is an appropriate assessment task for ESL students?

Assessing Young Language Learners

Penny McKay, 2006Cambridge University Press

Bridge Bookshop10 Grafton Street,

Chippendale9211 1660

$67.00

Professional Reading

1. Read your text and complete the data bank.

Selecting oral language assessment tasks for young language learners

Selecting reading texts and tasks for young language learners

Selecting writing tasks for young language learners

Jigsaw

 Stand up and form triads (ROW) made up of one person from each key strand – different colours.

In your triad, summarise and share the information in your databank.

‘’English mother tongue benchmarks are invalid for ESL learners ... as they fail to acknowledge the distinctiveness of ESL development.’’

‘’ESL students should not be excluded from testing and reporting, but their progress should be reported against ESL standards that accurately describe second language development.”

Penny McKay TESOL in Context

Volume 19 Number 2 December 2009

Remember....

Session 2

Using the ESL Scales

ESL Scales

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GlossaryPages 124-8

Rationale

Language Progression

Process for Using the ESL Scales

Don’t forget……

Table Buzz…….

ESL Scales Workshop: Writing

Sample texts + school writing sample.

Level and Strand

Strand Organisers

OutcomesPointers

Previous Level’s Outcomes

Next Level’s Outcomes

Source: ESL Scales

Documenting ESL Scales

ESL Scales Workshop: Reflection

ESL

Session 3

Overview

Guest Speakers: SLL Teacher Educators Lyn Sweetnam & Julia Clements

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Reflection - Implications for ESL teacher /TE and their school.

SLL Teacher Educators Lyn Sweetnam & Julia Clements

How Are You Feeling …

How are the ESL Scales making you feel?

Benefits

Benefits

Where is your school at?

Managing Time

Create Timelines

Term 2 Tasks DueWeek 4 Complete writing samples

Week 6 Complete reading assessments

Week 8 Complete oral assessments

Week 10 Complete tracking sheet As TEs you need to keep all staff members informed about deadlines.

Linked to Teaching /Learning Cycle

Types of Assessment

Backward Mapping

Grade Assessment Planning

When Oral/Reading Responding/

Writing

What is the assessment?Which KLA?

Week 6 T1

Week 7 T1

Week 8 T1

Week 9 T1

Week 10 T1

Week 1 T2

Week 2 T2

Week 3 T2

Support For Whole Staff

Support For Teachers: Release for...

Sample Matrix

Useful Resources

Other Practical Matters

Final Tips

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The Panel – Q & A Manager of Multicultural Programs and Services K-

12Mary Karras

Catholic Intensive English Centre (CIEC)Ant0nina Munzone

New Arrivals Service Primary - Megan Passmore

Teacher Educator St. John’s, Auburn - Lyn Sweetnam

Teacher Educator St. Joachim’s, Lidcombe Julia Clements

ESL Teacher St. John’s, Auburn – Roda

Comito

Reflection

Where to?

ESL Matters Online Modules

Support provided for ESL and non-NPA schools by Regional Advisers.

Support for NPA Schools provided by Education Officers Helen West and Sue Sinko.

References

ESL in ActionCatholic Education Office, Sydney

ESL K-12 Position PaperCatholic Education Office, Sydney

Language Features of Text Types for ESL Learners

LFTTCatholic Education Office, Sydney

Teaching English Language LearnersTELLDepartment of Education, Sydney

Fairfield RSL

March 2, 2010Day 2