Learning English as an additional language is a long term process which succeeds best when students are fully included in mainstream schooling and when respect is shown for linguistic and cultural differences. Successful educational experiences are most likely to happen in schools and colleges where there is an effective supportive school environment policy.
Each ESL student will require different levels of school support depending on age, knowledge of English, first language literacy, schooling history, cultural and other factors. As a result, there are many immediate questions teachers ask.
At an appropriate age level, unless there are particular circumstances where a student derives greater benefit from placement at another level for a limited time. Social interaction is very important as much English language learning will happen informally with peers.
The English language proficiency of ESL students is assessed using the ESL Scales which acknowledges previous educational experience and first language literacy and reflects the significant difference between first and second language learning.
ESL resource materials, including cultural background information, are held at Elizabeth College in the ESL Resource Centre (Tel. (03) 6235 6594) and are available for borrowing by class teachers who have ESL students. The ESL teacher can help locate cultural background material. Information can be disseminated at staff meetings or as appropriate.
ESL students are a part of the school community. Therefore, the same rights and responsibilities that apply to all of the school community apply to these students. Cultural differences and previous experiences may mean that an ESL student will need time and support to learn appropriate behaviour.
Allow the student time to settle into school. The student may need time simply to observe. In some cases this may take months. If the withdrawn behaviour occurs over a prolonged period of time, the class teacher should discuss with the ESL teacher the need to involve others, such as guidance officer, social worker, Clare House/Phoenix Centre.
Schools are obliged to implement the departmental Anti-Discrimination and Anti-Harassment Policy. Refer to the Anti-Discrimination and Anti-Harassment Policy Support Materials (Department of Education, April 2000).
Harassment issues are whole school issues. Refer to the school policy and guidelines on harassment and discrimination and refer incidents to a senior staff member.
Find out about exceptional circumstances:
Be aware that the student’s family life and schooling may have been severely disrupted by war, trauma, displacement and loss of family members. The world as they knew it no longer exists. It will take time for the student to feel secure in a new culture.
If there is ongoing concern with the student’s behaviour discuss possible strategies with the ESL teacher, guidance officer/social worker, senior staff members and if necessary refer to behaviour management team, Clare House/Phoenix Centre.
No, because it may take time for the family to feel secure enough to talk about their experiences. Some families might choose not to talk about their experiences at all.
This problem is NOT just an ESL problem, but one that also occurs in the wider community. Most children will speak when they are ready. However, they may not be ready for a long time.
The receptive language of ESL students is usually more developed than their communicative language. They may understand what is happening but be unable to express an appropriate response. Trauma, embarrassment, confusion, degree of confidence, fear of risk-taking, level of trust may all be contributing factors. It may be one way for an ESL student to gain control over the immediate environment or of demonstrating unhappiness over recent events. There may be cultural factors eg at home the ESL student may be discouraged from interacting verbally with adults as this is seen to be impolite.
It is important to value any attempts at spoken language and to model and scaffold language at an appropriate level for the student. Repeat what has been said in a slightly different way and support visually when possible.
Yes. The development of the student’s first language aids conceptual development in second and further languages. The use of the student’s first language must be encouraged and valued, especially at home.
The decision should be made on an individual basis in consultation with ESL and LOTE teachers. Relevant factors will be: age, language experience, interest, current curriculum priorities. It can be a very positive experience for motivated students to begin a new language at the same time as the rest of the class. Many ESL students are proficient in a number of languages and succeed well in LOTE.
The process towards independence involves social, emotional and cognitive learning and needs to be supported. For ESL students this process is as individual as for any student. Encouraging self-esteem is particularly important for a newly arrived ESL student.
It is important to allow the student time to settle into a new situation and become accustomed to: a different culture; a different education system and school routines; learning a new language; and learning in a new language.
Copying work in the early stages allows the student to participate in the same class activities as others. As students develop self-confidence, risk taking with writing should be encouraged. If there are ongoing concerns discuss with the ESL teacher the appropriateness of seeking assistance from other support staff.
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Questions concerning its content may be directed by email to ServiceCentre@education.tas.gov.au or telephone 1800 816 057.
This page was last modified on 16th September 2008. The URL for this page is: http://www.education.tas.gov.au/school/educators/support/esl/faq.
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