The English as a Second Language program, located within Learning Services (North), provides intensive English language tuition for students from language backgrounds other than English. ESL Programs are delivered by ESL teachers and multilingual teacher aides in schools where a large number of new arrival students enrol. In schools where an established program is not available, ESL support is arranged on a student-by-student basis following an assessment of needs. Multilingual teacher aide general support allocations are provided to schools where there is an identified first language to be supported.
A supportive and inclusive class setting is critical for the whole development of the English language learner. Student-centred, flexible learning programs result in shared understanding of purposes and outcomes and maximise opportunities for all students. Teachers should use a range of teaching and learning strategies to support the development of specific learning outcomes or skills which will promote students' access to and participation in the curriculum.
New Arrival students enter Tasmanian schools and colleges at any age and at any level of education. Students are enrolled and supported at their local school in both rural/remote and urban areas. ESL provision is arranged following an assessment of needs. During the new arrival period ESL students at all levels develop an understanding of the Tasmanian schooling system, courses and subjects as well as appropriate and acceptable schooling behaviours. Language use is related to social and curriculum purposes, therefore learning focuses specifically on English acquisition and the literacy demands associated with learning English across the curriculum.
ESL Program support allocations are provided to schools from the onset of the school year. Reviews are conducted at the end of each term. In schools where individual support allocations are required, support levels are allocated according to student need. Support for new arrival students is provided at an appropriate level of up to 5.25 hours per week for 12 months.
Most ESL students require further support following the new arrival period to ensure appropriate language and learning strategies are being developed and students are able to access, participate and succeed in mainstream curriculum subjects. Ongoing student support is determined according to individual needs.
Research suggests that early childhood and primary students move very quickly from intensive ESL support to mainstream provisions whereas secondary and senior secondary students may require longer periods of intensive support. Factors including age, culture and schooling background, together with the new schooling experience will determine the level and type of ongoing support required by individual students.
ESL Program support is based on the following general principles:
Students graduate from the program once they reach levels on the ESL scales at which they are able to access the mainstream curriculum.
If students are not achieving against the ESL scales, and this is attributable to clearly established learning difficulties or special needs that impact on learning, more appropriate supports / pathways are established.
The ESL program teacher, in collaboration with the class teacher, will model strategies and develop teaching and learning experiences that provide opportunities for new arrival students to develop and demonstrate understanding of their learning. The ESL teacher might work with the whole class or introduce a concept and provide support for small groups of students completing set tasks.
ESL and ongoing mainstream teaching and learning experiences should jointly meet the needs of new arrival students. Therefore, collaborative planning time between the ESL and class teacher is crucial. Teachers must identify an approach which will maximise learning for students and ensure that forward planning addresses needs identified through assessment processes.
In some schools, general teacher aides or multilingual teacher aides (MTAs) might work with classroom teachers to provide the support for new arrival students. General teacher aides and MTAs assist students in following instructions and understanding concepts.
Newly arrived students in the secondary school are enrolled as any other student and are provided with a complete timetable for all classes prior to commencement of studies. School enrolment teams need to be sensitive to curriculum opportunities that promote language development and connectedness e.g. art, drama, computing, cooking, wood work and sport.
Learning support is provided in class and the ESL program teacher is a co-teacher to students in specific classes. Support models might be timetabled on a rotational basis to ensure the support provided caters for individual needs across mainstream subjects.
Secondary schools usually offer an established space for new arrival students to receive support with assignments, research, note-taking skills etc. A regular time is negotiated with teachers and grade supervisors to ensure students have access to ESL program teacher support for these skills when / as required.
All newly-arrived students requiring ESL program support at the college level are enrolled across a normal timetable ensuring one free line is maintained. In a student’s first year English, mathematics and computing subjects are usually encouraged and options such as photography, health and recreation, visual arts, music and adventure education suggested. Enrolling / course counsellors assist students with enrolment forms and timetable organisation.
ESL subjects are usually delivered by the college and ESL program support is used to support students in mainstream classes. ESL program teachers target those lines where most students requiring support are placed, often coinciding support time with home group or group adviser times. Options classes might be designed specifically to meet the needs of newly-arrived students.
Individual support occurs during free lines where students are able to access assistance from an ESL program teacher on an individual or small group basis. ESL program teachers provide subject-specific assistance in the development of content-area literacy, study and research skills including note-taking and summarising, writing up experiments, essay and assignment writing and the editing and presentation of work e.g. bibliography writing and referencing.
Students are encouraged to access subject-specific tutorial times when offered by mainstream teachers.
This page has been produced by the Department of Education
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/models.
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