ST THERESE SADLEIR – 17 February 2010 Staff Meeting

LBOTE population ESL population Refugees Migrants International Students LBOTE and ESL Learners Total School Population LBOTE Population ESL Population Refugees Migrants International Students

Learner Diversity LBOTE Students ESL Learners Near/At Native Proficiency Secon d Phase Third Phase First Phase

ESL learners are a diverse group of students in various stages of English competency. English as a Second Language Position Paper K-12 Catholic Education Office, Who are our ESL learners?

 An ESL student is a child from a home where a language other than English is spoken by the family and/or primary care giver. Who are our ESL learners?  The student may be born overseas, or born in Australia of parents of non-English speaking background.  They may or may not have active command of the family’s first language, but are exposed to it in the family.

Students who…  are born overseas in a non-English speaking country,  have parent/s born overseas in a non-English speaking country,  use a language other than English at home, even if use is minimal. ESL students can be divided into three generalised categories. Who are our ESL learners?

 Students starting school after the usual commencement age who have had disrupted schooling or no previous schooling in any country. ESL learners may be…  Students beginning school who have had minimal or no exposure to English. Who are our ESL learners?

ESL learners may be…  Students who arrive from overseas with about the same amount of schooling in their L1 as their English speaking peers.  Students who have had less schooling in their L1 than their peers have had in English.  Aboriginal and Torres Strait Islander students who are learning English as a second or additional language. Who are our ESL learners?

First Phase Learners  Understanding and production of spoken or written English is limited in all social and educational situations.  Demonstrate elementary functioning in English.  Generally move beyond this phase after 3 terms with ESL support. English as a Second Language Position Paper K-12 Catholic Education Office, 2006

 Understanding and production of spoken or written English is progressing but is still limited to a range of familiar social and educational situations.  Generally moves beyond this phase of learning after 3-7 years with ESL support. English as a Second Language Position Paper K-12 Catholic Education Office, 2006 Second Phase Learners

 Functions fluently and competently in English, but occasionally need assistance.  Generally will move beyond this phase of learning after years with ESL support. English as a Second Language Position Paper K-12 Catholic Education Office, 2006 Third Phase Learners

Frayer Model

1. Form groups of 4. Allocate each group one of the following phases:  LBOTE  ESL Phase 1  ESL Phase 2  ESL Phase 3 2. Read the relevant ESL Phase Descriptor and answers the four questions outlined on the Cooperative Tear Share. 3. Tear your response sheet into 4. Cooperative Tear Share

4. Participant 1 collects, reads, collates and summarises all responses for Question 1. Repeat process for Participants 2, 3 and In turn, each participant reports back to their group the summary of responses to their specific question. Cooperative Tear Share

ESL Case Studies In pairs, identify and classify students according to their ESL phase of learning using the LBOTE and ESL Phase Descriptors. Share and justify your identification of phases for each student.

 A student who converses with his/her parents/guardians and can interchange between English and another language during a conversation.  A student who has family members visiting the home and either parent/guardian speak to the visitors in another language other than English.  A student who hears a parent/guardian speaking on the phone in another language other than English, or who can hear the interchange between English and another language during the conversation. Possible Scenarios

 A student who does not speak his/her parents’/guardians’ first language except for a few basic words to engage in an interpersonal exchange with family members.  A husband or wife who are fairly proficient users of English but can speak to each other in both English and another language, and probably do this without realising the ‘weighting’ of either language. Possible Scenarios