2. 1 Introduction to the ESL Scope and Scales DECS Language & Multicultural Education Portfolio Professional Development & Resource Materials for ESL

3. 2 Introduction to the ESL Scope and Scales The SACSA Framework and ESL students Who are ESL learners? The needs of ESL Learners and variables that affect their language learning Links betweens SACSA Standards and ESL Scales How were the ESL Scope and Scales developed? Benefits of using the ESL Scope and Scales Who uses the ESL Scope and Scales? Language demands of SACSA The model of language in the ESL Scope and Scales Structure of the ESL Scope and Scales Resources for teachers

4. 3 The SACSA Framework and ESL students In supporting teaching and learning for ESL students and in assessing their performance, educators should use the Scope and Standards in this Band, in conjunction with the Scope and Scales for ESL. From the Introduction for each Learning Area of the SACSA Framework:

5. 4 Who are ESL learners? Defining ESL learners in relation to the SACSA Standards: Yes Has the student achieved the Standard in the Learning Area? No support required Is he / she of non- English speaking background? Is Standard Australian English an issue? ESL learner Yes No

6. 5 Needs of ESL Learners I need to be able to use the right English I need to feel safe so that I am not ashamed of being wrong. I want to understand and take part in school and community issues. I find it hard to move between my family life and school life. I want my knowledge valued.

7. 6 Variables affecting language learning proximity to Australian society proficiency of first language proximity of first language to Standard Australian English prior educational experience learning environment religious and cultural beliefs life experience socio-economics

8. 7 Links between the SACSA Standards and the ESL Scales 1413121110987654321 Senior Years 13121110987654321 Middle Years 987654321 Primary Years 654321 Early Years Scales 1413121110987654321 Year level 10987654321R Standard 54321

9. 8 How were the ESL Scope and Scales developed? Outcomes for each learning area for each Standard were examined for their language requirements This language is made explicit in the ESL Scope and Scales. ENGLISH ESL Scope and Scales ARTS LANGUAGES HEALTH & P.E. DESIGN AND TECHNOLOGY SOCIETY & ENVIRONMENT MATHS SCIENCE

10. 9 Benefits of using the ESL Scope and Scales The ESL Scope and Scales: highlight the specific language needs of ESL learners within the curriculum provide a common framework for teachers to talk about the language demands within the learning areas assist teachers with programming for ESL learners inform teachers’ methodology support teachers to report on ESL students’ language and literacy development

11. 10 Who uses the ESL Scope and Scales? ESL teachers Teachers who have identified that they have ESL learners in their classroom ESL learning needs ENGLISH ARTS LANGUAGES HEALTH & P.E. DESIGN AND TECHNOLOGY SOCIETY & ENVIRONMENT MATHS ALL LEARNING AREAS

12. 11 What are the language demands of SACSA? Science 4.6 Explores how living things have changed over geological time and debates the value of species diversity and the ethics of human intervention.

13. 12 What are the language demands of SACSA? Language of Description Description in the context of Outcome 4.6 Language of Oral Debate Oral Debate in the context of Outcome 4.6 Language of Argument Argument in the context of Outcome 4.6 Language of Written Discussion Written Discussion in the context of Outcome 4.6 Science 4.6 Explores how living things have changed over geological time and debates the value of species diversity and the ethics of human intervention.

14. 13 What are the Strands of the ESL Scope and Scales? Language Text in Context

15. 14 What is the model of language for the ESL Scope and Scales? There are choices to be made about: text type - technicality - position - medium - Science 4.6 Explores how living things have changed over geological time and debates the value of species diversity and the ethics of human intervention. Genre What - Field Who - Tenor How - Mode ESL learners need to develop control of Standard Australian English to make these choices.

16. 15 Text 1: I’m gunna clear that paddock What? You know, that one. That stinks. Text 2: The rapid deterioration of the diversity of native flora and fauna can be directly attributed to the proliferation of detrimental land management practices. Text in Context and Language comparison

17. 16 Field The ‘what’ of a text is FIELD. Field refers to the content. Field continuum everyday fields………..specialised fields………..highly technical fields

18. 17 Tenor The ‘who’ of the text is TENOR. Tenor is concerned with the relationship between the participants of a text. Tenor continuum informal…………….increasing formality……………formal familiar………………………………………………..unfamiliar

19. 18 Mode The ‘how’ of the text is MODE. Mode refers to how the text is communicated. Mode Continuum most spoken…………………………………….most written

20. 19 Text in ContextLanguage Genre Field (What) Tenor (Who) Mode (How) range of genres technicality language to: structure a text build cohesion expand information verbs noun groups technical vocabulary nominalisations position possibility certainty attitude medium foregrounding tense voice - active and passive print conventions

21. 20 Structure of ESL Scope & Scales BANDS – Early Years, Primary Years, Middle Years, Senior Years INTRODUCTION SCOPE - KEY IDEAS SCALES - OUTCOMES GLOSSARY

22. 21 Links between the Strands, the Scope and the Scales ScopeScales Text in ContextLanguage Text in Context Language Genre Key Idea Genre Key Idea Genre Outcome Field Key Idea Field Key Idea Field Outcome Tenor Key Idea Tenor Key Idea Tenor Outcome Mode Key Idea Mode Key Idea Mode Outcome

23. 22 ESL Scope & Scales Programming ESL SCOPE Reporting ESL SCALES Assessing ESL SCALES