ESOL

= PROCEDURES FOR TRANSITION INTO SCHOOL FOR ENGLISH LANGUAGE LEARNERS (ELLs) =

** Enrolment ** At the family’s first approach to the school the Office Manager will assist with enrolment procedures. If needed an interview will be set up with the Principal. Families are encouraged to bring along an interpreter or friend to assist with communication. The following basic background information will be gathered: · Current living situation · Ethnicity, country of birth, language spoken at home · Previous education details · Immigration status (residency visa is to be sighted) · Date of entry to New Zealand · Health and special interest details. The family will be taken on a tour of the school, including a visit to the proposed classroom the child will be placed in (if the decision has been made). The English for Speakers of other Languages (ESOL) teacher will be given details of all English Language Learners (ELLs) enrolling so that appropriate details can be entered onto the school SMS.

** Placements ** Class placements will usually be age appropriate. Consideration will be given to the existing ethnic make-up of the class. The class and teacher (with 1-2 days’ notice) will be prepared by having … · Buddies arranged · Appropriate ethnic box in class · Background information · A desk and chair ready for the child On the date of entry the class teacher should have a buddy nearby to greet them in their first language. Class teachers have a list of available ethnic buddies. Teachers will ensure names are pronounced correctly and if unsure will ask.

** Orientation ** A class member will be assigned to be the student’s guide and support for the first few days. In the following weeks, time will be set aside for them to meet with their ethnic buddies. Some priorities will be ensuring the child becomes familiar with the school – the layout, the location of specific areas (library, pool, lunchroom, appropriate lunch eating and play areas) and meeting some of the other staff members. The yellow //Welcome to Sunnybrae// booklet is a good guide to follow.

An ELLs buddy list with key translator will be provided to teachers in Term 1; this covers most nationalities. During the year, ELA’s assist the ESOL teacher to introduce new students to the school. The ELA’s will address problems and queries as they arise and liaise for new families as needed. Teachers must allow for a time of passive participation while also being sensitive to indicators of a readiness for participation**.**

** Assessment ** Gathering information and completing assessments on achievement levels and learning needs will occur after the settling in period. For some students it may be necessary to request a bilingual assessment. Teachers, with the assistance of the language support teacher if necessary, will complete the assessment profile on the ELLP Record of Progress. On the basis of the outcomes of this … · Application may be made to the Ministry for discretionary funding. · Placement will be made in an appropriate language support group (where learning programmes will support classroom programmes). · Appropriate classroom learning programmes will be put in place. The ELLP Record of Progress will be updated twice a year and filed in the student’s individual folder at the end of the year to pass on to the student’s next teacher. Assessment results will be entered into the Student Management System.

** Learning Support ** Strategies used to support the learning of ELLs will include …
 * Teaching/learning techniques detailed in ELLs folder in class resource box.
 * Use of in-class buddies
 * Self-pacing boxes
 * Use of bilingual dictionaries
 * Support of first language – library, ethnic boxes
 * Establishing the right supporting environment, encouraging other children to reach out (the new child is not in a position to initiate friendships)

** English Language Assistant (ELA) / Teacher Aide Support **
 * Self pacing boxes – resource maintenance
 * PM computer withdrawal support
 * Language games
 * Checks Rainbow Readers weekly
 * Resource maintenance
 * Liaison with parents of ELLs, including Fee Paying students

** Maintenance of first language and culture ** There will be opportunities for students to maintain and share their first language and culture by …
 * School culture of valuing and promoting student’s first languages.
 * Involvement in the school biennial cultural festival.
 * Labels and greetings in a variety of languages around the school.
 * Variety of greetings used in class programmes.
 * School facilities made available for Mandarin and/or Korean classes.

** Professional Development ** Opportunities will be provided for teachers and ELAs to take part in Professional Learning and Development (PLD) that develops and extends their understanding of how to cater for ELLs in the regular class programme and in the ESOL support programme. The following PLD models will be used …
 * ESOL curriculum team will provide on-going support, ideas, strategies and resources to classroom teachers through staff and syndicate meetings.
 * Team Solutions staff will be utilised as needed.
 * Professional readings will be provided.
 * Attendance at appropriate courses will be encouraged.

** Reporting and Communicating with Parents ** In addition to regular procedures in place for all students the following opportunities will be provided:
 * Meet the ESOL teacher meetings will be held.
 * Time will be given for ELAs to provide support with translation at parent conferences to ensure that reporting is meaningful.
 * Time will be provided for ELAs to liaise with families ensuring that they understand school procedures and systems.
 * Some newsletters will be translated into Chinese and Korean.
 * The ESOL blog will provide a link for parents and students to share their learning and activities specific to English language learning.


 * == References and Resources: == ||
 * Funding will be provided through the school Learning Resources budget to ensure that current resource material is available.
 * ESOL online has additional information about supporting English Language Learners (ELLs) - [|ESOL Online]
 * The following //**Pasifika Education Plan**// is a Ministry tool to help schools focus on raising Pacific learner achievement. Resources to support the implementation of this plan are available from - [|Pasifika Online]
 * [[file:Pasifika Education Plan 2013-2017.pdf]] ||

__ In classroom resource boxes __ - Effective Provisions for … - ELLs Resource folder – updated regularly - Current MoE Assessment Guidelines - English Language Learning Progressions (ELLP) booklets - English Language Intensive Programme (ELIP) resource

__ In Central Resource Room/ESOL Room __ - Language of the classroom sentence strips (Chinese/Korean) - Bilingual dictionaries - Red boxes of activities suitable for buddy worker – the ESOL teacher will distribute these to class teachers who have ELLs. - Topic kits (colours, the classroom, food) - Self-pacing boxes - Work books in Korean, Chinese, Arabic, Thai - Rainbow reading books and tapes - Language games - Flags - Dictionaries

__ In Reading Resource Rooms: __ - Reading boxes are coded with orange label indicating scaffolded material is available (bagged and hanging on stands in teacher resource room) - Journal stories and activities for ELLs

In Library - Books available in variety of languages

A range of new [|Pasifika dual language books]

__ Online Programmes for Use in Classrooms or with teacher aide __ > > > > > > > > > >
 * Kid Pix Slide Show
 * Clicker 6 and Clicker Paint
 * Steps to Literacy
 * PM Gems Readers
 * Reading Eggs online programme
 * Studyladder
 * Starfall
 * Explain Everything
 * Book Creator
 * Alphabet Sounds & Stories