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Week 2 - Naming students and courses

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Last updated by Breda Matthews

Hi everyone,

 And welcome to Week 2!  


Applications for Terms 3 and 4 ESOL funding are due Wednesday 1 August. Please use the excel spreadsheets recently emailed to your school to apply for funding for new and existing students.


Students are eligible for funding if they are migrants, NZ born with at least one migrant parent, or former refugees, and they have limited proficiency in English as detailed in the English Language Learning Progressions matrices.


Guidelines for applying for funding are available on the Ministry website and in the latest Ministry of Education ESOL Update.


If your school has not previously applied for ESOL funding, please read the Guidelines for applying for funding or ring Luana Dow, ESOL Data Advisor on 09 632 9335.


The Ministry of Education’s ESOL Update is also now available. It has information on TESSOL scholarships and the Spotlight on Schools is in Epsom Normal school where in addition to specialist ESOL support, all classroom teachers are expected to provide significant support for English language acquisition, and to plan and deliver personalised support for ELLs.



Last week we continued to discuss when students should transition to mainstream classes. This is a complex issue and a number of factors have to be considered which makes it difficult to establish a hard and fast rule. More comments on the topic are most welcome.


We also discussed the range of acronyms that are used to describe our learners and courses. A wide range of factors determines what schools call courses - and some depend on the the student management systems only being able to cope with three letters!


In general the Ministry refers to our learners as English Language Learners or ELLs. Other terms such as NESB are now considered out-of-date or overtly negative.


Courses have a variety of names depending on the nature of the course. The most common include Foundation English and Intensive English for new learners, English as an Additional Language (EAL), English for speakers of other languages (ESOL or ESL is you school only allows three letter acronyms) and English for academic purposes (EAP). Read the posts here and add any further comments.


We also shared David Schaumann’s blog on his research into the use of key competencies as key motivators for changing the culture of students’ credit counting. He describes how approaching English in this way can open up new possibilities for more in-depth studies as students consider that learning is more than working towards credits. Read the full article here


Gayleen Price reminded us that earlybird registrations for CLESOL close on 3rd August. You can still register after this date but it will cost more. Find out more about CLESOL here.


Wearing my TESOLANZ hat I’d like to ask if your TESOLANZ branch has discussed the messages your community would like to communicate regarding the review of NCEA? What are priorities for your learners and you as teachers? What is the place of ELLs in NCEA? Are their learning needs adequately catered for with appropriate pathways? What are the implications for you as teachers. If you would like to start the discussion here, please start a new thread with the title ‘Key Messages regarding ELLs and the review of Level One NCEA’




On other communities

English Online discussed whether English should be compulsory for Year 12 has been raised. I'm interested in what other schools do and, if English is not compulsory, how is the issue of gaining UE Literacy addressed.’  See the discussion here.


This community also discussed how English teacher workload has increased over the last 5 years?  


A reminder that the links above will only work if you have logged in to the archive on ESOL Online - using the following:

Username: eesollonline

Password: mailinglist

You can use the same username and password for the English Online archive.

Breda Matthews

Facilitator: Secondary ESOL community 


To post to the list email: secondaryesol@lists.tki.org.nz


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