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Providing for English language learners - findings from the NZCER 2019 National survey of English-medium primary schools (2020)Findings from the NZCER 2019 National survey of English-medium primary schools.
PISA 2018: Reading in New Zealand – Reading achievement and experiences of 15-year-olds (December 2019)This report summarises the PISA 2018 reading achievement story in NZ and explores major contributors to student success in reading literacy, such as students’ reading habits and reading strategies, instructional methods and opportunities students are given to develop as readers, as well as digital reading practices.
He Whakaaro: How can teachers and whānau effectively teach and support reading? (December 2019)This report is mainly based on major meta-analyses that have been conducted on how to teach reading, as well as some literature reviews and individual studies.
Curriculum integration: What is happening in New Zealand schools? (2019)This report presents the findings from a research project on curriculum integration in NZ schools, carried out by NZCER in 2018–19. The purpose of the research was to explore teachers’ rationales for curriculum integration, the approaches and practices used to integrate curriculum, and the learning opportunities such approaches provide for students.
How does New Zealand's education system compare? OECD's Education at a Glance 2019 (published September 2019)This summary report is an annual Ministry of Education publication designed to complement the release of the 2019 EAG. It contextualises and examines how New Zealand’s education system compares, noting areas where it performed above or below OECD averages.
Current Provision of Pacific Bilingual Education (published August 2019)The New Zealand school roll is more ethnically diverse than the population as a whole. International research on bilingualism notes that high quality bilingual education provision is effective in supporting students’ learning outcomes. A renewed focus on Māori and Pacific bilingual education at both local and national levels is much needed.
Reading literacy instruction in English-language countries: similarities and differences (published August 2019)Using data from PIRLS 2016, this paper presents a comparison of the instructional practices used by teachers in English-language countries and jurisdictions when teaching reading comprehension, drawing attention to the similarities and differences across them.
Keeping children engaged and achieving in writing (published June 2019)This report shares some of the strategies and approaches used by schools who had focused on improving achievement in writing. It also shares some simple strategies used in classrooms where achievement in writing had been accelerated.
PIRLS 2016: Schools and School Climate for Learning (published May 2019)PIRLS is an international research study designed to measure trends in the reading literacy achievement of middle primary school students every five years. PIRLS 2016 was the fourth cycle and was implemented in late 2015 and early 2016.
Exploring literacy: How six schools lifted achievement (published 2019)How can schools support students to make progress in reading and writing? The project identified schools that have sustained positive achievement in literacy over five years, and asked what they did to achieve this.
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Massey University Early Literacy Research Project (published February 2018)The purpose of this longitudinal research project was to improve the literacy outcomes of new entrant children during, and beyond, their first year of school.
Keeping children engaged and achieving through rich curriculum inquiries (published 2018)This Education Review Office (ERO) report is one of a series of reports on teaching strategies that work. We asked leaders in each school what they saw as the reasons for their school's positive achievement trajectory and then investigated the teaching strategies that had been implemented, and the outcomes. This report shares some of the strategies and approaches used by schools that had focused on improving achievement through rich curriculum inquiries. It also shares some of the simple strategies used in classrooms where the inquiries had positively contributed to raising achievement in literacy and/or mathematics.
What drives learning in the senior secondary school? (published 2018)This evaluation studies effective practice in schools’ senior curriculum. It contributes to the review being undertaken by the Ministry of Education (the Ministry) of the National Certificate of Educational Achievement (NCEA). The Ministry-led review focuses on the implementation of NCEA as the national assessment system for the senior years of secondary schooling.
Teaching strategies that work – Reading (published 2018)This resource is the third in a series of reports derived from a national study of teaching approaches and strategies used in schools where there has been a significant increase in the number of students at or above the expected level in the upper primary school years (Years 5 to 8).
The importance of parents and caregivers (published 2018)TIMSS assesses Year 5 maths and science skills and knowledge, and brings together background information from students, parents/caregivers, teachers and school leaders.
Understanding student attainment and progress (published 2018)This paper describes why it is important for educators to understand and respond to both progress and achievement to enable children to maximise their potential. It summarises results from a new research dataset compiled by the Ministry of Education to illustrate the different insights that can be gained when looking at achievement relative to progress.
Achievement and progress in mathematics, reading and writing in primary schooling (published 2018)Analysis of e-asTTle assessment data, 2011 to 2016. In order to support student learning it is important to continually improve our understanding of student achievement and progress. This project makes use of existing data to contribute to our current knowledge of student achievement and progress.
Evaluation of the Teacher-Led Innovation Fund: Final Report (published 2018)The purpose of this evaluation was to provide timely and relevant information to: Inform continuous improvement of TLIF’s design, implementation and monitoring; Complement monitoring and review information sources to provide information about how the fund is operating; Expand the knowledge base about the nature of innovative teaching practice, collaborative inquiry, and mobilisation of new knowledge.
Responding to Language Diversity in Auckland (published 2018)Auckland is New Zealand’s most culturally diverse city, with over 100 ethnicities and more than 150 languages spoken on a daily basis. This publication is based on the question, How are schools and early learning services in Auckland responding to this increasing cultural and language diversity?
Pasifika students, Pasifika cultural activities, and engagement with Pasifika families (published 2017)This evaluation examines findings from the NZCER national survey of primary and intermediate schools 2016, which included a number of questions that asked specifically about matters related to Pasifika students, Pasifika families, or Pasifika cultural activities at school.
Teaching approaches and strategies that work (published 2017)This evaluation looks at teaching approaches and strategies used in schools where there has been a significant increase in the number of students at or above National Standards in the upper primary school years (Years 5 to 8).
Digital Technologies for learning: Findings from the NZCER national survey of primary and intermediate schools (published 2016)This report looks at the role of digital technologies for learning in primary and intermediate schools. It draws on data from the NZCER National Survey of Primary and Intermediate Schools, which was conducted in late August and early September 2016. The survey asked how digital technology is being used, how it could be used, and what it means for teaching and learning.
Schools’ provisions for international students (published 2013)This national report is ERO’s seventh report about international students. This evaluation included 95 schools (both primary and secondary) and focused on five aspects in relation to international students – integration, progress and achievement, education programme, pastoral care, overall approach and self review.
Paraprofessional Practice in ESOL Programmes: Part 1: Description and evaluation of paraprofessional practices in supporting initial reading programmes (published 2009)This document reports on the first part of a two year study on the practices of ESOL (English for Speakers of Other Languages) paraprofessionals working with ELL (English Language Learner) migrant students in initial reading programmes.
Paraprofessional practice in ESOL programmes: Part 2: Evaluation of paraprofessional English Language Assistants’ professional development programme (published 2009)This report forms the second part of a two year study on the practices of ESOL paraprofessionals working with ELL migrant students.
Instructed second language learning: A literature review (published 2005)The purpose of this literature review is to examine theory and research that has addressed what constitutes effective pedagogy for the acquisition of a second language (L2) in a classroom context. In other words, the review seeks to answer the question: How can instruction best ensure successful language learning?
Language acquisition research (published 2004)This research report is a compilation of papers presented at the Language Acquisition Forum held in 2003. The papers were written and presented by educationalists who have had wide experience in both research and teaching in the field of language acquisition and bilingual development. The report will provide the Ministry of Education with possible strategies to support schools and teachers who offer bilingual and immersion education, and the children and whanau who participate in these programmes.
Improving English Language Outcomes for Students Receiving ESOL Services in New Zealand Schools, with a Particular Focus on New Immigrants (published 2003)This research was commissioned to inform the review of the current ESOL (English Speakers of Other Languages) strategy. The report details the outcome of a review of the literature identifying good practice for teaching and learning in the compulsory school sector for Non-English Speaking Background Students (NESB) and describes the results from an investigation of the ways in which schools provide for and meet the language needs of their NESB students.
A census of providers of ESOL Programmes for international students (published 2002)In order to provide a better information base of the industry, the Ministry of Education commissioned BRC Marketing & Social Research to conduct a census of providers of ESOL programmes for international students. These providers included primary and secondary schools, community education facilities, universities, polytechnics, English language schools, (other) private training establishments (PTEs), colleges of education, and wananga.
Writer: Rosemary Allison
Unit standard being assessed
US 12420 Version 3
Performance criteria
Students will complete ONE of the two required assessment activities for US12420. Students will develop close readings of provided texts on the topic of overseas drivers on New Zealand roads. Other texts with a similar focus could also be included as material for further close reading activities.
Teachers may wish to combine this unit with the level 2 research unit, New People, New Place, New Start. The texts used for close reading in Getting Around are also incorporated into formative research work for New People, New Place, New Start.
For summative assessment, teachers must be satisfied that the close reading work is the student's. Students should complete close reading activities in class. If the close reading activity is to be used for summative assessment, teachers should ensure that the extent of teacher input does not compromise assessment validity; in other words, the work is the student's, not the teacher's.
Teachers may guide students actively through the initial tasks. When completing close reading activities for summative assessment, students can compare their answers to those in the initial tasks to ensure that their close reading answers are at an appropriate level.
Students should have several opportunities during the year to develop their close reading skills.
NB: Teachers using this unit will need to check that it accords with their school assessment policy.
Where local adaptations are made, teachers and schools should ensure that they have:
Learning task 1
Learning task 2
Conditions: This assessment is to be completed individually, in class and under exam conditions. It cannot be taken out of class.
Summative assessment activity:See the Getting Around Assessment schedule (Word 18KB) which is linked to the Getting Around Driving while Asian (Word 806KB) text indicating the level of answers required.
Successful completion of this task will fulfil part of the range statement [one of two close readings] for the level 2 Unit standard 12420: Read transactional text closely.
Mastery of literacy in a second language is supported by literacy in the student's first language. Language and literacy knowledge in one language can serve as the foundation for a new language. Dual language books, high interest readers, and in class or withdrawal remediation, can all add to success for literacy learning for ESOL students. Also important is the contribution of whānau and the wider school community, who in many cases are the primary knowledge holders of literacy in a students first language. Social literacies may develop before academic, where language is more formal, restrained, and requires strong subject-specific and technical knowledge.
The following features of effective early literacy programs are recommended:
1. Oral language and literacy development is supported by the student's first language.
2. Literacy learning in English is an on-going process that requires time and appropriate support.
3. Instruction and materials are culturally and developmentally appropriate.
4. Literacy programs are meaning-based and balanced.
5. Assessment is reliable, valid, and ongoing.
6. Professional preparation and development is continually provided for educators regarding linguistic and cultural diversity.
from Position Paper on Language and Literacy Development for Young English Language Learners (ages 3-8), Teachers of English to Speakers of Other Languages, 2010
ESOL learners with basic literacy needs – where do I start? In this UK produced seminar, Judy Kirsh explores some of the different approaches involved in teaching basic literacy to ESOL learners who have no, or very little, literacy in English or any other language. She begins with a brief overview of possible approaches and theories of literacy learning, followed by a closer examination of the "language experience" approach.
Making Language and Learning Work DVD 3 – Visual Arts, Year 5/6.Using differentiated texts is when a teacher uses different texts with different groups of students rather than the same text with the whole class, while still maintaining the same curriculum learning outcomes. The text choice is based upon the student’s level of English or their first language. Effective differentiation is only possible with good assessment knowledge. Some of the texts used may be bilingual texts in order to support the student’s first language. The use of bilingual texts helps students to make connections to their own prior learning and experience, as well as supporting their first language.
Bilingual digital storiesPrimary school teacher Bridget Harrison talks about using digital stories to support students with English as a second language.
Resources
English Language Learning ProgressionsThe English Language Learning Progressions (ELLP) explain what ESOL specialists and mainstream teachers need to know about English language learners. They will help teachers to choose content, vocabulary, and tasks that are appropriate to each learner's age, stage, and language-learning needs. This may include learners for whom English is a first language but who would benefit from additional language support.
Working with ESOL learners with basic literacy needsAn article that examines who ESOL literacy learners are, what skills they may have, and practical ways to help them learn in the classroom.
Bilingual assessment serviceThis service enables state and state-integrated schools to access a targeted group of trained Resource Teachers (Learning and Behaviour, RTLBs) to administer bilingual assessments of the learning needs of students from language backgrounds other than English. A bilingual assessment can distinguish between language learning needs, additional special learning needs, and social/emotional needs, through dual assessment in their first language and English.
Migrant and refugee background students with special education needs, including those who receive ESOL funding, are entitled to learning support services available in New Zealand schools. They would need to meet the eligibility criteria for that particular service (for example, RTLB and RT Lit support, speech language therapy, ORS funding, Supplementary Learning Support). International fee-paying students are not eligible for these services.
The same applies for ESOL funding. A student who has any kind of special education funding is still eligible for ESOL funding as well, provided they meet the ESOL funding criteria.
This topic is broken into 5 subtopics – click on a link to see the activities in each subtopic:
In each subtopic, students:
Topic objective
What you need
Monitoring and recording student progress
You can monitor and record student progress using the examples of good assessment practice in ESOL Funding - English Language Learning Progressions (ELLP) record of progress or ELLP Pathway record and the English language learning progressions.
(See also the 12905 (RTF 48KB) on English Online.)
Year: 12-13
NCEA Level: 2
English Unit Standard Level 2: 12905 (Version 2)
Language learning outcomes
(includes templates for use with summative activities)
Learning tasks
Note: The theme for this unit comes form the title of Adrienne Jansen's stories " I Have in My Arms Both Ways."
Over the year you will read nine texts and complete lreading log entries for each text. These could be books that you read for your own enjoyment and interest, or texts that you read as part of the class programme. You will read all of the texts yourself. Texts which the teacher reads aloud to the class cannot be included. You could include a novel and a short story collection studied by the class if you read them yourself.
Template for Summative Assessment- Oral Response (Word 23KB)
Student Instruction Sheet (Word 27KB)
Assessment Activity- Student Sheet (Word 39KB)
Assessment Activity- Teacher Sheet (Word 27KB)
Sample Assessment Schedule (Word 40KB)
SampleReadingLog (Word 38KB)
I Have in My Arms Both Ways Log entry exemplars (Word 12KB)
Responses to texts read should be convincing, exploring an aspect of the candidate's engagement with the text. Each response should be supported by at least two relevant specific details from the text. It is acceptable for candidates to give more than two responses focusing on different aspects of one text, then support each response with one relevant specific detail. Responses should be recorded in written form.
Texts selected should reflect up to Level 7 curriculum personal reading objectives. However, this selection might include one or two 'easier reads' over the nine texts. Reference should also be made to the 12905 assessment activity available from NCEA Level 2 for assessment of all criteria. This activity offers examples of:
Building confident, motivated learners and an inclusive school environment is achieved through acknowledging and celebrating the cultures, languages and life stories learners bring with them. Palmerston North Intermediate Normal School (PNINS) is an inclusive multicultural school. In 2020, 44 languages are spoken with families at home, by around 170 students.
For 21 years, the annual Multicultural Assembly at PNINS has been a highlight of the school's calendar. It coincides with the publication of the First Voice magazine - a collaboration between the school, the Palmerston North City Library and the Manawatu Multicultural Centre.
PNINS ESOL teacher, Barb Drake has been the driving force behind these initiatives. Barb really knows her learners, recognises who they are and what they bring, and works hard to grow their confidence. "That's my role. If they are confident in themselves and in the New Zealand school system, they will learn."
Part of the 'proof of the pudding' are the ex-students (usually in Year 13 at local high schools) who return as guest speakers at the First Voice workshops and digital launches.
First Voice started in 2000. In the magazine each student introduces themselves in English and then completes a page of writing in their first language. Each year the students' writing is based on a different theme, including food, famous people and places, special events, and hobbies and sports. This year the theme was school.
Key to the whole process are the language mentors, recruited by the Manawatu Multicultural Centre, who assist students to produce their writing. While the students may be fluent in their heritage language, their writing skills are at different stages. The aim is to maintain the written language that they have and encourage the use of it. The variety of scripts used makes for a fascinating end product.
Barb says:
"The mentors feel extremely valued being able to use their first language in New Zealand to support the students with their writing." A mentor once said, "Every parent's and grandparent's dream is for their child to be able to speak and write in their language."
Over the last 21 years, Barb has built a great relationship with the Palmerston North City Library. The library has always supported First Voice, hosting the workshops where the mentors and students work together, publishing the magazine, and presenting each student with a copy of the finished publication.
Barb is passionate about the benefits she sees from involvement in First Voice for students, mentors, and in connecting the school with the wider community, and the speakers at First Voice launches echo her sentiments about bilingualism each year. Salma Abdalla, the guest speaker at the 20th anniversary launch said:
"Your mother tongue language is critical to maintaining your identity, especially in a place like New Zealand where it isn't the main language. Being able to speak your first language helps to value your culture and heritage. It connects us to a part of our identity that can never be replaced."
Even a pandemic could not keep Barb down.
"This year the launch was delayed. We moved from the PN Library to the Convention Centre. The Multicultural Assembly was also delayed, and rather than have an audience of 750, we presented it five times to groups of 100. The kids love it, and I wasn't going to let them down."
In 2009, First Voice won a Human Rights Commission award. It has gained recognition as a wonderful initiative over many years.
Last year, Barb was surprised by the presentation of a First Voice 20th edition celebration cake by the Palmerston North Mayor and the President of the Manawatu Multicultural Centre.
PNINS Principal, Hamish Ruawai says:
"First Voice has been an amazing community-building event that embraces cultural responsiveness, by involving families and community groups, to nurture the native languages of so many of our students. It connects people, and values their identity so they can truly belong in our diverse community."
First Voice 2020 and for the last 20 years
Each year, a video is made of some of the students presenting their work. The 2020 video of a selection of presentations is available on YouTube and Vimeo.
Support for migrant students at PNINS doesn't begin and end with First Voice
When a new student starts, they can look at the language board close to reception which has large photos of bilingual and multilingual speakers and think, "Oh look! There is someone who speaks the same language as me in Room 3."
Every week, 'Country of the Week' is presented by students. Maps, photos and flags are displayed. Specific information (languages spoken, capital, largest city etc.) is given out at the end of the previous week and Monday morning's assembly includes a hotly contested quiz.
For the last ten years, Term 4 has ended with a 'My Journey' discussion. Why did we come to New Zealand? Who made that decision? What are the differences? What was hard? Some of the stories are extraordinary, and they are now made into booklets kept in the library which other students love to read. Says Barb:
"This has become even deeper and more effective than First Voice. It is a revelation for our students to read about a former refugee whose family struggled to find clean water to drink."
Funding provision for English for Speakers of Other Languages (ESOL) support is provided by the Ministry of Education in addition to the school operations grant. Students will need to meet eligibility criteria – refer to MOE ESOL Funding. These students may still need academic English language support when they have exceeded the funding period or criteria.
Further information can be found at:
English Language Learning Progressions Record of Progress (Google Docs)
English Language Learning Progressions Pathway Record of Progress (Google Docs)
Decisions about the type of language support you are able to provide, and the way you group your English language learners for support, will depend on variables in the students, your school context, and the availability of suitable staff. School leaders and the agencies that support schools are invited to use the system of support tools to ensure the timely and efficient response to identified need (student or teacher).
The following Ministry of Education material can help you make decisions on supporting students:
Registered teachers with ESOL training can provide effective ESOL support. Schools may also consider extra personnel resources such as bilingual support staff and English language assistants (teacher aides).
The Learning Village NZ
An online ESOL programme available to intermediate and secondary schools that helps students who are new learners of the English language.
The Learning Village New Zealand aims to support students develop the English language skills necessary to participate effectively in their mainstream classes. It may be particularly useful for schools who have limited experience in catering for new learners of English or don’t have an established ESOL department or ESOL teachers.
The programme is provided by Across Cultures using the Learning Village, an online programme which has been operating successfully internationally and in New Zealand for a number of years. Schools enrolled in the programme through the Ministry of Education will receive comprehensive training and ongoing support from a team of New Zealand staff. This training and support includes upskilling teachers and teacher aides in ways in which the Learning Village lessons can be integrated with students’ curriculum subjects.
Access to the Learning Village NZ is intended to be one part of an appropriate programme of support for emergent bilingual learners.
Students and schools will be identified from the Ministry ESOL funding database, and the Learning Village NZ team will invite them to join the programme. Schools that think they might be eligible for the programme are also welcome to contact the providers directly.
Email: [email protected]
Tel: 09 889 8153
Visit the Learning Village website for more information about the programme and how it works.
There are variety of resources that can help you teach an additional language effectively. Quality learning for English language learners is enhanced by connecting with the ESOL Principles. Self-access modules like Using The English Language Learning Progressions matrices information have material for both teachers and school leaders which support understanding, assessment, and teaching decisions.
The following key resources provide guidance on welcoming English language learners into your classroom and ensuring appropriate teaching:
On enrolment
Providing appropriate teaching
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