+ All Categories
Home > Documents > Using The ESL/ESD Progress Map to monitor and assess EAL/D Students.

Using The ESL/ESD Progress Map to monitor and assess EAL/D Students.

Date post: 19-Dec-2015
Category:
Upload: lambert-dorsey
View: 217 times
Download: 1 times
Share this document with a friend
Popular Tags:
18
Using The ESL/ESD Progress Map to monitor and assess EAL/D Students
Transcript
Page 1: Using The ESL/ESD Progress Map to monitor and assess EAL/D Students.

Using The ESL/ESD Progress Mapto monitor and assess EAL/D

Students

Page 2: Using The ESL/ESD Progress Map to monitor and assess EAL/D Students.

EAL/D learnersEAL/D Aboriginal and Torres Strait Islander students

Cocos Island and Christmas Island students

Students born outside Australia in countries where languages other than SAE are spoken

Students born in Australia to parents of migrant and refugee backgrounds

ESL/ESD students with learning difficulties and/or disabilities

Page 3: Using The ESL/ESD Progress Map to monitor and assess EAL/D Students.

Surface Features of LanguageSurface Features of Language

Stress and IntonationStress and IntonationSounds and WordsSounds and WordsSentences and TextSentences and Text

Deeper Features of LanguageDeeper Features of Language

MeaningsMeaningsThe Way Language is UsedThe Way Language is Used

Socio-Cultural UnderstandingsSocio-Cultural Understandings

The World ViewThe World View

ValuesValuesBeliefsBeliefs

AttitudesAttitudes© Department of Education WA 2014

Page 4: Using The ESL/ESD Progress Map to monitor and assess EAL/D Students.

Second language/Dialect Acquisition

Basic InterpersonalCommunication Skills

(BICS)

•Oral proficiency

•Language used in everyday contexts

•Usually takes 2 years to develop

Cognitive AcademicLanguage Proficiency

(CALP)

Reading and Writing proficiency

Language used in de-contextualised academic situations

Takes between 5 – 7 years to develop (or longer)

Page 5: Using The ESL/ESD Progress Map to monitor and assess EAL/D Students.

Second Language Acquisition

SAE Speakers

BICS

CALP

Years0 1 2 3 4 5 6 7

Page 6: Using The ESL/ESD Progress Map to monitor and assess EAL/D Students.

EAL/D BOOKLETSEarly Childhood (PP-Y3) – (4 Modes)

Listening, Speaking, Reading & Viewing, Writing

Middle Childhood (Y4-7) – (4 Modes)Listening, Speaking, Reading & Viewing, Writing

Early Adolescence (Y8-10)– (4 Modes)Listening, Speaking, Reading & Viewing, Writing

Page 7: Using The ESL/ESD Progress Map to monitor and assess EAL/D Students.

English as an Additional Language/Dialect (EAL/D)

© Department of Education WA 2013

Phases of development

1b

1b

Professional Guidelines p15

Page 8: Using The ESL/ESD Progress Map to monitor and assess EAL/D Students.
Page 9: Using The ESL/ESD Progress Map to monitor and assess EAL/D Students.

The Language ModesListening Reading &

ViewingSpeaking Writing

Receptive Language Productive Language

English as an Additional Language/Dialect (EAL/D)

© Department of Education WA 2013

Phase of Development booklet p 5

Page 10: Using The ESL/ESD Progress Map to monitor and assess EAL/D Students.
Page 11: Using The ESL/ESD Progress Map to monitor and assess EAL/D Students.

The structure of the Progress Maps

Progress Maps Overview•EAL/D overarching statement, which draws on cultural understanding and literacy knowledge of both home language and Standard Australian English (SAE).•ACARA Outcome- Showing the link between Progress Maps and ACARA.•ASPECTS- (sub strands):- The aspects capture the unique knowledge, skills and understanding EAL/D students require in order to successfully acquire SAE. Aspects are interrelated and in varying degrees interdependent. Thus they incorporate L2 theory and students need to achieve across the 4 aspects.•Aspects Descriptions: Descriptions of achievement for each of the aspects at the level are provided.•Outcome Level Descriptions:- These level descriptions provide a general overview of what the student can do at that level.

Page 12: Using The ESL/ESD Progress Map to monitor and assess EAL/D Students.

The structure of the Maps

• EAL/D Level Elaborations:- Each description of student achievement is further elaborated and exemplified. Before concluding which level your student is on, it is important to check the elaborations for more information.

• Teaching Considerations:- These pages provide support for teachers working with students at each level- whether in an IEC or mainstream. This section is not designed to prescribe essential content to be taught. It provides ideas for your teaching and learning.

• Indicators and examples:- Provide more detail about the aspect descriptions. This section is not a checklist as not all students will demonstrate the achievement of outcomes in the same way.

Page 13: Using The ESL/ESD Progress Map to monitor and assess EAL/D Students.

Meaning of the ASPECTS• Communication and use of texts- How students communicate – e.g whether they

can participate in short exchanges -What students do with texts at each level - Covers the structural complexity of texts at particular levels• Sociocultural and contextual understanding - How to use and interpret language in different contexts -How to use language in different situations e.g formal/ informal• English Language structures, features and conventions. - The features of language and organisation of texts -It describes students’ phonological, lexical and grammatical competence in SAE. This includes sounds, letters, words, sentences, text organisation and

punctuation.• Language learning processes strategies - Includes repertoire of processes and strategies to comprehend in SAE. -Examples include asking for clarification, using non verbal language to sustain

interaction, pronunciation, following teacher modelling.

Page 14: Using The ESL/ESD Progress Map to monitor and assess EAL/D Students.

A Closer look at Work SamplesLook at what the student can do:Look at what the student can do: Identify features the student has achieved. Focus on specific English

language structures, features and conventions (eg: simple/compound simple/compound

sentences, use of tense, vocabulary choices, grammatical choices, text sentences, use of tense, vocabulary choices, grammatical choices, text

organisationorganisation).

Select an ESL/ESD Broad Level: beginning, developing or functional

Choose a level within the Broad Level: Levels 1 – 6.

Use the Indicators and examples pages to refine or confirm the level you

have identified.

Page 15: Using The ESL/ESD Progress Map to monitor and assess EAL/D Students.

Teaching Considerations• What do I need to consider at this level of progression? Refer to Teaching

Considerations in ESL/ESD Progress Map booklet e.g. Writing pgs 151-

197.

• Teaching Considerations at each level- open up to the Teaching

Considerations page for that level and identify how the teaching

considerations for that level could inform your current classroom program.

Page 16: Using The ESL/ESD Progress Map to monitor and assess EAL/D Students.

Key Messages•It is essential to understand, acknowledge and respect the different cultural and linguistic backgrounds of all of your students.•Culture and world view underpin language use.•EAL/D learners can progress at varying rates. They may move from a higher level when they move phases due to the change in academic and cognitive demands.•Learners should be assessed on a range of tasks over time. Moderation is essential.•Students can have different levels across the language modes and this informs the teacher where the student needs support.E.G. Listening-5, Speaking- 5, Reading- 3 Writing- 2In this case the student needs more support in reading and writing although Listening and Speaking will be incorporated.

Page 17: Using The ESL/ESD Progress Map to monitor and assess EAL/D Students.

Key Factors affecting Progress

• Age and previous schooling• Length of time learning SAE• Access to appropriate EAL/D

support• Home Language literacy of both the

student and their parents/caregivers

• Socio-economic situation, status and home situation

• Mobility and absenteeism • General development and health• Mismatch between home and

school values and practices

Page 18: Using The ESL/ESD Progress Map to monitor and assess EAL/D Students.

EAL/D Support

Statewide Services EAL/D Support

Tessa Burrows Principal Consultant K-12 Support (08) 9402 6292Nathalie Dommange Senior Consultant EAL/D (08) 9402 6289Penelope James Senior Consultant EAL/D (08) 9402 6273Movy Naidoo Senior Consultant EAL/D (08) 9402 6293

Statewide Services Resource and Information Centre33 Giles St, Padbury

Coral Jenkins EAL/D Curriculum Officer (08) 9402 6154

Contact for resources: [email protected]


Recommended