1 introduction to the esl scope and scales decs language & multicultural education portfolio...
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Introduction to the ESL Scope and Scales
DECS Language & Multicultural Education Portfolio
Professional Development & Resource Materials for ESL
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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
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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:
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Who are ESL learners?
Defining ESL learners in relation to the SACSA Standards:
YesHas 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?
ESLlearner
Yes Yes
No
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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 hardto move between my
family life and school life.
I want my knowledge
valued.
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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
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Links between the SACSA Standards and the ESL Scales
1413121110987654321Senior Years
13121110987654321Middle Years
987654321Primary Years
654321Early Years
Scales 1413121110987654321
Year level 10987654321R
Standard 54321
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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
ARTSLANGUAGES
HEALTH & P.E.DESIGN AND
TECHNOLOGYSOCIETY & ENVIRONMENTMATHS
SCIENCE
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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
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Who uses the ESL Scope and Scales?
• ESL teachers
• Teachers who have identified that they have ESL learners in their classroom
ESL learning needs
ENGLISHARTS
LANGUAGESHEALTH & P.E.
DESIGN AND TECHNOLOGYSOCIETY &
ENVIRONMENTMATHSALL LEARNING
AREAS
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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.
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What are the language demands of SACSA?
Language of Description
Descriptionin the context of
Outcome 4.6
Language of Oral Debate
Oral Debatein the context of
Outcome 4.6
Language of Argument
Argument in the context of Outcome 4.6
Language of Written Discussion
Written Discussionin 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.
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What are the Strands of the ESL Scope and Scales?
LanguageText in Context
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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.
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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
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Field
The ‘what’ of a text is FIELD.
Field refers to the content.
Field continuum
everyday fields………..specialised fields………..highly technical fields
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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
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Mode
The ‘how’ of the text is MODE.
Mode refers to how the text is communicated.
Mode Continuum
most spoken…………………………………….most written
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Text in Context Language
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
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Structure of ESL Scope & Scales
• BANDS – Early Years, Primary Years, Middle Years, Senior Years
• INTRODUCTION
• SCOPE - KEY IDEAS
• SCALES - OUTCOMES
• GLOSSARY
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Links between the Strands, the Scope and the Scales
Scope Scales
Text in Context Language 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
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ESL Scope & Scales
Programming
ESL SCOPE
Reporting
ESL SCALES
Assessing
ESL SCALES