Physical facilities Staffing Orientation Program provision and school level reporting Assessment Liaison with the host school and mainstream program Student care and welfare arrangements Record keeping Outcome statements and performance indicators have been developed for each guideline along with suggested resources and notes. Purpose of the IELP Guide The main purpose of the IELP (the Guide) is to: assist schools to establish and deliver high quality Intensive English Language Programs for international students expand on and support the IELP Guidelines which sit beside, and are consistent with, the International Student Program Quality Standards for Schools assist schools in providing on-going ESL support for international students provide practical advice to specialist ESL and mainstream teachers on program planning and implementation provide resource documents that can be used or adapted by schools at a whole school or IELP level to enhance provision for international students. Using the Guide The Guide has five main parts: Part 1: Introduction Part 2: Establishing an IELP Part 3: Meeting the IELP Guidelines Part 4: Beyond the IELP: ESL support for international students Part 5: Support materials Schools can use all or parts of the Guide depending upon their level of experience and expertise with international students and whether they are in the establishment or maintenance phase of program planning and delivery. For example, schools considering establishing a program will find that Part 2 contains useful advice on checking the readiness of their schools for an IELP.
Program Core (all students) ESL 12 Australian culture and citizenship 3 ESL maths 4 (mainstream teacher with MEA support & ESL planning support) ESL science 3 (mainstream teacher with MEA support & ESL planning support) PE 2 (with mainstream Food technology 2 (mainstream class with MEA support) Supplementary Year 10 ESL 4 (All students except students with additional literacy needs join mainstream parallel English/ESL class) Literacy extension 4 (students requiring additional literacy support join mainstream literacy support class) Recommended IELP programming features 1. Be responsive to changing needs. Program structures and groupings need to be flexible to allow for changes in tuition arrangements and/or student movement if it becomes apparent student needs are not being met. The movement could be: between groups in the IELP between programs in different schools or between IELP classes and mainstream classes. If a student’s English language skills are adequate, they may benefit from some participation in a mainstream class. Alternatively if students need more intensive teaching it may be necessary to arrange for additional tutorial time either in or out of school time. If it becomes apparent that the prescribed number of weeks is not adequate to prepare students for the senior years of schooling then the school needs to take appropriate and timely action with the IED and with parents (see Extension of IELP) It is preferable to extend time spent in an IELP than to place undue pressure on students.
Further information: See the VELS website for the Domain of Thinking: Research and study skills Those international students used to more traditional teacher centred methods of teaching and learning may not be used to the emphasis placed on investigative research in Australian schools. A component of the curriculum can be used to familiarise students with research methodology and tools. In some countries the same rules and attitudes do not apply to plagiarism therefore international students need to be taught correct procedures for referencing. For some international students the issue of when and how to acknowledge sources can be an intercultural issue. In writing in some cultures it is quite acceptable to repeat the words of others. It is seen as drawing on collective wisdom and there is no expectation that you would need to acknowledge sources. Content related to research and study skills could include: conducting a survey, analysing and reporting on the results using the library using the internet to research a project familarising students with rules of copyright, plagiarism and need to acknowledge sources how to note take for example, using a data chart how to reference work. Presentation skills Students may be unfamiliar with the variety of ways students present work such as Powerpoint presentations, and will need explicit teaching. It is useful to provide learners with models, perhaps examples of past students’ work. Questions to guide selection of program content In selecting content for pre senior secondary IELP curriculum teachers will be guided by considerations such as: What mainstream content offers the best opportunities for introducing and developing the language and skills students will need for further study in the senior secondary curriculum? Does the content build on the skills and knowledge that learners have already acquired? If not how can the gaps in learning be accommodated?
Guideline 5: Assessment Introduction This section provides guidance to schools on assessment practices in the IELP. It expands on outcomes and performance indicators for Guideline 5. It includes advice on the following: Assessment in Victorian schools Sharing assessment information Assessment for learning Assessment as learning Assessment of learning Resources
Discussion and consultation others), using bilingual assistance if necessary to gain an understanding of the students’ work that is difficult to obtain through other methods interviews conferences. Self and peer assessment The teacher analyses or reflects on students’ self and peer assessments to gain an understanding of the students’ preferred learning styles, areas of confusion, perceptions of their peers, etc. Reflect on: questionnaires interviews self-assessment proformas student comments. Adapted from Using the English Profile (McLean & Wildash, 1994) Assessment tasks For middle secondary level students it is important to include work requirements or similar VCE tasks in the assessment. Basing assessment tasks on VCE tasks helps ESL learners become familiar with the VCE forms of assessment in different domains, which will often be very different from the assessment practices they are familiar with. Links There are a number of documents and formats that support assessment in Part 5 including: ESL Learner Profile Understanding IELTS and the English language requirements Monitoring ESL learners learning skills and effective states International student interim progress report Student assessment profile Developing a student pronunciation profile ESL learners and mainstream assessment Resources For a more detailed description of types and methods of assessment refer to: Assessment for learning
This section provides guidance to schools on care and welfare arrangements for international students while they are in an IELP and expands on outcomes and performance indicators for Guideline 7. There should be strong links with the care and welfare structures put in place to support international students, and the whole school welfare program. It should be read in conjunction with Standard 9: Care and Welfare Arrangements of the Quality Standards for Schools and complements advice for schools in the School Resource Kit, Chapter 8 Program Administration, Learning Support section. The importance of having sound structures in place to support the particular care and welfare needs of international students cannot be underestimated. The pressures associated with the international student experience combined with the normal pressures of adolescence, can have a significant impact on international students’ health and well being. Schools are able to positively impact upon the settlement of international students into their new country and culture by putting in place programs and structures based on a clear understanding of the particular needs of international students. This section includes advice on the following Responsibility of host school and IELP Developing a better understanding of the care and welfare needs of international students The relationship between communicative competence in English and well being Links to the orientation program for international students Suggestions for integrating care and wellbeing issues into the IELP curriculum. Guideline Outcomes The IELP supports host school in their role of having adequate care and welfare arrangements for international students that will ensure their physical safety and emotional wellbeing IELPs have systems and procedures in place to ensure day to day pastoral care of students. Performance Indicators The IELP school nominates a Coordinator (eg IELP Coordinator, school SWC) with responsibility for managing day to day pastoral care and welfare related issues, as well as critical incidents and student emergencies and provides relevant details to: the host school Principal Class Officer who has primary responsibility for welfare issues and care arrangements the International Education Division, and the IELP school community.
The Languages and Multicultural Education Resource Centre provides resources on global education and elated topics. Visit the website for more information at: The Victorian Foundation for Survivors of Torture is also a good website to for related material 1.9 Advice for schools when teaching about cultural diversity Cultural difference is an extremely complex and sometimes highly personal and emotive subject. Thinking differences is not just about ‘them’. It is also about ‘us’. It touches the very essence of who ‘we’ are, the core of our own identity. When educators bring this issue into their classrooms, they can easily create as many problems as they solve. If the teaching and learning objective is to encourage a positive, constructive and optimistic approach to differences, here are some general dos and don’ts: DO DON’T Do start with positives, such as the benefits of cultural difference. Don’t with negatives, such as racism or prejudice. These imply a kind of accusation – an approach unlikely to change attitudes. Do by discussing the range of possible attitudes to cultural difference, without allowing students to align themselves personally. Then, in a somewhat more detached way, they can then work through the consequences of different attitudes. Don’t by having students voice their attitudes to cultural differences. This might be the first time they have been asked to voice their feelings on this subject in a formal or public way, and once they have voiced them they may feel that they have to remain committed to them. This may fix in place and simplify views that are probably more complex and fluid. Do emphasise social cohesion: the way differences can complement and benefit each other. Focus on shared and core values, such Don’t overemphasise ‘ethnic colour’. The ‘spaghetti and polka’ approach often creates more stereotypes than it debunks.
as respect, acceptance, generosity and freedom. Do talk about everybody’s differences. Teaching about cultural difference must be inclusive of all students, at all times. Don’t single out particular groups, such as ‘ethnic groups’. Do link the question of cultural difference to the main themes across VELS domains including Interpersonal Development and Thinking Process and Communication. Don’t let it seem that talking about difference is an afterthought, an add-on to the curriculum. Do talk in such a way that difference all of us: who we are compared to others, and how we relate to others in our local and global environments. When we look very closely at all the of our identities, we are all minorities, and we all deserve to be part of the mainstream. Teachers need to build on every student’s self-interest and the benefits to all Australians of making the most of our differences. Don’t give the impression that the reason you are discussing differences is so that the ‘mainstream’ or the ‘majority’ will feel better about ‘minorities’. Do deal with the facts and the practical skills and attitudes we need to succeed in a future of local and global cultural diversity. Don’t be moralistic. There is no point in accusing people of having bad attitudes, or even implying that they do. Do start with words that students relate to, such as ‘differences’, ‘acceptance’, ‘respect’, ‘justice’ and ‘freedom’. Use these to begin the discussion about why schools and governments gave policies on diversity and multiculturalism. Don’t be heavy handed with difficult ‘authority’ words, such as, multiculturalism, tolerance and diversity. Source: Department of Education and Early Childhood Education
Processes Purpose Connection Cause and effect sequence markers; First, after, then next etc. passive voice, by + gerund used + infinitive of purpose (used) for + gerund attached to, joined, fixed, linked connected to, leads from, to because, because of, due to, as a result, therefore, so when ... , caused, led to, created, make + adjective, make + infinitive, resulting in (Recount of a science practical experiment) First we, then we etc. Iron is made by smelting ore. We used a catalyst to speed up the reaction. Gas is used mainly for heating. The AC adaptor was connected to the power supply. Research has shown a link between smoking and cancer. The change in colour was due to the increased temperature. The erosion was largely caused by water run-off. The soldiers’ actions made the diggers angry. When interest rates go up home buyers are more cautious. Comparing is as, as, is the same as, just as in the same way, similar to, like, alike Some of the government’s policies were similar to their opponents. The clouds looked like mountains in the sky.
Grammar Examples Conjunctions using: and, but, or He closed the doors and went outside. She ate the meat but left the vegetables. linking a main clause with a dependent clause I’ll tell him when he arrives. Even though it was raining she still went jogging. time and sequence when, now, first, then, next, soon, while, finally, meanwhile, previously, since, lastly When I lived in the country I played a lot of sport. contrast although, while, even though, however, in spite of, despite, instead of, alternatively He studied hard but still failed. cause/relationship Conjunctions become important features when modeling the ways to improve organisation and cohesion in a text, for example the time and sequence conjunctions help define a structure for a recount and a procedure. It is useful to analyse a well-organised piece of writing to examine the use of cohesive features such as conjunctions. For example, hand out photocopies of a section from a text and ask students to highlight where conjunctions are used and the role they play.
Exposition (argument) Purpose: to present or justify a point of view Focus: argument for one position/persuasion English: a letter to the editor arguing for improved public transport Explanation Purpose: to explain phenomena Focus: general things, explains how or why events happen Science: Explanation of the water cycle Arts: Explaining/interpreting a painting Description Purpose: to describe the appearance or the constituents of something English: Description of a scene geography Description of the earth’s crust Multiple texts combining mixtures of the above texttypes Purpose: these texts will have two or more purposes. At secondary level most factual texts involve mixtures of text-types All domains: For example an informative report on the earth’s crust may move from a description of the composition of the earth’s crust to an explanation of how tectonic plates move Summary and/or note-form Purpose: to reflect the main points of an article in a quickly accessible form All domains: Notes taken on a topic under investigation, summary of a newspaper article Diary and or journal Purpose: to record experiences, impressions, ideas, or to inform. May be for self or for future wider audience English, History Diary of a key historical figure, diary of a fictitious character, personal diary Poem Purpose: to entertain, to share experiences, reflections, and emotions English: Haiku poems, poems using the letters of a student’s name Letter Purpose (for expository letters see exposition above): Personal: to share experiences and information, to maintain relationships Arts: Letter from Van Gogh to his brother Theo History: Letter from a convict to his sister in
2.12 structure and language features Text type Typical text structure Typical language items Examples from subject areas narrative Purpose: to entertain Focus: sequential specific events orientation initiating events complications resolution defined characters descriptive language dialogue usually past English: stories, plays History: a biography recount Purpose: to retell events Focus: sequential specific events orientation events in time order re-orientation (optional) evaluation(optional time markers (later, after, before etc.) action verbs simple past tense specific participants Mathematics: recount the steps in a problem-solving activity Science: the method (what we did) section of a science prac.report Geography: diary of Mawson English: journal writing recount Purpose: to retell events Focus: sequential specific events orientation events in time order re-orientation (optional) evaluation (optional) time markers (later, after, before etc.) action verbs simple past tense specific participants Mathematics: recount steps in a maths problem-solving activity Science: the method (what we did) section of a science prac.report Geography: diary of Mawson English: a journal of the events in a past holiday or excursion informative report Purpose: to classify and describe a class of things general things generalisation or classification description summary (optional) generalised participants impersonal objective language timeless present subject-specific vocabulary Science/geography: an informative essay on volcanoes Health and PE: an informative on common allergies procedure Purpose: to describe how to do things goal materials method evaluation detailed factual description imperatives (draw a line, heat the water) time markers (after, until, as soon as) timeless present Health and PE: a recipe for healthy cookies
Focus: sequential general events Technology: instructions on how to operate a computer or other device discussion Purpose: to explore an issue in depth Focus: arguments for and against statement of the issue arguments for and against recommendations generally uses present tense to express opinions language of cause and effect modality (may, might, conditional sentences etc.) conjunctions linking (however, while, nevertheless) English: response to issue All domains: writing on issues (The advantages and disadvantages of solar power) exposition (one side of an argument) Purpose: to present and justify a particular point of view/persuade Focus: argument for one position point of view (thesis) arguments reiteration language of cause and effect modality (may, might, conditional sentences conjunctions linking ideas (however, while, nevertheless) English: a letter to the editor arguing for improved public transport. Political speech Debate Opinion article explanation Purpose: to explain phenomena Focus: general things, explains how or why events happen define phenomenon explanation sequence generalised, participants cause and effect relationships passive voice (is caused by) timeless present (soil is deposited) Science: an explanation of the water cycle Health: an explanation of how digestion operates structure and language features cont Text type Typical text structure Typical language Examples from subject areas description Purpose: to describe a place, person, thing, event, situation Focus: describe the context or backdrop for an event, provide a to describe a particular thing or person precise language similes/metaphors use of is, has, with relative clauses English: description of a scene Geography: description of the earth’s crust
types visual More complex texts Multiple texts combining mixtures of the above eg case study Purpose: These texts will have two or more purposes. At secondary level most factual texts involve mixtures of text types will be an amalgam of text types but likely to follow one predominantly features change to reflect the text-type operating All domains: an informative report on the earth’s crust may move from a description of the composition of the earth’s crust to an explanation of how tectonic plates move Summaries/notes Purpose: to reflect the main points of an article in a quickly accessible form Varies depending on the purpose of the summary and the text structure Includes data charts, graphic organisers dot points or note form subheadings with notes clustered underneath usually short or incomplete sentences. focus on key vocabulary All subjects: taken on a topic under investigation summary of a newspaper article data chart summary Diary/Journal/Log Purpose: to record experiences, impressions or ideas, or to inform, may be for self or for future wider audience paragraphs organised under dates or days of the week entries not necessarily linked personal participants often informal, interpersonal, free flowing, close to spoken English may contain features of a of basic text types English/History: of a key historical figure diary of a fictitious character personal diary Economics/politics – Media log All subjects learning journal Poem Purpose: to entertain, to share experiences, reflections and emotions structure varies often incomplete , sentences very precise, economical choice of words use of descriptive imagery and metaphoric language with an identifiable rhythm English: poems, poems using the letters of a student’s name
2.21 ESL student assessment profile Name:___________________________Semester: _____Year: ________ of education in first or other country: _________ Date of arrival in : ___________ Languages spoken:_____________________________________________ Languages written: _____________________________________________ Planned course of Other relevant information:_______________________________________ Teaching Taken from ESL progression points On-going observations from range of assessment methods (date each entry) Implications for teaching Listening Term/Semester rating
Pronunciation profile Name: ___________________________________ Class______ Feature Comments, including students own observations. Date each comment A confident and positive approach Is the student taking and speaking out or holding back for fear of making a mistake? Non-verbal language in class talks Does the student use appropriate body language, including eye contact, stance, gesture? Linking Does the student link words appropriately or break words by taking a short breath between each word. Does the student speak too quickly or too slowly? Stress Does the student differentiate appropriately between stressed/unstressed syllables? Does the student use the neutral schwa form appropriately? Intonation Does the student use intonation appropriately? Eg Does the voice fall at the end of sentences? Articulation Does the student articulate clearly? Does the student omit final consonants? Consonants What consonants or consonant blends need attention? If necessary note whether the difficulty is in initial, middle or end position (eg father, bathe) Vowels What vowels and diphthongs need attention?