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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