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The Bottom Line

The Bottom Line. i n ESOL Literacy ________________________________. A specialised programme. Combines beginning literacy, beginning English language and beginning formal education Bilingual/bicultural assistants Refugees are a priority Full year but not full time.

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The Bottom Line

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  1. The Bottom Line in ESOL Literacy ________________________________

  2. A specialised programme • Combines beginning literacy, beginning English language and beginning formal education • Bilingual/bicultural assistants • Refugees are a priority • Full year but not full time

  3. The global education environment • MORE compliance • LESS flexibility

  4. Something old, something new… • All Profile 1 and 2 classes will have bilingual support for learners • All updated teacher CVs are forwarded to national office • All staff undertake annual PD and a Performance Appraisal • Learners can only re-enrol in a programme funded through ILN ESOL Targeted for up to 3 years from the first enrolment • The centre moderates learner progress in all programmes at least once per year….and participates fully in moderation activities • Learner portfolios must be kept for 2 years after the learner has left the programme

  5. The basis for the rules • Centre contract with ELPNZ • ELPNZ contracts with TEC • Quality assurance function of NZQA

  6. The basis for knowing the rules • The tutor handbook • The curriculum document • The moderation handbook • The centre programme coordinator • The literacy staff email update • Centre newsletters • The ELP website resources

  7. Assessment and moderationIt’s (still) all about the evidence L participated in a class role play replying to a neighbour’s invitation to dinner. He was hesitant but managed to convey answers with accurate language. He used the following phrases confidently: Please say that again Sorry, I don’t understand Speak slowly, please L has taken a roleplayed phone message from the teacher and relayed this to another classmate. The message text included reported speech: T :”When X comes home, tell her I called”.

  8. Tutor resources • The class register template • Tutor Handbook (for the programme) • Curriculum document • Information on moderation (e.g. relevant extracts from the Moderation Handbook for ELGs) • Website resources (www.englishlanguage.org.nz) •   Centre newsletters – go to the website and click on ‘Our Centres/News and Events’ •    Email group for literacy staff and coordinators (NB can also talk to each other) • Online workshops/webinars • Research (books and papers online and in hard copy; NZ and international) • Other ESOL-Literacy centres

  9. What’s the most exciting thing that’s happened in your literacy teaching this year?

  10. Share a strategy for team teaching (tutor and BLA)

  11. Share a strategy for working with volunteers in your class

  12. Share a strategy for working with a mixed level group

  13. Share a teaching activity that worked well in your class

  14. Share a strategy for completing the mid year assessments with your class

  15. What recent PD opportunity did you find most valuable (workshop, online workshop, video, book, conference in California....)?

  16. Lesson planning: What LOs (learning outcomes) can be expected from each lesson at this low level

  17. Working with adult refugee learners with limited literacy – do you use the brochure? Is it useful? How?

  18. How can your programme coordinator best support you in your teaching?

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