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These videos will support you to use the information from the English Language Learning Progressions matrices to inform your planning and teaching, and to effectively use the associated resources that are available to you.
Two groups of teachers, from a year 2/3 team and a year 8 team, use the information on the ELLP matrices to inform their planning. They consider the essential teaching they will have to provide to enable their English Language learners achieve the same learning outcomes - but with differentiated levels of support.
In this video you will see teachers in mainstream classrooms addressing the English language learning needs by:
Many of the learning tasks designed for English language learners will also be useful for all students in the class.
These classroom teachers use a range of tasks that are designed to scaffold language learning for both English language learners and their peers through scaffolded instruction. Many of the tasks they are using are described in the pedagogy section of ESOL Online: ESOL teaching strategies.
Some schools employ an ESOL teacher to deliver a targeted English language support programme, while others provide teacher aide support within the classroom. An ESOL support programme can provide additional support with the language demands of the classroom. It may be classroom based support, a withdrawal programme or a combination of both.
An ESOL support programme needs to support mainstream teaching and learning through:
In this clip, two ESOL teachers provide explicit teaching for a group of English language learners at Stage 1 of the English Language Learning Progressions. Their teaching is aligned to the classroom programme, and focuses on the language that students will need to have control of to fully achieve the same learning outcomes as the rest of the class. There is also strong alignment to the ESOL principles of teaching.
The English Language Learning Progressions (ELLP) are key documents for the assessment, planning and teaching of English language learners. They help teachers to choose content, vocabulary, and tasks that are appropriate to each learner's age, stage, and language-learning needs. This may include learners for whom English is a first language but who would benefit from additional language support.
Click on the diagram below to explore how to use the ELLP matrices with the English language learners in your classroom.
While the English Language Learning Progression matrices are used for funding purposes, they also play a vital role in planning for ELLs in a small group or classroom programme. Before you start any planning, look at the key messages slides below, to find out exactly what to look for.
The Google Slides below outline the key information you need before using the ELLP matrices for funding or planning. From here, you will be able to access more slides that unpack each individual matrix for primary and secondary teachers. The slides contain explanations, videos and examples, to help teachers and ESOL specialists in using the matrices, along with other key ESOL documents, when planning effective teaching and learning programmes for ESOL learners at any stage.
The material found in these slides are also available in Google Drive for teachers and students to download, copy and reuse for educational purposes.
Completing the ELLP matrices
If you are looking for support with completing the matrices or exemplification and/or clarification of the matrix descriptors, these Google slides cover each of the matrices for primary and secondary schools. The slides can be downloaded and personalised to your school context if required, or used as they are for professional development for syndicates, departments or whole staff.
Using the ELLP matrices information
If you are looking for support with using the ELLP matrices to inform planning and teaching, three annotated film clips show groups of primary and intermediate teachers as they plan classroom programmes with English language learners in mind:
ELLP professional support modules
This resource further clarifies the matrices, providing online professional support. Each module unpacks each matrix, as well as looking at funding, and reporting. At the end of each module you will find suggestions about leading professional development sessions with other teachers.
The ELLP resource is made up of four booklets – an introductory booklet and booklets for years 1–4, 5–8, and 9–13.
This resource was sent to all schools at the end of term 1, 2008. Each school received the booklet(s) for the year levels of their students. Order more copies from Down the Back of the Chair.
In 2006 the Ministry of Education produced the first of three DVDs for teacher professional development: Making Language and Learning Work 1: Integrating language and learning in secondary Maths and Science. The DVD and the accompanying facilitation notes were available for schools in the 2007 school year.
The series of DVDs provide annotated examples of effective teacher practice showing integrated language and curriculum content area teaching and learning for students from diverse language backgrounds. Such materials are available overseas but this is the first comprehensive series of New Zealand materials.
The materials support teachers to meet recommendations in a number of documents which provide guidelines for teaching students from diverse language backgrounds in mainstream classes:
The materials also exemplify the application of the English Language Intensive Programme Years 7 to 13 (Ministry of Education, 2003) and Effective Literacy Strategies In Years 9 to 13 (Ministry of Education, 2004) in relation to students who are learning English as an additional language.
The materials show examples of effective practice in planning and delivering models of curriculum area units of work that integrate English language learning with learning in content areas in mainstream subject classes. They enable teachers to understand how to integrate effective literacy strategies into their teaching and learning programmes, and to observe how a range of teachers in different subject areas scaffold language and content area learning. The materials model how to personalise learning by supporting students at different levels of English proficiency in a manageable way in mainstream classes.
Note:The DVDs feature teachers and students in mainstream secondary and primary classes of diverse learners. In some instances filming was done after school hours. In these instances, all students in all classes were invited to participate, but not every student in every class did so.
We suggest you initially approach the DVD by zooming in on the three small snapshots described here in a focussed faculty meeting. We are suggesting that you return at future meeting during the rest of the year to look at other aspects of the DVD using the next sets of facilitation notes which will be sent out once a term over the rest of the year. Each snapshot is linked to a principle of effective teaching for learners from diverse language and cultural backgrounds.
The snapshots focus on teachers integrating content and language and learning for students from diverse linguistic and cultural backgrounds. Note that this resource is composed of a number of these snapshots selected from a teaching sequence, but these are not shown in the order in which they were taught.
Each snapshot has the following foci: As you look at each one, think about the focus, and the analysis questions.
Each snapshot has:
Remember: whenever you choose an approach or select a teaching/learning strategy, you should:
Learning is much more likely to be retained and transferred to new situations when this happens.
Strands:
Questions to use when watching the sequence
Strand 1: Finding out the learner's prior knowledge
Teacher How does the teacher find out about the students' prior knowledge? What strategy does she use in this case and how does it work? Learning grid
StudentsWhat does the student say about the helpfulness of this strategy? Do the students work individually, in pairs or groups (level of interaction)
Language and content lesson focusWhat are the language and content points? How are these communicated to the students?
Strand 2: Using approaches that build on prior knowledge
TeacherWhat approach does the teacher use to build prior knowledge and why?
Student What does the students say about the use of this strategy? Anticipatory Guide
Reflections: What else?
What strategies do you use to find out about your learner's prior knowledge or to build on prior knowledge?
How would you provide extra support to new learners of English - in this case with using scientific language to write a paragraph about genes?Suggestions for What else?
Other Strategies Online to use when finding out about and building prior knowledge.
Strand: Making the lesson comprehensible to all learners ( Clip 3 – 0:32)
Teacher What strategy does the teacher use? Concept map
StudentsWhat does the student say about comprehensible teacher talk?
What is the level of interaction?
What do the students think of the strategy?
Language and content learning outcomesWhat are they?
What approaches and strategies do you use to make lessons comprehensible to students?
How do you provide materials at different levels of language and content?
Other Strategies Online that help make learning comprehensible:
Strategies to use prior to watching
Ask the teachers to sort these words into a concept map – and add words of their own:
Then use the questions above.
Strand: Linking learning to real life ( Clip 4 – 1:30)
TeacherHow does the teacher make links to the students' experiences and interests? Why does he think this is important?
StudentsWhat do the students think of the approach taken to link learning to the students' knowledge and experiences? Do the students work individually, in pairs or groups (what's the level of interaction)?
Language and content focusWhat are the language and content points? Are these communicated in this section? How engaged are the students?
How do or could you make the abstract concrete at the beginning of a new topic?
Use the experiential learning approach, use manipulative materials.
Other Strategies Online to use in designing units linking learning to real life:
Resources: The language of Science
Ask your ESOL teacher about the science texts at different levels in the English Language Intensive Programme (ELIP).
The Language of Science (Specialised language)Supplementary to the ARB resource:
Possible problem areas with language commonly used in Science:
Wellington, J., & Osborne, J. (2001). Language and literacy in science education. Philadelphia: Open University.
Search out your departmental copy of a useful longstanding Ministry of Education resource Language and Learning in Secondary Science (Fran Edwards and Sylvia Hill)
Ensure that you have read the Introduction to these notes before using this section.
Back to top
Strand: Using approaches that build on prior knowledge ( Clip 1 – 13:45)
Note: These are snapshots of class interactions.
TeacherFrom what context might he have drawn the data he asks the students to describe?
How does he prepare the students for language and content in this lesson?
What strategy does he use? Why?
What other information would he have given to the students in addition to the statement 'I've written some numbers'
StudentsDo the students work individually, in pairs or groups? What is the effect of the choice? (What is the level of interaction)?
Language and content focusWhat are the language and content points? How are these communicated to the students?
How does the teacher use context to build mathematics content and language learning for all students?
How does the teacher help students notice the word "median"?
What strategies do you use to build your learner's prior knowledge?
Strategies Online to use when finding out about and building prior knowledge:
Build on prior knowledge
Work by yourselves, writing what you do to build on prior knowledge for learners in your classes.
Share your ideas with a friend and then in the group.
Think, Pair, Share
Strand: Making the lesson comprehensible to learners through differentiation – using different levels of scaffolding ( Clip 3 – 8:01)
TeacherWhat strategy does the teacher use? Why?
StudentsWhat do the students say about the benefits of using the student's first language (L1)?
Language and content learning focus pointsWhat are they?
What ways have you been able or could you use to incorporate the use of L1 in the classroom?
Strand: Making the lesson comprehensible to learners – providing links to real life, experiential learning ( Clip 4 – 5:56)
TeacherHow does the teacher make the learning link to the students' experiences and interests? Why does he do this? How does the teacher encourage academic and content talk?
StudentsDo the students work individually, in pairs or groups (level of interaction)? What task do the students carry out? Do the activities integrate all the skills (listening, speaking, reading, writing)?
Language and content learning outcomeWhat are these? How are they conveyed?
Note the use of modals (for example, 'could') in the discussion. Modals are verbs that show degrees of certainty or probability
Resources: The language of Maths
Possible problem areas with language commonly used in Maths:
Mathematics sites
Check your department shelves for a longstanding useful Ministry of Education resource: Language and Learning in Secondary Maths (Fran Edwards and Sylvia Hill).
Apprenticing Adolescents to Reading in Subject-Area Classrooms: How to teach reading in content areas (Phi Delta Kappan Journal). Years 9-13.
Think Aloud Protocols: Teaching Reading Processes to Young Bilingual Students: Research suggests that students learning to read need to be taught how to use specific strategies for understanding a text.
Primary (print) | Primary (online) | Secondary (print)
These texts are suitable for English language learners in primary and secondary.
Primary (print)
Selections SeriesThis series of collected texts, audio, and teachers' notes has been developed for English language learners in years 7 to 13. They have been sent free to schools with students in years 7-13 who receive ESOL funding. All titles are accompanied by teachers' notes, and some have audio files too.
2009 - New Zealand at War:
Primary (online)
Secondary (print)
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