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Secondary Sector SIG
The Secondary Sector Special Interest Group [SIG] was formed to give secondary teachers a voice in TESOLANZ policy-making and lobbying.
What effect does NCEA have on ESOL?
Should there be an ESOL curriculum?
Should there be ESOL achievement standards?
Are unit standards enough for secondary assessment?
DO THESE ISSUES CONCERN YOU?
DO YOU WANT TO KNOW WHAT OTHER TEACHERS THINK?
DO YOU WANT THE OPPORTUNITY TO CONTRIBUTE YOUR OWN IDEAS?
If so, this is your opportunity to join the TESOLANZ Secondary Sector and encourage other teachers concerned with ESOL to do so. The sector welcomes all secondary teachers, whether your main focus is ESOL or another subject.
Current Topics:
- 2008 NOTICES
- English Language Learning Progressions
- NZQA National Certificates in ESOL
- TESOLANZ Secondary Sector Policies
- ESOL is being taught as a subject in most secondary schools but is not based on any national guidelines or curriculum.
- Concerns for ESOL in the curriculum review
- Review of the university entrance standard
- TESOLANZ survey of teacher opinions
2008 NOTICES
Review of ESOL Unit Standards
Proposed certificate - update: Because NZQA is about to begin a review of the ESOL Standards 1,2,3 it seems a good idea to suspend discussion on the idea of -a certificate to recognise ESOL achievement until this is completed. It is encouraging that a panel will be appointed to ensure "44 standards are current and fit for the purpose".
If you have any comments regarding either the certificate or the review please email me, Katherine Bennett. For information from NZQA contact Annie Chan.
ESOL Certificate
Last year David Wallace put time into outlining what a certificate in ESOL could look like. (They are included on this page - see below). Comments were invited from members. References have been made to the need for a certificate to recognise students learning English in New Zealand in the TESOLANZ magazine. too. Comments as to your interest in having certificates including any changes would be encouraging and provide affirmation for the idea. Please respond either to me directly or by using this interact site. I look forward to hearing from you
Katherine Bennett Email
2007 AGM Secondary Co-ordinator's Report
Minutes of Secondary Interest Group meeting held at 2007 AGM
The Secondary Sector Special Interest Group Co-ordinator is Katherine Bennett and the Committee consists of Juliet Fry, Kathy Parker, Chris McGuirk and David Wallace.
For information you can email Katherine or your local contact:
| BRANCH | NAME | TELEPHONE | |
|
AKTESOL |
Uma Sing |
(09) 828 9444 (home) | |
|
WAIKATO TESOL |
Pauline Steele |
. | 07 839 1304 fax 07 834 1394 |
|
BAYTESOL |
Robin Stewart |
. | |
|
WATESOL |
Julia Beresford |
04 385 8911 (work). | |
|
CANTESOL |
Jocelyn Howard |
03 343 7733 ext 82471 | |
|
OTAGO TESOL |
Pauline Douglas |
. | |
|
MANATESOL |
[TBA] |
|
. |
English Language Learning Progressions
Katherine Bennet has asked Gillian Barron (Senior Advisor ESOL International) when English Language Learning Progressions could be expected in schools. Her response was that it has been "rebranded" now and due in early Term 1 2008.
NZQA National Certificates in ESOL
TESOLANZ has prepared for comment draft proposals for national certificates in ESOL at levels 2, 3 & 4 on the NQF. The certificates would be awarded when a student achieves 40 credits at one level in ESOL unit standards – 40 credits being the minimum level for a national certificate. Unfortunately, it is impossible to add standards from other areas, as ESOL only correlates with other language learning standards. Comparable standards from such areas as Communication Studies or mainstream English would be at a lower level on the NQF as these standards are designed for native speakers. The certificate must have 40 credits at the required level, so if the certificate is no more than 40 credits they must all be at that level.
Your comments on these proposed certificates would be much appreciated. Please respond to David Wallace
EAL Certificate L2TESOLANZ Secondary Sector Policies
ESOL is being taught as a subject in most secondary schools but is not based on any national guidelines or curriculum.
ESOL should be recognised as a subject.
ESOL has evolved into a subject as numbers of NESB students have increased across a wider range of schools.
In a TESOLANZ national survey of ESOL teachers, all respondents, except one, said that ESOL was taught as an option subject. 72.1% of Foreign Fee Paying students in 2000 took ESOL as a subject. The rapid growth in Foreign Fee Paying student numbers has heightened the need for ESOL to be recognised as a subject. There is no doubt that ESOL is a significant subject in most schools in spite of the fact that it does not appear on the curriculum framework.
At present ESOL is viewed by the Ministry of Education as an intervention or strategy rather than as a subject. NESB students should be supported in subjects across the curriculum, but for many students, especially those arriving at senior secondary school, a well constructed ESOL programme is essential.
ESOL curriculum guidelines are necessary.
Secondary school ESOL is different from secondary school English although some of the outcomes are similar. Pathways towards these goals need to be more focussed on acquiring new language for students who arrive in an English speaking country at secondary school age. Secondary school ESOL is different from Foreign language learning. It is concerned with the development of literacy for secondary school learning in all subjects.
Because secondary ESOL teachers come from a variety of backgrounds - English teaching, foreign language teaching, other secondary subjects, English as a Foreign Language and primary teaching, they need a set of common guidelines for their teaching programmes.
The Curriculum Division of the Ministry of Education need to produce some national agreements of the learning outcomes for courses pitched at different levels. Then NCEA ESOL standards could be written appropriately and assessment procedures could be consistent throughout the country and be incorporated into the national qualifications structures. Countries like Australia and Canada have well developed curricula for ESOL. With the globalisation of English teaching, New Zealand needs to catch up.
Universities are finding that NESB students from schools have been able to slip in without adequate English. Until an appropriate set of guidelines for the teaching of ESOL is put in place, this is not surprising. Many ESOL students have not studied ESOL in Year 13 because it has not been a requirement with any tangible outcomes. NZQA is putting in a Level 2 literacy requirement for university entrance. It is time that ESOL became a recognised course toward these goals and that a curriculum and qualifications were developed accordingly.
Concerns for ESOL in the curriculum review
ESOL Advisors feel that ESOL students’ language and learning needs must be addressed more directly than appears to be the case in the current curriculum developments.
Curriculum project report, March 2006
Concerns for ESOL in the curriculum review
Review of the university entrance standard
The New Zealand Qualifications Authority is reviewing the common standard for university entrance and is seeking feedback from universities, schools and other interested parties.
The working group for the review prepared a consultation document. This backgrounds issues raised by some sector groups and seeks feedback on possible changes to the entrance standard. Any specific proposals subsequently developed for the standard will be informed by consultation feedback.
TESOLANZ consulted its members via secondary sector meetings in five branches, and the results have been sent to the working group.
TESOLANZ survey of teacher opinions
Secondary ESOL Issue Survey Responses
Curriculum Review and University Entrance Standards (7 August 2005)
Secondary Sector SIG Report 2005