ESOL funding is available to schools for the provision of English language support for migrant, New Zealand born students of migrant parent(s) and former refugee students with the highest English language learning needs.
The ESOL Resourcing Policy targets English language learners (ELLs) in order to equip schools and teachers to effectively meet their English language learning needs.
Schools apply on behalf of individual eligible students for ESOL funding to provide English language support programmes.
It is expected that they:
Effective ESOL provision builds confidence, celebrates cultural diversity, uses the student’s first language, and engages families as well as providing specific and well-targeted English language support.
On completing an assessment of the student’s English language skills the schools confirm their eligibility and make an application through the twice-yearly funding allocation process.
Funding eligibility:
Student details are entered into the Ministry’s ESOL database and student progress can be tracked through the funding programme.
Schools use the funding to implement English language support programmes (with additional staffing and resource material) that are designed to meet their particular student needs.
Effective language acquisition support includes:
Providing effective programmes and support involves schools and teachers identifying the specific needs of ELLs and adjusting the support to suit their learning trajectories.
This means that schools need to:
Teachers with expertise in ESOL and literacy leaders need to ensure that effective pedagogy for ELLs is incorporated in the school’s professional development programme for all teachers.
Teacher aides/language assistants and bilingual tutors who work with ELLs, under the guidance and supervision of co-ordinating teachers, should also have access to explicit language focused training.
Principals, senior leaders, and mainstream teachers are encouraged to apply for the TESSOL Tuition Fees Scholarship.
“Distinctive skills from the TESSOL programme have made significant impact on the scope and depth of the programmes these teachers design and the way in which language learning is personalised for ELLS.”
(Principal R. Limbrick, Arahoe School, 2012)
The settlement of the migrant and refugee English language learner communities and their successful inclusion in mainstream education depends on the development of effective links between the school and the ELLs’ communities.
The Ministry offers support that is focused on building successful links and home-school partnerships with migrant communities. This includes:
Schools determine the particular structure and frequency of support, based on ELLs’ specific learning needs.
Support can be provided in a number of ways:
Schools track and monitor ELLs’ progress using a variety of standardised and specialised assessment tools.
Twice yearly ESOL assessment scores are recorded on the ELLP Record of Progress forms. These forms then become a cumulative record of student progress.
The scores are sent to the Migrant, Refugee and International ESOL team for funding application purposes in March and August.
a) The scores are recorded on the ESOL database along with other information about the students (country of birth, first language etc).
b) The ESOL verification process:
ESOL verifiers from the Migrant, Refugee and International ESOL team contact individual schools approximately every three years through visits or telephone verifications to discuss:
c) Monitoring of related ESOL resource and professional development initiatives provides further information through:
The provision of support programmes and effective pedagogy for ELLs to ensure accelerated and sustained progress towards cohort achievement.
Migrant, Refugee and International ESOL Team
Effective provision for accelerating the language learning of ELLs in order to meet the demands of the NZC.
The ESOL verification process involves discussing policy/procedural documentation and ESOL programme provision, checking the ESOL Status List, and looking at ESOL assessment records along with support data and student work samples.
Verifiers also ensure that schools are aware of ESOL resources and professional development opportunities.
Immediate responses to schools’ questions around funding and support are part of the daily work of the MRIE team.
Updated on: 17 Dec 2020
