ESL Unit Workplace learning coordinator inductionESL and newly arrived refugee students

Presented by Anita Calore and Laurence Jordan

DEECD, ESL Unit and Nth Geelong SC

Thursday 26 August 2010

ESL Support in Victoria

Phase One Intensive English

Language tuition atEnglish Language

School/Centre/Program

Phase TwoTransition Program

in a mainstream school

Phase Three ESL support

on regular basis

ESL support

as necessary

New Arrivals in Victorian Government Schools

2004 2005 2006 2007 2008 2009

3 762 4 323 4 988 5 551 6 125 5 998

Main countries of origin and student numbers

2005 2009

Sudan

Afghanistan

Iraq

Kenya

Ethiopia

Cambodia

Liberia

Iran

Somalia

Burma

680

214

106

75

65

64

53

46

46

37

Afghanistan

Burma

Iraq

Thailand

Sudan

Ethiopia

Iran

Somalia

Cambodia

Kenya

246

213

172

155

104

83

72

65

59

53

Refugee “likely” Students in government secondary schools

Year

7

Year

8

Year

9

Year 10 Year 11 Year 12

600 530 595 717 550 341

Based on Aug 09 Census data

ESL Index funded students - statewideRegion Total

StudentsSecondary Pri/Sec

BSW 709 209 20

EMR 8 677 1 997 5

Gippsland 308 95 1

Grampians 232 41 18

Hume 822 257 3

LMR 565 148 35

NMR 9 066 1 001 254

SMR 12 601 2 262 584

WMR 10 524 1 528 1 215

Source: August Census, 2009 DEECD ESL Unit

Pathways • VCAL- foundation level, pre-VCAL, three year VCE, VET • TAFE • ACE programs

Features of the programs• Flexible learning programs• Learner centred programs• Authentic learning experiences • Supportive learning environments • Bilingual support • Pathway connections back to school or on to further education

and training • Skill and knowledge development in preparation for work

environment

Challenges for ESL students in secondary school

• Level of English when entering secondary school• Previous education experience• Age at entry to secondary school• Parent aspirations• Personal goals• Understanding a new education system

Challenges continued…..• Understanding the pathways to further

study• Seeking employment• Work readiness• Work experience• Networking and contacts• Learning to learn skills• Homework and study • Access to resources and computers• Being an adolescent • Settling into a new country

Implications for schools

• An increasing number of ESL learners require literacy, numeracy and content knowledge & skills as well as ESL support

• Settlement and well-being needs increase• Schools need to link to a range of support services outside the

school• Older ESL learners with disrupted schooling entering the school

system will need additional support and pathways advice• Parents of ESL students require support to understand our

education system and school expectations of them

Connecting with local agencies

• Local Learning and Employment Networks

• University and TAFE providers

• AMES and ACE providers

• Local Industry

• Local Government

Local resources • New arrivals programs (schools, centres, programs)

• Transition officers

• ESL Regional Program Officers (RPOs)

• Network provision of transition programs

• Secondary schools (facilities, coordinators, programs)

• Universities, TAFEs, AMES, ACE providers

• Local Learning and Employment Networks (LLENs)

• Other community based organisations:

Migrant Resource Centres

Community groups

Settlement services providers

Resources

LMERC – Statewide Resource Centrewww.education.vic.gov.au/studentlearning/programs/lmerc/150 Palmerston Street Carlton (Carlton PS- lower level) ESL Websitewww.education.vic.gov.au/studentlearning/programs/esl/default.htm

Local Learning and Employment Networkshttp://www.llen.vic.gov.au/

Families as Partners in Learning www.education.vic.gov.au/about/directions/familiesaspartners/default.htm

Community profile information http://www.immi.gov.au/living-in-australia/delivering-assistance/government-programs/settlement-

planning/community-profiles.htm

Refugee Council of Australia – new report http://www.refugeecouncil.org.au/docs/resources/reports/Finding_the_Right_Time_and_Place.pdf

Considerations• Cultural inclusiveness• Resettlement issue• A scaffolded approach to supporting ESL students• A range of experiential learning experiences• Work readiness- OH&S• Use of ipods and other technologies• Goal setting

Questions for schools About the ESL learners • How long has the student been in an Australian school?• What’s their level of English like?• Do they work well as part of a team?• How much do they know about pathways and options?• What are their interest areas for future study, work?• Have they had a part time job in Australia?About the school programs• Have the parents/family been included in any discussions about pathways,

subject selections etc? • OH&S: has this been covered? How did they cope with this? Did they complete

their test? • What types of tasks can the student do? Do they need supervision to complete

these? Do they need extra support to complete these?• What field experiences have the students had? Any speakers or visits?

Anita Calore Senior Project Officer

ESL Unit - DEECD

Phone 9637 2131

calore.anita.a@edumail.vic.gov.au

Lawrence Jordan VCAL for refugees program coordinator

Nth Geelong SC

Phone 5278 9399

jordan.lawrence.w@edumail.vic.gov.au