Guidelines for English as a Second Language (ESL) learners
ESL learners are learners of English as a second (or additional) language. ESL learners speak languages other than Standard Australian English (SAE) as their first language(s), and bring rich and diverse linguistic and cultural knowledge from these to the classroom.
These guidelines support teachers and school leaders to implement the P-12 Curriculum Framework for ESL learners. The guidelines are valid and useful for all teachers of ESL learners, including ESL teachers, regardless of the educational setting.
These bandscales for ESL learners in the early and middle phases of schooling provide a map of ESL learner progress in English language development in the school context. They are descriptions of typical second language acquisition and development. They enable teachers to assess the language and learning support necessary to enable ESL learners to access the intended curriculum across all subjects.
Four different ESL Bandscales are currently being used in Queensland. They all relate to the original National Languages and Literacy Institute of Australia (NLLIA) Bandscales (McKay, Hudson, Sapuppo, 1994). This table shows how, although they vary according to purpose, they can all be aligned in terms of fundamental levels.
This table outlines requirements for ESL learners in relation to: the intended curriculum, use of standards for twice-yearly reporting, and QCATS.
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