Webinar series: reminder#

There are still 2 sessions to go in our webinar series. Register via the links provided.

Wednesday 18 March, 3:45pm – New to teaching Primary ESOL:

Register here

For primary and intermediate school SLT, ELL Coordinators, teachers, SENCo and LSCs new to providing ESOL support. It will cover who our bilingual and multilingual learners are and how to effectively meet their English language learning needs.

Thursday 26 March, 3:45pm - New to teaching Secondary ESOL:

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For secondary teachers, HOD and TIC new to teaching ESOL. It will cover the ESOL learning journey, how to accurately identify ELLs, why it is important to understand the different types of language proficiency and how to use tools such as ENROL and ELLP to track learners’ progress toward the literacy corequisites.

Innovative models for supporting foundational English language learners#

Meeting the diverse needs of English language learners (ELLs) requires flexibility, responsiveness, and a willingness to adapt to the changing needs of the community. There is no single approach which fits every learner or school context. Campbells Bay School and Browns Bay School describe their journey to an approach that is proving effective.

Chris Mashlan, from Campbells Bay, and Karen Cebalo, from Browns Bay, wanted to strengthen the response to the rapidly increasing number of foundational ELLs at the upper end of the primary schools in their local network. They observed neighbouring Oteha Valley School’s programme, engaged with colleagues and experts, and researched the concept of withdrawing students, considering the implications of inclusion through exclusion and exclusion through inclusion. From here, they developed some key elements they would explore as part of an English Language Intensive Programme (ELIP) trial in their respective schools. (This is distinct from the Ministry of Education resource with the same acronym.)

The English Language Intensive Programme (ELIP) at Campbells Bay School, on Auckland’s North Shore, runs 4 days a week, with up to 30 Year 3 to 6 students coming from their mainstream classes for between 2 and 4 hours each day. At Browns Bay there are 2 ELIP classes, 1 for Year 1 to 4 and 1 for Year 5 to 6. They both operate 3 days a week from 9.00am to 12.30pm.

Students always begin the day connecting with their mainstream classroom teacher and peers until 9.00am, at which time they make their way to the ELIP classroom. Run by 1 teacher and 1 bilingual teacher-aide, ELIP is run like a mainstream classroom. Students have a full timetable and spend time each day on calendar, weather, maths language and concepts, survival language (for example asking for help), aspects of structured literacy, reading, writing and oral language (with language experience where possible). All these components are interwoven across the curriculum, where possible, with important student-centred themes such as sports, animals, home life and food being covered.

Initial data is encouraging, and the feedback from teachers and students has been very positive. The Campbells Bay and Browns Bay School leadership teams have been very supportive of this initiative and are keen to see it continue. Other Principals in the local region have been following the initiative closely and have begun implementing adaptations of ELIP in their own schools.

Speaking from the heart: How a school celebrates linguistic diversity#

International Languages Week is an annual event held in week 7 of Term 2 in New Zealand to promote languages and cultures from around the world. It’s an opportunity to showcase, learn, and promote the diverse languages and cultures in our schools, communities, and nation.

Moniqa Beatty, TIC English Language and Teacher of English at Hastings Girls’ High School – Ngā Rau Huia o Ākina, describes how her school celebrates the event:

“Hastings Girls’ High School – Ngā Rau Huia o Ākina has held a speech showcase during International Languages Week for the past three years. This celebration started as part of my professional growth cycle. I knew that many bilingual and multilingual students were fluent and confident in their heritage languages but not always in English. I wanted to give them a space to shine and show their strengths. This was an acknowledgement of students’ prior knowledge that students, whānau, and community members found moving and impactful. One of the speeches that stands out the most was given by an indigenous Fijian student born in Aotearoa New Zealand. Her parents had never heard her speak i-Taukei in public before which deeply moved them.

Since starting the showcase in 2023, participation has skyrocketed at the school. In 2023, 14 students participated, and in 2025, 36 students participated. Over the years, students have given speeches in te reo Māori, i-Taukei, Rarotongan, Tuvaluan, Punjabi, Hindi, Samoan, Afrikaans, Tongan, Malayalam, Telugu, Bisaya, Tagalog, Sinhala, Khmer, Portuguese, Thai, Tamil, and Hiligaynon. Each year, students are given a theme which they then use to write their speech. Some past themes have been “Beginnings” and “My Language”. Students give speeches in the school hall, and local members of the community come to judge the speeches and give students written feedback. The emphasis is on participation, so there are no awards or prizes, but all students receive certificates, and their recorded speeches are shared with their whānau.

This is one of the many ways to give mana to the cultures and languages in your school who may not yet have language weeks in Aotearoa New Zealand or at your kura.”

This celebration reminds us that when we elevate students’ languages, we elevate their identity, confidence, and sense of belonging. A simple idea with transformative impact.

Acknowledgement#

We warmly acknowledge Aafia Yasin, Senior Advisor, Refugee and Migrant Support, who finished her role with us at the end of December last year.

Aafia joined the Ministry on a 3-year fixed-term contract to support the refugee and migrant mahi in Tāmaki Makaurau, working alongside her colleagues Saniya Surani and Mahsheed Mahjor. She brought dedication, commitment and professionalism to the role as well as her warm personality and collegial approach to teamwork.

Aafia made many valuable contributions. Highlights include leading the organisation of a highly successful Pathway and Careers event in 2024 for schools with former refugee students in Auckland, and facilitating valuable information webinars for schools, including sessions on 'Understanding Hijab and Ramadan'.

During her time with us, Aafia worked with schools in Tāmaki Herenga Waka (South and Southwest), one of Auckland's 3 regions. These areas are now being supported by Mahsheed Mahjor.

We extend our heartfelt thanks to Aafia for her significant contributions and wish her all the very best in her future endeavours.

Useful links#

ELLP and ELLP Pathway – Tāhūrangi

Learning community hubs

Bilingual education builds belonging for ākonga at Sutton Park School – Education Gazette

A mother’s story: Education expert brings refugees’ stories of resilience and hope to the world – Education Gazette

Guidance on social cohesion for schools - Te Kāhui Tika Tangata Human Rights Commission