TESSOL scholarships#

The closing date for applications for scholarships to begin study in 2027 has been extended to Friday 30 October 2026.

Follow the link for more information and the online application form.

Teaching English in Schools to Speakers of Other Languages scholarships

Teachers, senior leaders, LSC, SENCO and RTLB are all welcome to apply.

ESOL funding#

Terms 3 and 4 ESOL funding payments for 92,748 students across 1,766 schools were made in mid-September.

Updated status lists are available for download via your school's Secure Data Portal.

Period 2 2026 statistics#

Discover the National Library’s books in world languages collection#

Did you know that schools can borrow books in a wide range of languages to support English language learners?

The National Library’s Schools Lending Collection is a great resource for schools wanting to ensure multilingual learners can see their languages, cultures and identities reflected in the books they read. The collection caters for students from Year 0 through to Year 13, with fiction and non-fiction for different ages, interests, home languages and reading levels. Alongside books in English and te reo Māori, schools can borrow picture books, fiction and selected high-interest non-fiction in many of the languages spoken by learners in Aotearoa.

Access to these books can be a valuable way for schools to recognise and value students' home languages alongside developing English. They can be used in classrooms, school libraries and reading programmes, as well as creating opportunities for students to share reading with peers and whānau.

Available languages#

The collection includes books in Pacific languages such as Cook Islands Māori, Fijian, Niuean, Samoan, Tokelauan, Tongan and Tuvaluan.

Books are also available in Afrikaans, Arabic, Chinese (simplified), Dari, Farsi, French, Gujarati, Hindi, Japanese, Korean, Malayalam, Portuguese, Punjabi, Russian, Sinhalese, Somali, Spanish, Tagalog, Ukrainian, Urdu, and Vietnamese.

The world language collection is continuing to grow, and more languages will continue to be added over time.

Accessible books#

The Schools Lending Collection also includes an accessible collection for students who may find regular print challenging. Schools can borrow books featuring larger print and audio-enabled formats. Large-print books are mainly fiction for ages 7 to 18, while the audio-enabled collection includes mainly picture books, along with some fiction and non-fiction for ages 7 to 12.

The audio-enabled VOX Books and Wonder books combine a printed book with an attached audio recording, enabling students to listen while following the text. This can support reading confidence and literacy, and books can be listened to individually with headphones or shared as a read-aloud. These formats can help support English language learners with vocabulary development, pronunciation, comprehension, and the connection between spoken and written English.

How to find and borrow the books#

Schools can browse the National Library Schools Lending Collection catalogue and search for a particular language, such as “Samoan language”, or accessible formats using terms such as, 'large print' or 'audio enabled'.

Follow the link to find out more.

Books in world languages – Services to Schools

Ormiston Primary's multilingual learner speech competition: Celebrating language diversity#

At Ormiston Primary School, around 8% of learners speak English only. The other 92% speak English alongside another language or another language only, reflecting a school community rich in diverse languages, cultures, experiences and perspectives from around the world.

Why we run it#

In the most recent multilingual learner (MLL) speech competition, learners presented speeches in 17 different languages. The competition gives learners a real reason to use their home languages and share their culture and identity with the school community.

It also strengthens relationships between learners, their whānau, learning coaches and friends. It shows learners that the languages they bring to school are valued. Home language matters – it gives MLLs a chance to share their knowledge and ideas and to succeed while they are still developing English.

Why language maintenance matters#

New Zealand research on migrant communities shows that home languages tend to erode gradually across generations as English comes to dominate children's schooling, friendships and social lives. Hulsen et al. (2002) studied 3 generations of Dutch migrants and found first-language skills declined with each generation, with opportunities for contact with the first language proving critical to maintenance. Yu (2005) found a similar pattern among Chinese immigrant families, where English increasingly replaced the heritage language for some everyday purposes.

Notably, this research indicates that maintaining a home language requires ongoing, deliberate effort. Positive beliefs about bilingualism are not enough on their own. Without regular opportunities to use the language, children may still understand it but lose confidence speaking it, especially for more complex communication.

The stakes are significant. Language connects children with their parents, grandparents and wider whānau. Schools therefore have a genuine role in creating spaces where home languages are used, heard and valued.

Putting the research into practice#

The MLL speech competition is one such space. Learners prepare, practise and deliver a speech in a language that matters to them, giving them an authentic reason to use it. The benefits reach well beyond public speaking:

• Identity and pride: Learners experience their languages and cultures as valued within the school.
• Confidence: Learners who are still developing English can show their knowledge and ideas without English proficiency being the only measure of their ability.
• Visibility: The wider school community hears and learns about languages that might otherwise go unseen.

The event's significance was further recognised through attendance from the Ministry of Education, Yolande Mathlay, Senior Advisor ESOL in the ESOL, Migrant and Refugee Education team.

The role of the MLL team#

The competition succeeds because of the MLL team, who work with learning coaches to guide learners through every stage: choosing a topic, connecting with whānau, developing the speech, refining pronunciation and presentation skills and building the confidence to speak before an audience. Learning coaches, judges and whānau then form an authentic, supportive audience.

Together, this makes the competition far more than a 2-day event. It is a meaningful, deliberate opportunity for learners to use their home languages and share their stories. It supports our goal of a school community where multilingualism is not left at the school gate but proudly brought in.

Reporting to parents and whānau#

As reporting time comes around again, we're sharing this information from earlier in the year as a reminder of the additional considerations for English language learners.

This information, along with guidance on what this looks like in practice and example report comments, can be found on pages 20-23 of the 'Reporting to parents and whānau'.

Reporting to parents and whānau – Tāhūrangi

Using English Language Learning Progressions (ELLP) in reporting#

Students learning English as an additional language may demonstrate curriculum proficiency while developing their English language competence. Using supports including first language to access or demonstrate their learning should not automatically place them at an ‘Emerging’ or ‘Developing’ stage.

English language learners (ELLs) may have well-developed cognitive abilities and prior educational experiences that are not immediately evident through their English proficiency. For example, a student entering Year 9 with limited English may have already studied the relevant Mathematics and Statistics curriculum content in their previous schooling but could struggle to express their knowledge due to language barriers.

The English language learning needs of ELLs should be met alongside curriculum learning needs as part of teachers’ regular teaching practice. Reference to the student’s progress in learning English should be reported alongside their curriculum progress. The ELLP provides a clear framework for understanding language development across listening, speaking, reading, and writing. The ELLP Stage for each corresponding language mode can be referenced in the narrative section of the report to parents and whānau.

Further commentary should include the English language progress that has been made, the relationship between the student’s ELLP stage and their ability to access the language of the curriculum, and language learning specific strategies the student uses to support their learning.

Resources of interest#

Recent Education Gazette articles#

As the population of English as an additional language learners across the motu grows, meet the Ministry of Education senior ESOL verifiers supporting schools to help linguistically diverse learners thrive.

Championing language, learning and opportunity – Education Gazette

19 years ago, St Francis Xavier Catholic School in Whangārei had just 3 English language learners. Today, 265 students are supported through a carefully developed ESOL programme that combines strong relationships, targeted support and a celebration of language, culture and identity.

How one Northland school built a blueprint for multilingual success – Education Gazette

Providing for gifted learners#

Cultural and identity needs of gifted learners is part of a new suite of resources on Tāhūrangi that provides for gifted learners. 

Cultural and identity needs of gifted learners – Tāhūrangi

This suite of resources supports educators, leaders, and whānau in understanding and responding to the needs of gifted learners in Aotearoa New Zealand. Each resource is self-contained and can be explored in any order – begin with what is most relevant to where you are right now, and return as your context changes.

If you’re unsure, read the practical guide to navigating the resource suite.

How to use the resources – Tāhūrangi

Professional learning and development for LSCs#

The core component of learning support coordinator (LSC) professional learning and development (PLD) pathway is now available.

'Role essentials' builds on the LSC Induction and is designed to support the essential knowledge, skills and capabilities LSCs need to perform effectively in the role and support nationally consistent practice. The PLD has been developed through a culturally responsive lens and includes content to support LSCs to recognise and respond to the strengths and needs of culturally and linguistically diverse learners.

Anyone with an Education Sector Logon (ESL) can access role essentials and the LSC induction through the Ministry’s Learning Management System (LMS).

Learning support coordinators in schools

Hablemos de educación en Aotearoa: A new Spanish-language podcast for families#

We are excited to launch 'Hablemos de Educación en Aotearoa', a 4-episode Spanish-language podcast created to support Spanish-speaking families and communities across New Zealand.

We encourage teachers and school staff to share this opportunity with Spanish-speaking families in your community. Whether families are new to Aotearoa New Zealand or have been here for many years, these podcasts offer valuable insights, encouragement, and practical information to help them support their children's learning journey.

Featuring conversations with professionals working in the education sector, the podcast shares practical information, education experiences, and helpful advice about navigating education in Aotearoa New Zealand. It aims to help parents, caregivers, and whānau better understand the education system, explore learning opportunities, and learn about the support available for children and young people.

This is the first Spanish-language podcast produced through the Learning Community Hub programme, providing a new and accessible way for Spanish-speaking families to connect with information and resources that support their children's education.

Listen every Friday from 6 to 27 November, from 8pm to 8:30pm.

• Wellington listeners can access the programme on Wellington Access Radio 106.1 FM.
• Families outside Wellington, or those who prefer to listen online, can access the live broadcast via Access Radio website.
• Episodes will also be available after broadcast and can be listened to or downloaded on the website

Access radio

Hablemos de educacion en Aotearoa podcast

Key dates: Building inclusive school communities#

These upcoming days of significance in October and November are shared to support awareness. We encourage schools to also consider other important dates that reflect their learners and local communities.

• 18 to 24 October: Faahi Tapu he Vagahau Niue – Niue Language Week.
• 25 to 31 October: Te Vaiaho o te Gagana Tokelau – Tokelau Language Week.
• 26 October: Labour Day.
• 3 November: Japanese Culture Day.
• 8 November: Diwali.
• 22 to 28 November: Solomon Aelan Pijin Langguis Wik – Solomon Islands Pidgin Language week.