Education providers can access useful information and resources that will help them to deliver a successful ESOL programme.
|Level of compliance||Main audience||Other|
Many of these resources are available via ESOL Online or you may be able to order them from the Down the Back of the Chair website(external link) using their item number. The resources are first listed alphabetically by topic, with their numbers located at the bottom of of the page.
- ESOL funding and programme development
- Professional development
- Programme provision and monitoring
- Reading resources
- Supporting diversity and community links
- Down the Back of the Chair item numbers
- Further information
These resources are no longer in print, however have PDF versions available for download here and some may be available from Back of the Chair.
- Discusses ways to develop effective business plans and processes for receiving international fee paying students.
- Suggests how to provide quality ESOL support for international students.
- Emphasises the importance of pastoral care.
ESOL Progress Assessment Guidelines (No longer available)
- Provides information and suggestions for boards, principals and staff on appropriate and effective support for English language learners from Years 1-13.
- Discusses the factors that affect the learning of English language learners, and steps for developing effective ESOL and mainstream classroom programmes.
- Suggestions for the development of school-wide policies and procedures.
- Supports schools in meeting the particular needs of students from refugee backgrounds, especially at key transition points.
- Focuses on developing programmes that support students with a range of social and academic needs.
- Emphasises the importance of providing family support and developing wider community networks.
If you have difficulty accessing this document email: email@example.com
Effective literacy practice
- 3 texts that focus on the dimensions of effective practice: knowledge of the learner, knowledge of literacy learning, expectations, instructional strategies, engaging learners with texts and partnerships.
- Specific literacy pathways for English language learners are discussed.
The modules for leaders and teachers allow staff to work through the content independently or in groups at their own pace.
- Introduction: An overview of the resource
- Module 1: Oral language
- Module 2: Writing
- Module 3: Reading
- Module 4: Reporting progress in primary schools
- Module 5: Reporting progress in secondary schools
- Module 6: Using ELLP to support funding applications.
Using the ELLP Matrices: A practical guide to tracking the progress of ELLs
This DVD is a practical guide to making an overall teacher judgement on an English language learner’s ability and stage in the areas of speaking, listening, reading and writing as described in the ELLP (English Language Learning Progressions) matrices.
- It is designed to be used for individual, small group or whole staff professional development. Each section is up to 6 minutes in length and shows 2 teaching colleagues discussing a student’s work and language ability in relation to the ELLP stages.
- You can view the DVD content when working through the ELLP professional support modules.
An online resource for all mainstream and specialist ESOL teachers of students in Years 1-13 which includes:
- a range of strategies and approaches for teaching English language learners
- units of work for primary and secondary
- NCEA teaching and learning sequences
- a resource exchange facility
- professional readings
- an e-forum that teachers can subscribe to
- links to relevant websites.
Learning through talk
- Emphasises the key role of oral language in supporting student learning.
- Provides extensive information and relevant resources for supporting English language learners in developing oral language skills.
- Topics include knowledge of the learner, instructional strategies, engaging learners with talk, expectations and partnerships.
- The materials model how to personalise learning by supporting students at different levels of English proficiency in a manageable way in mainstream classes.
- DVD 1 (secondary maths and science), DVD 2 (secondary English and social science) and DVD 3 (Years 5-8) provide practical examples of best practice for teaching English language learners in mainstream classrooms. They show how to integrate effective literacy strategies, and how a range of teachers in different subject areas scaffold language and content area learning.
- Schools can use the DVDs to provide professional development using the ‘play by principles’ or ‘play by subject’ options.
- Teacher booklets provide background information and suggested approaches.
- A 10-module professional development programme for teacher aides and bilingual tutors.
- Coordinating teachers are essential for the success of the programme. They facilitate each module and act as a mentor.
- The DVD includes video clips, a list of resources and a copy of the course completion certificate.
- A New Zealand-based picture dictionary for new learners of English.
- Introduces over 1000 high frequency words used in daily life in topic groups.
- The teaching resource features an extensive list of learning tasks linked to the dictionary pages.
- The AUT Picture Dictionary can also be ordered from the Kohia Centre Online Store website(external link)
The ELLP Pathway Years 1-8 is an optional, supplementary resource to support the English Language Learning Progressions.
- It assists primary and intermediate teachers to plan appropriate teaching for English language learners.
- This resource provides an overview of the ELLP stages, focus questions and ideas for better knowing and supporting learners, and links to a range of useful resources.
The ELLP Pathway Student Agency Record is a simplified version of the resource for use by learners and teachers to promote student agency and to help plan next learning steps.
Important: This does not replace the ELLP record of progress. All ESOL funding applications still require the completion of the ELLP records of progress for twice yearly funding applications.
- These folders and CDs offer key programming guidelines for beginning to advanced English language learners.
- Language skills are illustrated with scaffolded texts in oral interaction, reading, understanding and responding, and writing.
- Each unit includes an ‘orientation to learning’ section, suggested teaching components and sample strategies.
- Mainstream and ESOL teachers can use the English Language Learning Progressions (ELLP) to monitor English language learners’ progress in speaking, listening, reading and writing.
- An introduction booklet and Years 1-4, 5-8, and 9-13 booklets contain extensive background information and annotated student exemplars.
- The DVD demonstrates the oral language monitoring process by analysing student interviews against the criteria.
- The facilitation manual provides a series of 7 professional development modules for use with staff.
- A series of 6 learning modules for English language learners in Years 7-10. The topics support the curriculum in science, mathematics and social sciences.
- Teachers can focus on high frequency vocabulary, technical terms and basic language features that support classroom topics.
- The complete set of booklets is Animals, Shapes, Plants, Measurement, Weather and Conservation.
- Provides suggestions for developing students’ academic, cross-curricular English language in both mainstream and transitional classes.
- Presents ways in which teachers can scaffold the learning of English language learners so that they can achieve learning outcomes at their appropriate stages.
Dual Language Pasifika New Entrant Readers
- The resources comprise of 20 dual-language flipbooks, audio and on line resources in each of the following Pasifika languages: Samoan, Tongan, Tokelauan, Niuean and Cook Island Maori and English.
- Funding is available to contribute to whanau fono which are co-ordinated and facilitated by facilitators from all 5 Pasifika languages.
- There are also support materials teachers and whanau.
- This collection includes titles appropriate for use with English language learners in Years 7-13.
- An extensive set of teachers’ notes enable ESOL and mainstream teachers to integrate English language learning with ‘learning to read’ and ‘reading to learn’ in a range of topics.
Ready to Read selections (currently out of print)
Electronic storybooks (currently out of print)
Choices (currently out of print)
Applications (currently out of print)
Your school can use these notices to communicate more effectively with the families of English language learners.
There are a range of downloadable templates including:
- school camp or trip
- parent–teacher meeting
- attendance record.
|Forms are available in these languages|
|NCEA information sheet is available in these languages|
New to New Zealand (5th edition)
- Provides information about a range of ethnic groups living in New Zealand.
- Includes comments about the geography, history, religion, language and culture of each group.
- Pages can be added to ethnic boxes or given to teachers to develop knowledge about new students.
Defining Diversity: A Facilitation Manual to use with New to New Zealand
- Links to New to New Zealand providing 20 practical tasks based on the key principle ‘know your learner’.
- Target audiences include boards of trustees, senior management, teachers and parents.
- Schools may enlist the help of bilingual tutors and community members to work through the activities.
Some of the activities from the Defining Diversity resource, which don't require the New to New Zealand text, are available online from the following 2 websites.
- Defining Diversity activities — TKI website(external link)
- Defining Diversity activities — ESOL Online(external link)
|ESOL funding and programme development resources||Down the Back of the Chair item number|
The Refugee Handbook for Schools
Foundation literacy teaching and learning resources
The New Zealand Curriculum — for English-medium teaching and learning in Years 1–13
The Literacy Learning Progressions — Meeting the reading and writing demands of the curriculum
The English Language Learning Progressions — A resource for mainstream and ESOL teachers
|11258, 32600,32601, 32602, 32603|
|Professional development resources|
|Effective Literacy Practice Years 1–4||12940|
|Effective Literacy Practice Years 5–8||31324|
|Effective Literacy Strategies Years 9–13 Literacy Team Guide||30322|
|Effective Literacy Strategies Years 9–13 Facilitator Guide||30323|
|Learning through Talk Years 1–3||33378|
|Learning through Talk Years 4–8||33379|
Making Language and Learning Work DVD 1
Making Language and Learning Work DVD 2
|Making Language and Learning Work DVD 3
|Using the ELLP Matrices: A practical guide to tracking the progress of ELLs||710098|
|Working with English Language Learners Handbook||112624|
|Working with English Language Learners DVD||700038|
|Programme provision and monitoring resources|
|AUT Picture Dictionary and Teaching Resource|
|Teacher resource for Picture Dictionary||700117|
|English Language Intensive Programmes (ELIP) primary and Years 7-13|
|ELIP Primary Resource||108867|
|ELIP Years 7–13 Resource||10845|
|English Language Learning Progressions|
|ELLP ring binder||11258|
|Years 1-4 booklet||32601|
|Years 5-8 booklet||32602|
|Years 9-13 booklet||32603|
|Using the ELLP Matrices DVD||710098|
|Focus on English|
|Focus on English teacher pack||31563|
|Focus on English student pack||31564|
|SELLIPS - Supporting English Language Learning in Primary Schools|
|SELLIPS Years 1-2||33237|
|SELLIPS Years 3-4||33238|
|SELLIPS Years 5-6||33240|
|SELLIPS Years 7-8||33235|
|Dual Language Pasifika New Entrant Readers|
|Cook Island Maori Dual Readers||16544|
|Gagana Samoa Dual Readers||43940|
|Gagana Tokelau Dual Readers||16289|
|Lea Faka-Tonga Dual Readers||16080|
|Vagahau Niue Dual Readers||16608|
|Coping with Crises||31037|
|Making It Happen||30087|
|Supporting diversity and community resources|
|Defining Diversity: A Facilitation Manual to use with New to New Zealand||108831|
|New to New Zealand (5th edition)||10932|
Last reviewed: Has this been useful? Give us your feedback