On Monday I worked with a group of six enthusiastic teachers from Allenby Gardens Primary. It was pleasing that the school had arranged for them to be released for half a day to give due consideration to this new learning. Just as impressive was that one or two part-timers attended in their own time. During the training one or two admitted that they had done the training previously but had not assigned Scales as part of the whole school process and therefore forgotten most of what they had learnt. However, by the end of the session they were remarking that they need not wait until then to practise their new skills. In this situation I also suggest that teachers cement their skills by explicitly teaching language choices in context. This has the added bonus of improving student learning! This is the real purpose in becoming familair with the model of language behind the ESL Scales.

Yesterday morning was the Secondary ESL Teachers Network meeting at which Richard Waugh from Glenunga International High gave a presentation about the use of graphic novels in Year 8-10 ESL and Yr 11 Language B. He successfully displayed how the teaching of graphic novels links to the new Australian Curriculum's general capabilities, the English strands of Language, Literacy and Literature and the Achievement Standards at Years 8-10. Lyn Bellwood from Catholic Education delivered a valuable presentation about how to refine tasks in Year 12 ESL and ESL Studies to give students a better chance of achieving the A standard. I have a copy of her PowerPoint. My email is above so please contact me if you'd like a copy.

In the afternoon I was part of an ESL Team meeting whcih included managers from central office, Community Liaison Officers, ESL psychologists and ESL ASOs as well as the eight ESL Regional Consultants. One task was to continue to work in groups to plan improved transition for students entering a mainstream school from an Intensive English Language Centres (these used to be known as NAP centres). The secondary group has already been able to develop and implement a new process to support students making their transition from ASSoE into mainstream high schools. Basically, ASSoE students who are identified as potentially "at risk" in their first term in mainstream now have an individual transition plan written for them. The plan is written by staff at the mainstream school with support from their ESL Regional Consultant. The school than implements the plan during the student's first term and it is reviewed in their second term. The intention is to reduce the number of newly arrived students "slipping through the cracks" once they move into a mainstream high school.

Today I have spent most of the day preparing supplementary resources for modules 1-3 of TESMC. The group of teachers I am delivering this course to includes a few early years teachers. They are understandably expecting examples aimed at younger students so I have turned my hand to making 2 way information gap activities and sequencing activities involving lady birds, catepillars and rabbits. The last 24 hours have certainly tested my ability to provide support from Reception to Year 12, but that is my brief.

Finally, what's in a name? Well enough for the ESL Program to decide to begin making a change from English as a Second Language (ESL) to English as an Additional Language or Dialect (EALD). Many of you are probably aware that other states use to EALD instead of ESL. The Australian Curriculum also uses EALD. However, apart from coming into line with most of the national and international community, the term far better reflects the experiences and resources that our learners have. It seems odd to continue to use a term that does not ackowledge that many of our students knew several languages or dialects before English. So don't be alarmed if over the coming months you see the term ESL gradually being removed from DECD and being replaced by the more accurate AELD.