The aim of the Massada College policy is to support the implementation of an English as a Second Language (ESL) programme, which addresses the needs of ESL students and improves their English proficiency.

These broad aims are realised through a number of specific aims:

• to increase students’ literacy levels.
• to develop students’ ability to function effectively in English in a wide range of social and learning contexts at school.
• to facilitate students’ continuing conceptual development while they improve their understanding of English.
• to ensure that learning environments value, affirm and support the linguistic and cultural diversity that people from language and cultural backgrounds other than English bring to the pre-school or school community.
• to build on the linguistic competence and cultural identities of students in order to enhance their learning continuum, to foster their confidence and motivation.

(Multiculturalism in Education, DECS, Curriculum Division)

At Massada College there are a number of ESL students are those who have language backgrounds other than English and who are learning English as their second or additional language at school.

Learning English as a second language is a long-term process for all students. As part of this process, students will develop an inter-language or transitional English, which needs to be recognised as a legitimate and valued stage of learning, not to be seen as incorrect English or a poor attempt at English.

It is also important to recognise that ESL students’ receptive skills are often far greater than their productive skills.

Massada College may include some or all of these support strategies in responding to its ESL students needs:

• adequate and appropriate provision of teaching and tutoring support
• bilingual and new arrival support
• professional development for teachers of ESL students
• purchase of appropriate resources
• supporting the cultural identity and language of the student
• monitoring the literacy development of ESL students across a range of curriculum areas
• use of explicit strategies which support the learning of ESL students
• accounting for the language, literacy and cultural demands of the English language that are necessary for achieving success in all learning areas
• working collaboratively with specialist ESL teachers, bilingual support staff and other personnel to ensure appropriate support for and assessment and reporting of identified ESL learners.