Achievement Challenge One: Culturally and Linguistically Diverse Learners

Kāhui schools and preschools have continued to experience significant growth in the numbers of ELLs, which adds to the rich cultural and linguistic diversity of each school, while also impacting the combined achievement rates of learners across Kāhui schools. This challenge is grounded in a collective desire to see all learners access and excel in the curriculum, as all are created equal in the eyes of God. As stated in Galatians, “there is neither Jew nor Greek, there is neither slave nor free, there is no male and female, for you are all one in Christ Jesus” (Galatians 3:28) and we want to give expression to this truth in the classroom context.

Specific Goals

1. Ensure all students who are eligible for ELL support are identified and funding applied for in a consistent manner across Kāhui schools.
2. Lift the achievement of Year 1 students identified at foundation stage of ELLP in March of 2021 to that of their native English-speaking peers by the end of four years at school. This goal will be measured against the ELLP scores and cohort assessments, such as running records and writing samples.

CLD Learners

This AC recognises a need for a shift in language. There is a danger that by defining the challenge as applying solely to ELLs, other emerging bilingual students may be overlooked, such as Māori, Pasifika and international fee-paying students. This also establishes a synergy with other Kāhui priorities, most notably the bicultural focus.

Learning English and Second Language Acquisition (SLA)

It has been noted “second language learners bring with them a set of special needs for teaching and learning” (Russell, 2015, p. 27). The AC highlights the importance of teacher knowledge in the area of SLA. Macfarlane (2004) notes, “developing effective learning and teaching strategies for Māori students, and for students of other minority groups, requires classroom teachers and resource teachers to learn to think, explain, and act according to predominant metaphors and theories of diverse cultures” (p. 64). There is a growing awareness, that teachers need further support, as “student diversity is now expected and ‘normal’” (Price, 2008, p.10). In addition, focusing on the cultural and linguistic needs of emerging bilinguals will benefit all learners.

Preschool and Junior School Cohort Focus

ELL funding for New Zealand born students is paid for 12 terms, and is usually ceases when the learner is in Year 4.   Joyce and Showers (2002) note (when commenting on mainstream children in the United States) that “not many students who have not learned to read competently by the end of 3rd grade ever manage to do so later on” (p.42).  If this is the case for native English speakers, then the stakes are even higher for students who are still learning English at primary school, and at the same time learning curriculum content. Not surprisingly, “the academic achievement of ELs consistently lags behind the achievement of native-English-speaking peers” (Russell, 2015, p.27).  In New Zealand studies, the underachievement of Māori and Pasifika students, many of whom are ELLs, has been highlighted as an area of concern (Fletcher et al., 2011).  Involving both preschool and junior school teachers in professional learning maximises opportunities for accelerated language acquisition in the early years.

Link Between Teacher Knowledge and Student Achievement

Engaging with teachers’ beliefs about how learning occurs, creates a sense of ownership and engagement, and is far more likely to create lasting change (Robinson, 2018). “Knowing about practice means knowing the theory that underpins it” (Timperley, 2011, p.80). Professional learning for teachers challenges beliefs and assumptions and leads to evidence-based improvement, which in turn supports enhanced student outcomes.

English Language Learning Progressions (ELLP) Pathway Years 1–8 and ELLP Pathway Student Agency Record

It is clear that the effective and consistent use of the ELLP remains a challenge for Kāhui schools.  At the same time the Ministry of Education released (June 2020) a supplementary document, which has been designed specifically to support schools to address teacher understanding and consistency. This creates a timely opportunity to align MOE developments with identified school needs.