Dimensions
Standards in ESL are organised in three interrelated dimensions:
As well as developing competence in the linguistic aspects of the English language, ESL learners also become increasingly aware of the culturally diverse practices, values and expectations of Australian society. They develop a fluency in operating within Australian cultural contexts and an identity as a bilingual user of English in Australian society and at school in Australia. This cultural learning becomes increasingly evident in the ways that ESL learners speak and listen in English, read English texts, and communicate in written English.
Speaking and listening
The Speaking and listening dimension focuses on ESL students’ development in comprehending spoken English and in using it for communication. This includes using English for social interaction and school-based learning, and in both formal and informal contexts. This dimension focuses on students’ development as they learn the vocabulary and grammar of English, and about the conventions of different spoken genres. It also includes elements of students’ development as they gain increasing control over English phonology, word and sentence stress, rhythm and intonation, and the information conveyed by these systems.
Reading
The Reading dimension focuses on the development of reading in English; including understanding, interpreting, reflecting upon, responding to and enjoying written and visual, texts, and reading both silently and aloud.
The development of students’ reading skills in English are outlined in the ESL standards, from their initial interaction with written texts encountered when first building oral English language skills, to their engagement with a wide range of texts used in mainstream classrooms. In the case of students in the early years of schooling or those older students learning to read and write for the first time, the development of their understanding about reading is also outlined. For these students, the term ‘read’ also includes reading behaviours and strategies such as role-playing reading, and reciting texts learnt by heart.
The Reading dimension includes a focus on students’ development as they learn to use semantic, sound–letter and syntactic cues to gain information from texts, and how this ability develops as they learn more English. It also includes the development of a vocabulary for talking about reading and for exploring the concepts and ideas in texts written for different purposes.
Writing
The Writing dimension focuses on the development of writing in English. It includes the development of skills for encoding English into its written form, as well as skills for composing editing and presenting a range of written genres. Writing involves using appropriate language for particular purposes or occasions to represent and reflect on ideas, issues, arguments, events, experience, character, emotion and information. It involves the development of knowledge about writing strategies and conventions and includes writing for print and electronic media and performance.
This dimension outlines the development of students’ writing skills in English, from their initial interaction with the writing system with beginning oral English language skills, through their growing understanding of the English sound–symbol system, and vocabulary and grammar. It also outlines their developing understanding that the kinds of texts they write will be influenced by the purpose for which they are written and the audience they are written for.
Note: Students who have had early reading and writing experiences in character or non-Roman alphabetic scripts will need a specific focus on learning English script and sound–letter relationships and handwriting.
The term ‘texts’ is taken to mean the full range of print and non-print texts, including fiction and non-fiction works, newspapers and magazines, illustrations, posters and charts, film and television and the texts associated with information and communication technologies.
