The syllabus identifies the importance of the English language learners first language as it influences

The view of
language

the rate of second language learning and explains the value a students first language has towards their
identity and community (Council, 1994, p.4). This may be based on Cummins Linguistic Hypothesis
Theory which establishes the idea that L1 literacy skills promote the development and acquisition of the
L2 target language (Cummins et al., 1984). This correlates strongly with the bilingual language
classroom policy that has been implemented in the school in Auburn.
The ESL scale framework is based on the development of four modes of language: listening, speaking,
reading and writing. The syllabus aims to develop a competence in three dimensions of language;
pragmatic competence which is the purposeful use of language, organisational competence which
focuses on the formal structures of language and strategic competence which focuses on the
negotiation of meaning during language use (Council, 1994, p.6). In relation to the bilingual language
policy, language must be strategically planned to give students control and ownership in a meaningful
context (Lantoff & Thorne, 2006). In addressing the three dimensions of language teaching strategies
must represent language in a way that highlights its meaningful applications.
The view of language learning may become rigid as teachers aim to address and achieve competency

The view of
in all 3 dimensions. English users are assessed and then placed somewhere along the continuum within
language learning the English scales, in order for them to achieve competency they must move along the continuum and
meet each outcome identified (Council,1994, p.8) This can create a problem for the second language
learner If teaching strategies focus only on traditional structures as a means of achieving competency.
When English language learning is approached with a rigid or more traditional mindset context almost

becomes irrelevant to the way in which the language is used. However, this is believed to be a common
practice in language teaching worldwide (Derewainka, 2013) Furthermore, there is a strong belief that if
traditional language rules were excluded from language teaching then in turn it creates an exclusion
from traditional language forms e.g. economic and political. Examples of this can be seen through the
mass production and use of textbooks, worksheets and other cloze passage type exercises that
predominately focus on rote learning a set of rules (Phipps and Borg, 2009).
According to Van Lier (2007, p. 46), learning is a non-linear process that emerges in often
unpredictable ways from meaningful activities. Teaching and learning activities need not only focus on
sentence structure or grammatical rules but also demonstrate a strong relevance to the learner. In
relation to the bilingual languge policy utilised in the school in Auburn, connecting language to a life
context is a key factor in successful bilingual education (Hadi-Tabassum, 2005). Each L2 learner reacts
with their environment and processes the language around them based on the prior knowledge and
preconceived cultural contexts that they carry with them. Genesee, Lindholm-Leary, Saunders, and
Christian (2006) define this as a cross-linguistic reservoir of abilities. This reservoir engages a students
previous knowledge to propel them into the L2 development.

The view of
Education

Indictors in the syllabus vary from student centred to more formal uses of language e.g. relate events,
experiences and stories based on personal experiences (Council, 1994, p.21) compared to copy what
the teacher or other students write (p.21). The ESL scales represent a view of education that is
categorical and prescriptive. However, creating and establishing student centred learning experiences is

fundamental in developing learning experience that move away from assumption based teaching and
becomes based on a critical reflective process (Erb, 2009). By combining these elements the teacher
develops a learning and teaching process that addresses the students needs as a whole i.e. socially,
academically, mentally, and not just their linguistic needs. This student centred process reflects an
English language speaking culture that places value on student identity as they use language to make
meaning of the world around them (Holliday, 1994).
Furthemore, the ESL scales must create a space for students to develop a voice that goes beyond the
activities that are given to them. Van Lier (2007 p. 47) states that voice implies agency. Although
imitation and mimacry are essential elements the learner must be allowed to appropriate the new
sounds and meanings and make them his or her own. In order for student to develop this voice that is
their own and representative of their own understading, learning must be strategic. The learning
experiences designed by the teacher must be strategically planned to give students control and
ownership (Turuk, 2008). This is only done through a needs analysis into each student about how they
learn, what they like to learn about and what their learning strengths are (Harmer, 2007; Nunan & Lamb,
1996)