Annual Report 1991 Department of Education
Tabled Paper 1288
Tabled Papers for 6th Assembly 1990 - 1994; Tabled Papers; ParliamentNT
Made available by the Legislative Assembly of the Northern Territory under Standing Order 240. Where copyright subsists with a third party it remains with the original owner and permission may be required to reuse the material.
1991 Commonwealth funding, the units continued to feature bilingual components and special efforts were made to ensure that students of smaller language groups also had access to mother tongue maintenance programs. The unit based at Darwin High school also catered, as appropriate, for the English language needs of fee-paying secondary students from overseas. Specialist ESL teachers, based in urban schools as over-establishment staff, provided support to mainstream teachers and to students of non-English speaking backgrounds. The number of students of Aboriginal background receiving assistance within these programs increased. The pattern of mobility of Aboriginal families from rural to urban areas and its implications for the levels of ESL support required was an issue addressed by the National Review of ESL during the year. Two new Year 11 courses, ESL Part 1 and ESL Part 2, were implemented in 1991. Co-operative Programming, Planning and Teaching (CPPT) models involving both ESL and mainstream teacherswere implemented in more primary schools. Other major inservice activities during the year included a Social Literacy (Social Education and ESL) program with the participation of interstate consultants and of ESL specialist staff involved in the 'Inservicing the English Curriculum' program designed to introduce the new English curriculum which was extended to teachers in Aboriginal schools during the year. In addition, the Department was involved in a number of national ESL activities, including the ACT A / ATESOL Summer School the Australian Education Council Working Party on the Green Paper, Australian Language and Literacy Policy and the production of comments on the policy consultation on the National ESL Review, including a visit by Task Force members to the Northern Territory and the production of comments on drafts of the review. For information on developments in both ESL and bilingual education specifically affecting Aboriginal schools, see section on Aboriginal Education. 27