At Don Buck School, our ESOL and bilingual support is designed to help multilingual learners succeed across the curriculum while valuing and strengthening the languages and identities they bring with them. We understand that English develops fastest when children feel safe, connected, and proud of who they are and that their home language is a powerful resource.

A key focus of our programme is the intentional development of oral language. Speaking and listening are the foundation for reading, writing, and learning in every learning area, and we prioritise daily opportunities for students to hear, use, and practise English in meaningful contexts. We use guidance and tools from the Ministry’s English Language Learning Progressions (ELLP) to identify each learner’s current stage and plan next teaching steps. We also draw on Ministry-supported approaches for explicitly teaching oral language skills (such as structured talk, vocabulary development, rehearsed speaking, and purposeful peer interaction).

We actively encourage the use of children’s home languages to support the learning of English. When learners can discuss ideas first in a language they know well, they are better able to understand concepts, build vocabulary, and then transfer their thinking into English. We promote bilingual scaffolds such as: previewing key vocabulary in the home language, using dual-language texts where available, allowing children to plan or clarify ideas bilingually, and using visual and first-language supports to reduce cognitive load so English can grow confidently over time. This approach aligns with national direction that values language learning and multilingual capability within The New Zealand Curriculum. We also recognise Ministry direction that Pacific languages and bilingual pathways are important and should be supported and strengthened as part of high-quality education.

Strong home–school partnerships are essential to developing confidence in speaking English. We work alongside whānau to build trust and shared understanding about language development, and we encourage families to continue using their home language at home. Maintaining the home language supports identity, belonging, and thinking skills helping children feel secure as they take the risks needed to speak more English at school. We support families with practical ways to grow oral language (in both languages), such as reading together, storytelling, sharing family experiences, and encouraging children to talk about school learning in the language that feels most natural.

To ensure students receive targeted acceleration, we provide additional ESOL support through a combination of one-to-one and small-group teaching, delivered by teachers and learning support staff. Support is planned using ELLP-informed goals and classroom learning priorities, and may include: explicit vocabulary teaching, oral language practice, language structures for writing, and supported reading and comprehension. Where eligible, we use Ministry ESOL resourcing/funding to strengthen staffing and resources so learners receive the right support at the right time. We work to ensure classroom programmes and withdrawal support complement each other, so students can immediately apply new language in authentic classroom contexts.

Ministry documents and further reading (useful links)

• English Language Learning Progressions (ELLP) – support and guidance (planning, teaching, assessment).

• ELLP Module 1: Oral language (practical support for using the oral language progression).

• Oral language – ESOL teaching strategies (classroom strategies and examples).

• Multicultural Learner Success and ESOL Support (Tāhūrangi) (resources for supporting English language learners and multicultural learners).

• ESOL resourcing/funding and resources (Ministry of Education) (how schools can resource programmes).

• Pacific languages in education (Ministry of Education policy direction) (bilingual and Pacific language support).