View KLA Structure for all Levels

Communication

In stage B2, the focus of the Communication substrand is on the further development of ESL students' English language skills when communicating at an interpersonal and informational level in social and school contexts. Students participate in a wide variety of language-based activities from across the key learning areas that develop confidence and the ability to articulate and share experiences, ideas and opinions. Teachers build upon what the students already know about English and introduce new language in context. Students are given initial support to carry out tasks, especially those that involve unfamiliar content and language.

Aspects of language

Contexual understanding

In stage B2, the focus of the Contextual understanding substrand is on the students' early understanding, recognition and use of appropriate forms of English in different social and learning situations. As students interact in a range of situations they become more familiar with the way formal and informal spoken and written texts are structured and the way in which English is used with different people, and in different contexts.

Linguistic structures and features

In stage B2, the focus of the Linguistic structures and features substrand is on students' increasing awareness of appropriate English structures and features, and on their creative use of them in new contexts. As students' English language repertoires expand they become more able to see the patterns in English structures and features, from which they can build an understanding of the way in which the language works. Teachers assist students to recognise patterns in aspects of English, such as grammatical features and spellings, and in the way in which affixes to words modify meanings in consistent ways. Specific vocabulary and structures may need to be introduced, modelled and recycled, through all the modes.

Strategies

In stage B2, the focus of the Strategies substrand is on students' developing ability to manage social and classroom demands through a range of appropriate strategies for initiating and maintaining communication. The focus is also on assisting students to organise themselves for learning, for example by recognising and recording the English that they may need to use for a range of classroom activities.