ESL Scope and Scales 19

1
ESL SCOPE AND SCALES
EARLY YEARS PRIMARY YEARS Scales 1 9
2
Text in Context
Model of Language
Sociocultural Context
Genre
Situational Context
Tenor
Field
Mode
3
Field Continuum

• everyday fields..specialised fieldshighly
  technical fields

4
Tenor Continuum

• equal status ..... great difference in
  status
• familiar ......very distant
• great deal of emotional expression..little
  emotional expression

5
Mode continuum

• most spoken...... most written

6
Model of Language
Language
Sociocultural Context
7
Language
Text in Context

Sociocultural Context Genre

• broader strand

• more specific strand

• resources in the English language

Situational Context Field
Tenor
Mode
8

9
Language
Text in Context

range of genres purposes structure

• range of genres
• specific purposes
• structure
• cohesion

• language choices -
• structure texts
• cohesive

Sociocultural Context Genre

• word groups and phrases
• the verbs
• participants
• circumstances

• the what, or content
• its informational elements
• range from everyday to technical vocabulary

Situational Context Field

• the language choices
• who questions or commands
• how degrees of certainty expressed.

• the who
• interpersonal elements
• deal with formality, familiarity and attitude

Tenor

• the language choices -organise texts
• focus foregrounding

• the how
• its textual elements
• deal with the range of spoken, written and
  multimodal texts

Mode
10

Language
Text in Context

• language choices -
• structure texts
• expand sentences
• build cohesion

language choices - structure texts build
cohesion expand sentences

• the range of genres
• purposes
• structure

Sociocultural Context Genre

• word groups and phrases
• the verbs
• participants
• circumstances

• the what, or content
• its informational elements
• range from everyday to technical vocabulary

Situational Context Field

• the language choices
• who questions or commands
• how degrees of certainty expressed.

• the who
• interpersonal elements
• deal with formality, familiarity and attitude

Tenor

• the language choices -organise texts
• focus foregrounding

• the how
• its textual elements
• deal with the range of spoken, written and
  multimodal texts

Mode
11

• Genre Scale 1
• (towards) copying very short groups of words

12
S Good morning, good morning everyone. All Good
morning everyone S My mum buy for me a gun T A
gun? What do you do with that? S and Barbie and
car T Whoo! Do you enjoy playing with those? S
nods (goes and sits down)

Genre Scale 2

• participates in basic spoken exchanges depending
  on memorising segments

• responds in basic spoken exchanges involving two
  or three turns

• uses one or two examples of pronoun reference

13
Genre Scale 3

• constructs elementary examples of basic genres by
  speaking and writing with a high degree of
  scaffolding

• demonstrates an understanding of the structure of
  several basic genres

• uses basic pronouns I, my

14
Genre Scale 4

• organises the meanings in brief written texts in
  a logical order

• writes several pieces of information about a
  living thing

• topic words at the front of sentences in a report

• begins to expand information using linking
  conjunctions and, but

• uses a limited range of cohesive resources
  possessive pronouns, third person pronouns,
  demonstrative pronouns

15
ORAL RECOUNT Teacher You can say good morning
to everybody. Johnny Good morning
everyone. Everyone Good morning Johnny. Johnny
My name is Johnny and I am 10 years old
and Sunday I woke up I had
breakfastI had breakfast..
then II playwith my brother cricket and
my friend next Ihad my
dinner. I ate fries and
meat round like a thing. Teacher What
colour is it? Johnny Its green. Teacher
Green peas. Is it a vegetable? Yes? Green
peas, vegetables? Johnny
Yes. After that I went to bed.

• Genre Scale 5
• constructs short spoken exchanges relying on
  memorising initiating moves only

16

• Genre Scale 5
• phrases of time and place to structure recounts

• linking conjunctions and then, but, or, so

• binding conjunctions because

• small range of reference items

17









Genre Scale 6

• reads explanations and begins to write brief
  examples

• use conjunctions to organise texts

• a range of linking conjunctions then, but, or,
  so and

• a range of binding conjunctionsbecause, when,
  before, after

• reference items

18
Genre Scale 7

• reads longer more complex sequential
  explanations and simple charts and begins to
  write short examples

• organise meanings in short simple paragraphs

• use conjunctions to organise texts Second, Next

• linking conjunctions and, but, or, so, then

• binding conjunctions when, if, while

19

Genre Scale 8

• uses a limited range of features that organise a
  text
• -phrases of time and place

• begins to use a small range of relative pronouns

• reference items

20
Genre Scale 9

• more than one complication

• binding conjunctions as, as if, since, because,
  because if

• reference items

• synonyms, antonyms

• synonyms, antonyms didnt worry, scared

21

• Task
• Look at your text and using the criteria from the
  previous slides or the criteria in the Scales,
  determine an approximate ESL Scale for genre.
• Decide on some teaching priorities for this
  student, to develop genre.

22
Language
Text in Context

• language choices -
• structure texts
• cohesive

• the range of genres
• specific purposes
• structure and cohesion

Sociocultural Context Genre

• informational element
• everyday to highly technical

• word groups and phrases
• the verbs
• participants
• circumstances

Situational Context Field

• language choices -
• structure texts
• expand sentences
• build cohesion

• the language choices
• who questions or commands
• how degrees of certainty expressed.

• the who
• interpersonal elements
• deal with formality, familiarity and attitude

Tenor

• the language choices -organise texts
• focus foregrounding

• the how
• its textual elements
• deal with the range of spoken, written and
  multimodal texts

Mode
23

Language
Text in Context

• language choices -
• structure texts
• cohesive

• the range of genres
• specific purposes
• structure and cohesion

Sociocultural Context Genre

• verbs
• noun groups
• nominalisations
• circumstances
• topic specific vocabulary

• informational element
• everyday to technical vocabulary

Situational Context Field

• the verbs
• participants
• circumstances

• the language choices
• who questions or commands
• how degrees of certainty expressed.

• the who
• interpersonal elements
• deal with formality, familiarity and attitude

Tenor

• the language choices -organise texts
• focus foregrounding

• the how
• its textual elements
• deal with the range of spoken, written and
  multimodal texts

Mode
24
S Good morning, good morning everyone. All Good
morning everyone S My mum buy for me a gun T A
gun? What do you do with that? S and Barbie and
car T Whoo! Do you enjoy playing with those?S
nods (goes and sits down)

• Field Scale 2
• uses vocabulary that is mainly commonsense but
  chooses isolated concrete technical vocabulary

• understands small range of vocabulary expressing
  immediate interest

• common noun groups

• common actions

25
Well the story was about as a little fish and
one... boy to go to school and he walk in the
jungle and he pass in the big tree and he sit,
he, he, he...sit on the thing on the ground and
he look to the water and he see some fish and
when he come to school he.. he make some boat and
when he come into the jungle too, he put some
fish on the boat and it the boat and the little
boy the boat on the water
Field Scale 3

• uses very basic phrases of location

• expands vocabulary by describing according to size

26
Field Scale 3

• uses vocabulary that is mainly commonsense but
  chooses some concrete technical vocabulary

• expands vocabulary using numbers, describers,
  classifiers

27
Field Scale 4

• uses vocabulary that is commonsense but begins to
  use some technical vocabulary

• uses very basic phrases expressing circumstances

28
Field Scale 4

• uses technical vocabulary for educational fields
  such as science

• uses very basic circumstances

• expands vocabulary using numbers, describers,
  classifiers

29

Field Scale 6

• verbs

• actions

• mental

• circumstances
• location

• manner

• noun groups
• describers

30


Field Scale 6

• noun groups number, qualifier

• technical vocabulary

• direct and indirect speech

31
Field Scale 7

• noun groups

• describers

• classifiers

• verbs
• action

• relational

• circumstances
• location
• time

• technical vocabulary

32


Field Scale 8

• common nominalisations

• noun groups describers, classifiers,
  prepositional phrases as qualifiers

• circumstances manner

• technical vocabulary

33
Field Scale 9
More delicate choices

• noun groups

• verbs
• action

• relational
• mental

• circumstances
• - manner

• nominalisations

34

• Task
• Look at your text and using the criteria from the
  previous slides or the criteria in the Scales,
  determine the Scale for Field.
• Decide on some teaching priorities for this
  student, to develop Field.

35


Language
Text in Context

• language choices -
• structure texts
• cohesive

• the range of genres
• specific purposes
• structure and cohesion

Sociocultural Context Genre

• word groups and phrases
• the verbs
• participants
• circumstances

• the what, or content
• its informational elements
• range from everyday to technical vocabulary

Situational Context Field

• interpersonal element
• familiar to formal

• the language choices
• who questions or commands
• how degrees of certainty expressed.

Tenor

• the who
• interpersonal elements
• deal with formality, familiarity and attitude

• the language choices -organise texts
• focus foregrounding

• the how
• its textual elements
• deal with the range of spoken, written and
  multimodal texts

Mode
36

Language
Text in Context

• language choices -
• structure texts
• cohesive

• the range of genres
• specific purposes
• structure and cohesion

Sociocultural Context Genre

• word groups and phrases
• the verbs
• participants
• circumstances

• the what, or content
• its informational elements
• range from everyday to technical vocabulary

Situational Context Field

• modality
• appraisal/evaluation
• speech functions
• idioms
• non-verbal elements

• interpersonal element
• formality, familiarity and attitude

Tenor

• non-verbal elements
• speech functions
• modality
• attitudinal lexis
• idioms

• the language choices -organise texts
• focus foregrounding

• the how
• its textual elements
• deal with the range of spoken, written and
  multimodal texts

Mode
37
S Good morning, good morning everyone. All Good
morning everyone S My mum buy for me a gun T A
gun? What do you do with that? S and Barbie and
car T Whoo! Do you enjoy playing with those? S
nods (goes and sits down)
Tenor Scale 2

• responds in socially appropriate ways

• chooses common formulaic expressions

• pronounces most words comprehensibly

38
Tenor Scale 3

• expresses statements in basic ways

39



Tenor Scale 4

• uses a narrow range of evaluative language

40
Teacher You can say good morning to
everybody. Johnny Good morning
everyone. Everyone Good morning Johnny. Johnny
My name is Johnny and I am 10 years old
and Sunday I woke up I had
breakfastI had breakfast..
then II playwith my brother cricket and
my friend next Ihad my
dinner. I ate fries and
meat round like a thing. Teacher What
colour is it? Johnny Its green. Teacher
Green peas. Is it a vegetable? Yes? Green
peas, vegetables? Johnny
Yes. After that I went to bed.

Tenor Scale 5

• Chooses formulaic polite expressions appropriately

• Demonstrates a good awareness of intonation
  patterns of basic spoken statements, questions

41

Tenor Scale 5

• auxilliaries

• a small range of evaluative language to express
  feelings and attitudes

42
Tenor Scale 5

• a range of evaluative language

• uses a small range of language elements
  expressing modality

43

Tenor Scale 6

• uses a range of language elements to express
  feelings and attitudes

44
Tenor Scale 7

• chooses some elementary expressions of modality

• evaluative vocabulary to express feelings and
  attitudes

• strictly limited range of colloquial and
  idiomatic language

45
Tenor Scale 9

• uses a range of simple forms of language
  expressing modality with a greater degree of
  accuracy in more formal contexts

46

• Task
• Look at your text and using the criteria from the
  previous slides or the criteria in the Scales,
  determine the Scale for Tenor.
• Decide on some teaching priorities for this
  student, to develop Tenor.

47

Language
Text in Context

• language choices -
• structure texts
• cohesive

• the range of genres
• specific purposes
• structure and cohesion

Sociocultural Context Genre

• word groups and phrases
• the verbs
• participants
• circumstances

• the what, or content
• its informational elements
• range from everyday to technical vocabulary

Situational Context Field

• the language choices
• who questions or commands
• how degrees of certainty expressed.

• the who
• interpersonal elements
• deal with formality, familiarity and attitude

Tenor

• textual element
• spoken to written
• multimodal

• the language choices -organise texts
• focus foregrounding

Mode

• the how
• its textual elements
• range of spoken, written and multimodal texts

48

Language
Text in Context

• language choices -
• structure texts
• cohesive

• the range of genres
• specific purposes
• structure and cohesion

Sociocultural Context Genre

• word groups and phrases
• the verbs
• participants
• circumstances

• the what, or content
• its informational elements
• range from everyday to technical vocabulary

Situational Context Field

• the language choices
• who questions or commands
• how degrees of certainty expressed.

• the who
• interpersonal elements
• deal with formality, familiarity and attitude

Tenor

• textual element
• deals with the range of spoken, written and
  multimodal texts

Mode

• foregrounding
• voice and tense
• print conventions

• foregrounding
• voice and tense
• print conventions

49
Mode Scale 1

• handwriting legible letters

• representing sounds some attempt

50
Mode Scale 3

• repetitive sentence beginnings I

• limited control of primary tenses simple present
  used instead of simple past

• print conventions spells with some accuracy

51

Mode Scale 4

• some control of primary tenses for most common
  regular verbs but a strictly limited control of
  secondary tenses

• experiments with punctuation fullstops and
  capitals used

52

Mode Scale 4

• repetitive sentence beginnings

• some control of primary tenses

• spells most common words and others on own
  pronunciation

• experiments with punctuation

53
Mode Scale 6

• control of primary tenses, past tense form of
  common irregular verbs

• begins to control secondary tenses

• spells with greater accuracy

• legible and uses punctuation

54
Mode Scale 8

• organises texts in simple, logically ordered
  paragraphs

• foregrounds simple, repetitive patterns most of
  the time

• demonstrates limited control, with support, of
  punctuation marks beyond the basic commas and
  apostrophes for basic contractions

55
Mode Scale 9
organises texts in longer, logically ordered
paragraphs

• foregrounds less simple, repetitive patterns
• phrases of time and place foregrounded more than
  once

• understands that changes in grammar may be
  required when using passive, but doesnt always
  have control

56

• Task
• Look at your text and using the criteria from the
  previous slides or the criteria in the Scales,
  determine the Scale for Mode.
• Decide on some teaching priorities for this
  student, to develop Mode.

57

• GENRE
• structure
• conjunctions Secondly, Therefore
• cohesion
• reference us, they, we, I, you, there (their),
  the
• expansion
• linking - and, so
• binding -because

• TENOR
• series of statements, mostly accurately formed
  complex sentences
• certainty, obligation I think
• feelings, attitudes like (liked), best,
  beautiful
• colloquial language Unicorns are cool

• FIELD
• nouns Lots of people, the best pets
• verbs
• action help, fly, see,
• brush, put, keep
• mental think
• relational are, have,
• is
• where high, in there (their) hair
• technical pets, clouds, sun, brush, ribbons,
  hair, Unicorn

• MODE
• foregrounded Lots of people, Unicorn, I think,
  They, Secondly, Therefore
• simple present have, are, is, help, fly, can
  see, can brush, put
• print conventions

58

• Task
• Look at the Scale levels for each of Genre,
  Field, Tenor and Mode and determine the overall
  Scale of the text.
• Determine what kind of additional texts you would
  require to confirm the Scale level of the
  student.