01 - Department of Education and Communities - NSW Government

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APPENDICESAppendix 15Implementing the Ethnic AffairsPriority StatementThe cultural and linguistic diversity of NSWgovernment schoolsIn 1997, New South Wales government schools enrolled 164,147students of non-English speaking background (NESB),representing 21.3% of all government school enrolments comparedto 19.8% in 1996.The number and percentage of NESB students varied widelybetween districts. Fairfield district had the highest enrolment with22,960 NESB students, representing 71.6% of district enrolment.Granville district enrolled 17,110 NESB students, 76.2% of districtenrolment. In Bankstown, Port Jackson and St George districts,NESB students represented more than half of all enrolments.In districts with more than 10,000 NESB students, the mostcommon language backgrounds were Arabic in Bankstown,Granville, Liverpool and St George districts and Vietnamese inFairfield district. Students of Chinese language background weremost commonly enrolled in schools in Bankstown, Bondi, Fairfield,Granville, Hornsby, Parramatta, Port Jackson, Ryde and St Georgedistricts.In response to this cultural and linguistic diversity, the Departmentof Education and Training makes provision for the specific needsof NESB students and their parents, through English as a SecondLanguage (ESL) programs, Community Language programs,interpreting and translation services and the CommunityInformation Officer program. Other multicultural education andanti-racism programs are provided for the whole school communityin order to promote the positive values of cultural diversity andensure that all students are able to study in an environment freefrom discrimination and harassment.The Department’s policies in relation to education in and for aculturally diverse society are outlined in the MulticulturalEducation Policy Statement, the Multicultural Education Plan 1992- 1997 and the ESL Education Support Document. Thesedocuments are currently being reviewed and a MulticulturalEducation Plan 1998 - 2000 is due for release in 1998. Thesepolicies are reflected in the Ethnic Affairs Priorities Statement Plan1997 - 1998.Data collectionThe collection of accurate data is an important aspect of theDepartment’s strategy to ensure that the services provided meetthe needs of the schools and their communities. Data is collectedeach year on the numbers of NESB students and their languagebackgrounds through the Annual Census of Schools. Informationon the numbers of newly-arrived NESB students is collected threetimes per year through the New Arrivals Surveys. The Annual ESLSurvey provides information on the numbers of students, teachersand schools in the ESL program, as well as the length of timethose students have been in Australia.In the Annual Census, data is collected on the number of studentswho speak the following 34 languages: Arabic, Chinese, Croatian,Dutch, Farsi, Fijian, French, German, Greek, Hindi, Indonesian,Italian, Japanese, Khmer, Korean, Lao, Macedonian, Malay,Maltese, Polish, Portuguese, Punjabi, Russian, Samoan, Serbian,Sinhalese, Slovenian, Spanish, Tagalog (Filipino), Tamil, Tongan,Turkish, Urdu and Vietnamese. Approximately 9% of NESBstudents speak languages other than these.The numbers and percentage of NESB students have increasedsteadily since 1986 and at the same time there has been a shift inthe main languages spoken. In that time, the number of languageson which data has been collected has also increased from 22 in1986 to 34 in 1997. The following table below gives a summary ofthe data collected over the period 1986 - 1997.Enrolments of NESB students in schools 1986 - 1997Year No.NESB % NESB Main languages spoken (percentage of NESB)1997 164,147 21.3% Chinese 15.6% Arabic 15.0% Vietnamese 6.6% Greek 5.4% Italian 4.4%1996 152,268 19.8% Arabic 15.6% Chinese 14.9% Vietnamese 7.0% Greek 5.5% Italian 4.2%1995 148,148 19.6% Arabic 15.9% Chinese 14.6% Vietnamese 7.4% Greek 5.8% Italian 4.3%1994 141,122 18.7% Arabic 16.5% Chinese 14.8% Vietnamese 7.9% Greek 6.3% It, Mac, Sp 3.9%1993 141,506 18.7% Arabic 17.0% Chinese 14.5% Vietnamese 7.9% Greek 6.9% Italian 4.3%1992 141,548 18.7% Arabic 16.5% Chinese 14.0% Viet, Greek 7.7% Italian 4.6% Mac, Sp 4.1%1991 137,286 18.4% Arabic 16.3% Chinese 12.1% Greek 9.0% Vietnamese 7.4% Italian 5.4%1990 136,195 18.3% Arabic 15.6% Chinese 11.3% Greek 10.2% Vietnamese 6.8% Italian 6.3%1989 133,888 17.9% Arabic 14.9% Greek 11.6% Chinese 10.6% Italian 7.1% Vietnamese 6.1%1988 129,776 17.1% Arabic 14.6% Greek 13.1% Chinese 9.5% Italian 7.8% Vietnamese 6.0%1987 123,109 16.3% Greek 14.5% Arabic 13.4% Chinese 9.1% Italian 8.7% Vietnamese 5.9%1986 114,606 15.2% Greek 15.9% Arabic 13.3% Yugoslav * 12.3% Italian 9.4% Chinese 8.3%* In subsequent years, this category was deleted and data collected on the languages Croatian, Macedonian and Serbian.162 DSE Annual Report 1997
APPENDICESEnglish as a Second Language programsEnglish as a Second Language programs with specialist ESLteachers are provided in primary and high schools for both newlyarrived students and for those who need ongoing English languagesupport.In 1997, a total of 756 schools (538 primary, 208 high, 10 schoolsfor specific purposes) offered ESL programs catering forapproximately 80,000 students with 876 full time equivalent ESLpositions (approximately 1,300 ESL teachers).Short term intensive English language support is provided inprimary schools and Intensive English Centres for students newlyarrived in Australia who are in the early stages of learning English.Intensive English Centres (IECs) are located in metropolitanSydney and Wollongong to provide intensive English tuition tohigh school students before they transfer to mainstream high school.In 1997, a total of 6,508 newly arrived NESB students were enrolledin government schools (3,864 in primary schools, 2,060 in IECs,584 in high schools).Major Achievements in Ethnic Affairs Priorities in1997• The Civics and Citizenship Education Benchmarking Projectis a joint research project between the Department, theBoard of Studies and the University of Sydney. A first draftof the benchmarking document was subject to consultationin 1997 and schools are involved in benchmark trials.• The Community Language Induction Program (CLIP) is aschool-based course for newly appointed teachers ofcommunity languages in primary schools. In 1997 21teachers undertook the program.• The Secondary Schools Language Intensive Methodology(SSLIM) course is a program designed to meet the needs ofteachers in the Saturday School of Community Languageswho have competency in a language other than English butno qualification in language teaching methodology.• In 1997, 18 additional community language positions inprimary schools were established, resulting in 36 communitylanguage programs receiving an increased allocation.• The Director-General’s Advisory Group for Multiculturaland ESL education includes representatives of the EthnicCommunities Council, the Association of Teachers ofEnglish to Speakers of Other Languages, the TeachersFederation, the Federation of Parents and CitizensAssociations and the Federation of School CommunityOrganisations. During 1997 the Advisory Group met oneight occasions and provided advice to the Department on arange of issues including the review of Intensive EnglishCentres and community language provision in schools.• In 1997 20 Community Information Officers (NESB) (17.2EFT) were appointed following a review of the previousCommunity Liaison Officer (NESB) program. Their role isto assist schools in communicating with their NESB parentsand community members and to promote the participation inschools by NESB communities generally. A documentCommunity Information Officers (NESB): Guidelines forschools and districts on their roles and responsibilities waspublished and widely disseminated. The program and therevised role statements of these officers will be evaluatedduring 1998.• An ethnic communication strategy was developed toenhance the Department’s communication with NESBparents and community members. The communicationstrategy included the following major initiatives:– promoting the use of interpreters and translations byschools through the publication of a kit Make Links - UseInterpreters which has been sent to every school.– development of a training module for school personnel onthe use of interpreters.– continuing development of the range of Departmentalpublications translated into relevant community languages,with key documents published on the Internet.– use of the ethnic media to promote Department initiatives.The success of the ethnic communication strategy wasevaluated by an independent market research company. Keyresults include:– 350% increase in monthly usage of interpreters comparedwith the previous year’s monthly usage– increased interpreter usage in all key languages and districtswith an expansion in the number of languages utilised bythe service from 35 to 43, including for the first time arequest for interpreter services in an Aboriginal language– 97% of schools indicated satisfaction with the outcomesof the contact when using an interpreter– 90% of schools were able to nominate the range ofDepartment publications in community languages– 70% of schools found the use of interpreters and documentsin community languages effective in promotingpartnerships with parents– over 13,000 hits were made to the documents available incommunity languages on the Department’s website in July.The strategy was acknowledged in the 1997 inaugural PublicSector Awards by being highly commended in theSignificant Improvement to Delivery category and was afinalist in the 1997 NSW Multicultural Marketing Awards.In the six months from July to December 1997, theDepartment received over 1,000 requests from schools forinterpreters in 47 different languages. The total expenditureon interpreters in this period was $89,500.• The range of Departmental publications translated intorelevant community languages has expanded with theaddition of the following five key documents published in atleast 21 major community languages in 1997:– Applications for Year 7 Entry to Selective and AgriculturalHigh Schools– Child Protection Education: parent or caregiver invitationto meetingDSE Annual Report 1997 163
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The Hon J J Aquilina MPMinister for
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DIRECTOR-GENERAL’S REPORTThe foll
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01 - Department of Education and Communities - NSW Government

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