Section+1+Introduction

Refugee Bridging Programs Support materials  Section 1: Introduction, acknowledgments

These materials support the Refugee Bridging Programs __Guidelines__ ,. ** (link) They provide a practical resource for coordinators, EAL teachers, Mainstream subject teachers and Careers practitioners. The term //Bridging Programs// refers to specific teaching introduced in schools to support refugee learners with disrupted schooling. programs Although targeting bridging programs, the materials will, in most instances, also support teachers in other settings who have refugee students with disrupted schooling in their classroom.

The materials bring together the experience and expertise of practising teachers and others who have worked with refugee background learners in school programs as well as in English language school or centre programs.

The Materials also draw from the DEECD publication Designing effective ESL programs (DEEP) – students with disrupted schooling.


 * Supporting refugee learners with disrupted schooling**

Bridging programs have been established by some secondary schools in response to the difficulties faced by refugee or refugee like students in their first three years in an Australian school. These learners, whose previous schooling experiences have been fragmented at best, may have spent from 6-12 months at an English language school or centre (ESL/C) or for a range of reasons have enrolled directly in a mainstream school.

Many will have ongoing needs in developing literacy in English, and in making the transition to secondary schooling. Most will be functioning at a level significantly below their ESL and Australian born peers with age appropriate schooling. They will continue to require high levels of targeted assistance if they are to reach their academic and social potential and make informed and appropriate pathway choices.

How to use these materials

Online readers are advised to first refer to the Refugee Bridging Programs __ Guidelines __ ** (LINK ) and then to explore the support materials for a more in depth treatment or for practical examples. All sections include a print friendly option for closer study.

Vic Govt schools can contact their regional EAL Senior Project Officers for further support including access to the DEEP professional learning materials.

Acknowledgements Althea Thomas Anita Calore EAL Unit, DEECD & John Ingamells Southern Metropolitan Region Andree Poulter Jane Grant Elena di Mascolo & Cheryl Millie || Southern Metropolitan Region Epping SC Foundation House Dandenong High School ||
 * Chief Writer **
 * Coordinators **
 * Section writers **
 * Sandra San Martin, Carmel Weber & John Ingamells

Christine Delaney Robyn Erftemeyer & Monica Thomson Joyce wicks Wyn Madigan Allison Agnello and Alina Kewanian Emma Crampton & Trevor Harrison Barbara Hoffman & Barbara Mahle Lynne Knight, Glenda Mcgrath & Jean Pearce Alison McQuade Gail Crennan Deanne Scott Rod Strong || Maroondah SC Lalor North SC  Nth Geelong SC  Formerly Western English language School Keysborough SC Victoria University SC  Brunswick English Language Centre Nth Geelong SC Western English Lang School Debney Park SC Western region Roxburgh College ||
 * Other writers & contributors **
 * Annie Cheng & Lynne Dwyer

Published by Student Learning ProgramsDepartment of Education and Early Childhood DevelopmentEast Melbourne2012 © State of Victoria (Department of Education and Early Childhood Development) 2007The copyright in this document is owned by the State of Victoria (Department of Education and Early Childhood Development), or in the case of some materials, by third parties (third party materials). No part may be reproduced by any process except in accordance with the provisions of the //Copyright Act 1968//, the National Education Access Licence for Schools (NEALS) (see below) or with permission. Authorised by the Department of Education and Early Childhood Development, 2 Treasury Place, East Melbourne, Victoria 3002.
 * || An educational institution situated in Australia which is not conducted for profit, or a body responsible for administering such an institution, may copy and communicate the materials, other than third party materials, for the educational purposes of the institution. ||