An Introduction to ESL/ELD Programming/Support in K-12 Thanks to Donna Bass, Instructional Coach, Secondary ESL Curriculum Services, OCDSB Modified from her ppt D.Fleming University of Ottawa

Ontario Context 25% of Ontario’s population are newcomers to Canada. 18% of Ontarians have a first language that is neither French nor English. 95% of students are enrolled in English language schools- 9% of these students attend French Immersion programs. The information presented in both slides comes from the Report of the Expert Panel and the Technical Guide.

Ontario in Canadian Context 53% of immigrants settle in Ontario 2017: newcomers will be 22% of the total Canadian population By 2017, 40% of all newcomers will be living in Ontario Total enrolment is projected to decline, but ELLs will increase The top 3 countries of origin for Ontario were China (21%), India (21%), and Pakistan (11%)

OCDSB Context 7252 students were identified as English Language Learners (May 2007) Arabic, Korean, Mandarin, Spanish, Dari, French, Farsi, Japanese, Russian and Swahili These numbers are reported for ESL staffing purposes, which vary from the October report.

ESL & ELD Programs/Support What do ESL and ELD stand for? ESL stands for English as a Second Language ELD stands for English Literacy Development Together, students are referred to as English Language Learners (ELLs).

Elementary ESL/ELD a support or intervention program Elementary English language learners are all registered in a mainstream; receive varying degrees of support to meet the provincial expectations. The support comes from ESL teachers in withdrawal, integration with classroom teachers or a combination. Most of the time, the ELL is taught by classroom/subject teachers.

Secondary ESL/ELD ESL and ELD language courses are subjects at the high school level. Students will receive credit for these courses, which count towards their graduation diploma Not all high schools in the OCDSB offer ESL or ELD support, so students are directed to the closest school which offers the support they need Students also study some subjects in “sheltered” classes, where they are grouped together to receive both content and language instruction

Who are English Language Learners (ELLs)? English language learners are students in English- language schools whose first language is other than English, or is a variety of English that is significantly different from the variety used in Ontario school. They may be Canadian-born or newly-arrived from other countries. They come from diverse backgrounds and school experiences, and have a variety of needs. ELLs may receive support through ESL or ELD programmes during their first few years in Ontario schools.

ESL Programmes… Students in ESL programmes are Canadian-born, or newly-arrived ELLs whose first language is other than English or is a variety of English that is significantly different from that used in Ontario schools. Newly-arrived students in ESL programmes have most often received formal education in their home countries, and many have studied English as a foreign language. Students who require ESL support generally have age-appropriate language and literacy skills in their first language.

ELD Programmes… Students in ELD programmes are newcomers whose first language is other than English, or is a variety of English that is significantly different from that used in Ontario schools. Students in these programmes are generally from countries where their access to education has been limited, or where they may have had limited opportunities to develop age-appropriate language and literacy skills in any language. Some Aboriginal students from remote communities who may also have had limited opportunities for formal schooling may benefit from ELD instruction.

Adaptations Programs are adapted in order to align instruction and assessment with the student’s stage of development in English.

Stages of Second-Language Acquisition Stage 1: Survival/Beginning English Stage 2: English in Familiar and Supported Contexts Stage 3: English with Some Independence and Inaccuracies Stage 4: Independent and Accurate English

What are “adaptations”? accommodations modifications

Modifications Adjustments to the expectations and/or performance criteria; any or all expectations may be modified for ELLs Modifications are made when a student has not yet developed the English proficiency to demonstrate understanding of the grade/course expectation In elementary schools, descriptors in the appropriate ESL or ELD stages are used to shape or determine the modifications In secondary schools, expectations from the appropriate course level (ESL/ELD) are used

Accommodations Instructional Strategies, e.g., extensive use of visual cues, graphic organizers, peer tutoring, strategic use of L1 Learning Resources, e.g., visual materials, adapted texts, bilingual dictionaries Assessment Strategies, e.g., extra time for assignments and tests, oral interviews, learning logs and portfolios, use of L1, access to a bilingual dictionary Note: Using the appropriate elementary descriptors or secondary language expectations will help determine suitable accommodations

Example 1: Expectations and ESL Modified Expectations Grade 5 Science and Technology: Earth and Space Systems – Weather Science Expectations Modified Expectations for Stage 1 ESL Students Modified Expectations for Stage 2 ESL Students Students will demonstrate an understanding of the major climatic factors and patterns associated with weather. Students will demonstrate an understanding of selected key vocabulary related to weather and climate. Students will demonstrate an understanding of the differences between climate and weather.

Example 2: Expectations and ESL Modified Expectations Grade 7 History: British North America History Expectations Modified Expectations for Students in Stage 1 Modified Expectations for Students in Stage 2 Working with a partner or in a group, students will list the challenges early settlers faced in the new land and use two sources to research how the settlers met one of these challenges. Students will locate relevant information about how early settlers met the challenges of the new land, using a variety of resources. Working with a partner or in a group, students will list some of the challenges early settlers faced in the new land. Students may use their first language.

Example 3: Expectations and ESL Modified Expectations Grade 10 Music: AMU2O Music Expectations Modified Expectations for Students in ESLAO Modified Expectations for Students in ESLBO  Students will explain orally and on a graphic organizer (in English or first language) most of the elements of music  Students will explain in detail, both orally and in writing, the elements of music  Students will list (in English or first language) three key elements of music