1. MELS Intensive ESL RREALS - RCCPALS February 2012 1 MELS Working Document 2012

2. Agenda Intensive ESL Historical Perspective Annotated Bibliography MELS Support Document  Task 1  Task 2  Task 3 MELS Info-Update Sheet Questions 2 MELS Working Document 2012

3. What is Intensive English? Three main characteristics: 1. Increased amount of time allotted to the learning of English 2. Concentrated teaching time 3. Enrichment of the MELS elementary ESL program (Cycles 2 and 3) 3 MELS Working Document 2012

4. What is the main goal? To enable students to develop their oral interaction competency. Reading and writing support the development of oral communication. 4 MELS Working Document 2012

5. The Classroom...offers a variety of meaningful language learning situations in an all-English environment...is culturally rich and linguistically diverse …provides a context that encourages spontaneous communication and allows students to ‘live’ the language 5 MELS Working Document 2012

6. Intensive Historical Perspective In the 60s Rapport Parent First French immersion project in St. Lambert 6 MELS Working Document 2012

7. Intensive Historical Perspective In the 70s CS des Mille-Iles French immersion Comparison between welcoming and immersion classes Early immersion vs. late immersion CS des Mille-Iles & Greenfield Park First Intensive ESL projects 7 MELS Working Document 2012

8. Intensive Historical Perspective In the 80s & 90s More Intensive ESL projects (in Quebec) More French immersion projects (in Quebec and Canada) 8 MELS Working Document 2012

9. Intensive Historical Perspective 1996 The State of Education in Québec (États généraux sur l’éducation) 9 MELS Working Document 2012

10. Intensive Historical Perspective 1997 L’école, tout un programme 10 MELS Working Document 2012

11. Intensive Historical Perspective 2001 Rapport Larose  États généraux sur le français Plan d’action pour les langues  Lire, écrire, communiquer…réussir! 11 MELS Working Document 2012

12. Intensive Historical Perspective Number of Intensive ESL classes in: 2002-2003: 175 2010-2011: 257 (36 school boards) 12 MELS Working Document 2012

13. Annotated Bibliography Overview of research from the late 70s to now:  Intensive ESL and FSL  Immersion Available online at: www.mels.gouv.qc.cawww.mels.gouv.qc.ca 13 MELS Working Document 2012

14. Who is involved? MELS SPEAQ Publishers CPs Teachers 14 MELS Working Document 2012

15. What about now? 2-3 months for Intensive ESL students to achieve end-of-cycle outcomes No new ESL program (for now) MELS support document 15 MELS Working Document 2012

16. MELS Support Document The document will be:  teacher-friendly (i.e. simple, clear, useful)  connected to the ESL program  succinct 16 MELS Working Document 2012

17. Task 1: Table of Contents What essential information should be included in the MELS support document in order to help teachers effectively use and go beyond the current ESL Cycle 3 program? Brainstorm with your team. Write down all your ideas and suggestions on the team sheet. Two examples have been provided for you… Student Exit Profile & Teacher’s Role 17 MELS Working Document 2012

18. Task 2: Student Exit Profile What should ESL students be able to do at the end of an intensive project? Consider C1-C2-C3 and other observable behaviours. 18 MELS Working Document 2012

19. Task 2: Student Exit Profile Refer to the elementary ESL Cycle 3 program (e.g. end-of-cycle outcomes) and POL, as needed. Individually, write down your ideas. 19 MELS Working Document 2012

20. Task 2: Student Exit Profile C1 Can communicate with an English speaker with increasing fluency C2 Listen to, read and view a variety of texts on familiar and unfamiliar themes with support as needed C3 Write longer stretches of writing with increasing accuracy (able to apply language conventions) Other Work well in teams Sample observable behaviours: 20 MELS Working Document 2012

21. Task 2: Student Exit Profile Share your ideas with your team and compile them on the team sheet. Compare the items on your team sheet with the information found on the sample Student Exit Profile. Are any ideas similar? If so, cross off the similar ideas on both sheets. 21 MELS Working Document 2012

22. Task 3: Teacher’s Role In the MELS support document, the Intensive ESL teacher's role will be defined. Read each statement. Determine if it is clear or unclear ( ). Provide your comments and suggestions underneath each statement. 22 MELS Working Document 2012

23. Task 3: Teacher’s Role Table Tents: Letter A = 1-10 Letter B = 11-20 Letter C = 21-30 23 MELS Working Document 2012

24. Final Words MELS Info-Update Sheet Questions? 24 MELS Working Document 2012