Literacy: Making the Second Language Connection

1. Literacy: Making the Second Language Connection

2. ESL/ELD Enrolment in HPEDSB • Ministry Report for Elementary • 2001-2002: 25 • 2002-2003: 36 • 2003-2004: 36, plus 10 after Oct. 31 • 2004-2005: 50+ (projected) • Ministry Report • does not include Canadian-born ESL students • does not include International Student Program

3. ESL/ELD Elementary Student Support in HPEDSB • Withdrawal and Monitoring by 2 part-time itinerant teachers • 2001-2002: 14 (25 on report) • 2002-2003: 23 (36 on report) • 2003-2004: 46 (36 + 10 after Oct. 31) • 2004-2005: 50+ (projected) • 17 Elementary Schools with ESL students (3 of these sites also host ISP students) • 2 additional elementary schools with ISP students • 20 schools with ESL/ELD programming needs

4. Ministry of Education The Ontario Curriculum Grades 1-8 English As a Second LanguageandEnglish Literacy Development A Resource Guide Orientation/Training Materials 2001

5. Part 1 --- Program Considerations The three parts of the document are… (p. 1-3) • Part 1. ESL/ELD Program Considerations • Part 2. Stages of Language Acquisition • Part 3. Adapted Sample Units The ESL/ELD program at the elementary level is… (p. 6) • a support or intervention program for English as a Second Language and English Literacy Development

6. An ESL student… • enters an Ontario school with little or no previous knowledge of English but has received educational experiences in his/her own country. or • may be Canadian-born but have limited proficiency in standard Canadian English (p. 6)

7. An ELD student… • has had limited access to schooling • may come from a country in which English is not spoken, or • may come from a country in which a variety of English is in common use; and, • has not had opportunities to develop age-appropriate literacy skills in his/her first language. (p. 6 and 7)

8. initial enthusiasm culture shock recovery integration The Four Stages in the Acculturation Process (p. 8)

9. For an ESL/ELD student to acquire • social English takes… • 1-2 years • academic English takes… • 5-7 years (p. 11)

10. Optional Years to Achieve Native-Like English Proficiency Adapted from “Teaching to Diversity”, Mary Meyers, 1993; designed by P. Steinhouse, 1997

11. age on arrival effects of possible personal trauma length of time in Canada stage of acculturation previous educational experience level of first-language literacy previous exposure to English language(s) spoken in the home presence of learning exceptionalities Factors Influencing Second- Language Acquisition (p. 7)

12. During the Initial Reception Phase… School staff should: • collect background information about the student and • take steps to establish open and positive communication with the home (p. 13)

13. Reception and Orientation • Identify a school reception team. • Provide essential orientation information. • Establish communication with the home. • Collect background information.

14. The Role of the Parents When parents continue to support the development of the first language, the child’s underlying knowledge, conceptual base, and language ability are improved. (p.20)

15. Diagnostic Assessment • May include: • first-language assessment; • an ESL/ELD assessment; and • a mathematics assessment • Informally gathered over several weeks

16. Report Cards for ESL/ELD Students • ESL/ELD students should be given time to develop their skills in English before their achievement is assessed by the criteria used for other students. • In some cases, it may be appropriate to avoid giving a mark in a particular subject, or even in all subjects, on the report card. • Use the space to make clear that insufficient evidence of achievement is available at that time and write anecdotal comments about the student’s progress. (p. 23)

17. The ESL or ELD Box on the Report Card • Checking the ESL or ESD box indicates that accommodations and/or modifications of curriculum expectations are in place for that student. • When expectations have been modified, the following statement must be included on the report card… • The (grade/mark) for (strand/subject) is based on achievement of the expectations in the (ESL or ELD) program, which vary from the Grade ___ expectations (p. 22) Ministry of Education, Ontario, Guide to the Provincial Report Card, Grades 1-8 (Toronto: Ministry of Education, Ontario, 1998), p. 8

18. Expectations modified, accommodations made: ESL or ELD box checked and Rider Statement included, mark on modified expectations Expectations NOT modified, accommodations made: ESL or ELD box checked, mark is class mark no accommodation made: ESL or ELD box not checked, mark is class mark Report Card Implications

19. Part 2 --- Stages of Second Language Acquisition for ESL Students • Four Stages • Skill Areas of: • Listening, • Speaking, • Reading, • Writing, and • Orientation • Grades 1-3, Grades 4-6, Grades 7-8

20. Stages of Second Language Acquisition and Literacy Development for ELD Students • Four Stages • Skill Areas of: • Oral Expression and Language Knowledge, • Reading, • Writing, and • Orientation • Grades 1-3, Grades 4-6, Grades 7-8

21. 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

22. Programming • basis for ESL/ELD program planning • to establish identification of expectations for ESL/ELD learners • guide for development of Ontario Curriculum adaptations • basis for collaboration between ESL/ELD and classroom teachers Tracking • map of student progress • basis for observation Assessment/Evaluation • initial assessment tool • conference/ team resource • evaluation of progress • development of report card comments • reporting to parents • student self-evaluation

23. Part 3 Sample Adaptations and Modifications for Selected Teaching Units

24. Section Contents and/or Purpose ESL/ELD Descriptors how to use descriptors to adapt curriculum ELD Considerations Expectations An Overview of Part 3 discusses specific literacy and numeracy needs of ELD students outlines OC expectations and modified expectations

25. Section Contents and/or Purpose Culminating Task Assessment Rubrics Prior Knowledge & Skills multifaceted task used to assess unit expectations provide criteria for assessing modified expectations identifies basic knowledge and skills needed to perform unit tasks

26. Section Contents and/or Purpose Teaching Strategies Assessment & Evaluation Strategies designed to meet the needs of ESL/ELD students in a particular unit describe diagnostic, formative, and summative assessment strategies for each unit

27. Evaluation based on: • modified expectations, or • grade expectations Determine student’s ESL/ELD stage in each language strand and stage in orientation Adapt program in curriculum areas, where needed, based on stage of proficiency Modifications Adjustments to expectations and/or performance criteria (generally for stages 1 and 2) Accommodations Strategies used to help student meet the expectations (generally for stages 1 to 4) Steps for Program Adaptation

28. Example 1: Expectations and ESL Modified ExpectationsGrade 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 demonstrate an understanding of the major climatic factors and patterns associated with weather demonstrate an understanding of selected key vocabulary related to weather and climate demonstrate understanding of the difference between climate and weather

29. Example 1: Assessment Rubric for ESL Stage 1Grade 5 Science & Technology: Earth & Space Systems - Weather Category level 1 level 2 level 3 level 4 Knowledge • demonstrates minimal understanding of selected key vocabulary related to weather and climate • demonstrates some understanding of selected key vocabulary related to weather and climate • demonstrates understanding of most selected key vocabulary related to weather and climate • demonstrates understanding of all (or almost all) selected key vocabulary related to weather and climate • with much assistance examines how weather forecasts influence people’s decisions about their homes • with some assistance examines how weather forecasts influence people’s decisions about their homes • begins to independently examine how weather forecasts influence people’s decisions about their homes • independently examines how weather forecasts influence people’s decisions about their homes

30. Modifying Expectations • ESL/ELD students may need 5-7 years to understand academic language and express complex and abstract concepts • adjust the language requirements to suit the students’ age and stage of English language acquisition • set expectations that are challenging and attainable

31. ESL/ELD Students in FSL • It is expected that ESL/ELD students will participate in the French as a second language (FSL) program along with their grade-level peers. Core French curriculum expectations may need to be modified according to the age, ability and/or background of individual students.

32. J’ai le français au coeur…

33. The Benefits of Second Language Learning • Research confirms that knowledge of a second language strengthens first-language skills, and that the ability to speak two or more languages generally enhances problem-solving and reasoning skills, [and] the capacity for creative thinking…(The Ontario Curriculum French as a Second Language: Core French Grades 4 – 8, 1998)

34. …the development of competence in two or more languages can result in higher levels of metalinguistic awareness. These facilitate the acquisition of language by exploiting the cognitive mechanisms underlying these processes of transfer and enhancement. (Jessner, 1999)

35. …research suggests that bilingualism enhances children’s understanding of how language itself works and their ability to manipulate language in the service of thinking and problem-solving. (Cummins, 1990)

36. Successful language learners transfer their knowledge about language from one language to another. (Simpson Norris International, 2001)

37. Successful language learners often use strategies in an orchestrated fashion. For example, L2 writing, like L1 writing, benefits from learning strategies of planning, self-monitoring, deduction, substitution. (Oxford, 1994)

38. Les stratégies d’instruction pour la lecture

39. Les activités pour les stratégies d’instruction de la lecture • Établir des liens --- une toile des mots • Visualiser --- des notes visualisées • Questionner --- la grande question • Inférer --- une note en deux colonnes • Déterminer l’importance --- le problème et des solutions • Synthétiser --- un diagramme de l’histoire

40. We have teaching in our hearts…