Rose Asta, Academic Consultant, ELL/Early Years

Acknowledgments

PROJECT LEADERS

Rose Asta, Academic Consultant, ELL/Early Years

Chad Low, Academic Consultant, ELL/Aboriginal Consultant

Edde Stolf, Academic Coordinator, MISA / ELL

WRITERS

Lisa Melo, ESL Assessment Teacher and Subject Council Co-Chair

Vesna Nikolic, Assessment Teacher

CONTRIBUTORS

Arlene Aguilar, Religious Education/Faith Formation Consultant

Daniela Biagi, Assessment Teacher

Lidija Biro, Co-author of the first edition of the Secondary Handbook

Agata Bojarska, ESL Teacher and Subject Council Co-Chair

Leslie Hutchinson, Special Education Consultant

Sara Kavcic, ESL Teacher

Joanna Kubica, Student Settlement Support Officer

Maria Nichols, Co-author of the first edition of the Secondary Handbook

Ann Tierney, Assessment Teacher

Rob Weatherbee, Guidance Consultant

SPECIAL THANKS

This project could not have been completed without hard work, co-operation and dedication of many colleagues, who have indebted us in countless ways. We would like to thank:

• Marianne Mazzoratto, Superintendent of Program, for her continuous support for ESL programs

• Daniel Reidy, Academic Co-ordinator, for embracing the ESL program, and his support for the project

• Dufferin-Peel Catholic District School Board ESL teachers, for their love of the profession, their commitment to newcomer students, and the endless hours dedicated to ELLs, above and beyond their line of duty

Prayer

Almighty and ever-loving God,

Your breath fills all creation.

It fills each of us,

making us all Your children,

sisters and brothers of

many roots, many colours, and many languages.

Within this gift of diversity,

we remain united by our faith in God,

and by our pride in our schools,

our communities, and our majestic country.

May you bless our role as [ELL/ELD] teachers

for we are the faces and voices

that greet new faces and new voices to our country ----

teaching and learning, loving and growing.

Help us to reverence diversity

as an expression of Your divine creativity and grace

for it is Your love that unites us all.

AMEN.

(Source unknown)

Table of Contents

1. Introduction………………………………………… 5

1.1 Mission statement 6

1.2 Foreword 7

2. English language learners……………………….. 8

2.1 Who are ELLs? 9

2.2 Cultural adjustment 10

2.3 Making ELLs feel welcome 11

2.4 Languages our ELLs speak 12

2.5 Differences in school systems 14

2.6 ELLs and Special Education 17

3. The teacher……………………………………………18

3.1 The role of ESL/ELD teacher 19

3.2 Trillium data entry 21

3.3 Self-evaluation checklist 22

4. Program delivery………………………………….. 23

4.1 Models of ESL/ELD support 24

4.2 ESL/ELD-related Ministry documents 25

4.3 ESL/ELD courses 27

4.4 ESL stages and courses at a glance 31

4.5 Differentiated instruction 32

4.6 Assessment and evaluation 38

4.7 OSSLT 40

4.8 ELLs and Report Cards 45

5. Program information……………………………… 46

5.1 Newcomer Reception and Assessment Centres 47

5.2 English tests for post secondary 53

5.3 Adult ESL programs 54

6. Support and services………………………………. 56

6.1 MSEP and SWIS 57

6.2 NOW 58

6.3 Newcomer Services in Dufferin and Peel Region 59

7. Resources……………………………………………. 61

7.1 Books 62

Appendices………………………………………………. 64

Appendix 1: Procedure for ELLs with Special Needs

Appendix 2: ESL Stages at a Glance

Appendix 3: ESL Courses at a Glance

Appendix 4: Language Reference Charts

Appendix 5: Accounting for All Students Eligible to Write Tests

Appendix 6: Newcomer Reception and Assessment Centre Brochure

Now the whole earth had one language and the same words.

~ Genesis 11:1

1.1 Mission Statement

Dufferin-Peel Catholic District School Board

The Mission of the Dufferin-Peel Catholic District School Board, in partnership with the family and church, is to provide, in a responsible manner, a Catholic education which develops spiritual, intellectual, aesthetic, emotional, social, and physical capabilities of each individual to live fully today and to meet the challenges of the future, thus enriching the community.

Commitment to Newcomers

In harmony with the Dufferin-Peel Catholic District School Board’s mission statement, the Newcomer Reception and Assessment Centre, in partnership with the schools, will provide families and students with a welcoming and supportive introduction to the Ontario School system.

Through a clearly defined initial assessment process, the students’ abilities, talents, and interests are recognized and shared, enabling a smooth entry into the school community.

Over the past years, Ontario’s population has become more multiethnic and multicultural, resulting in a diverse newcomer student population at the Dufferin-Peel Catholic District School Board. Since 2000 the Board has annually assessed and registered approximately 1500 elementary and secondary English language learners (ELLs), who come from many different countries and speak a variety of world languages.

In keeping with the Catholic teaching and Gospel values, the administration, trustees, and teachers of the Dufferin-Peel Catholic District School Board have been committed to welcoming these learners and their families through a variety of programs and services. The Newcomer Reception and Assessment Centre provides families with an orientation session and settlement support; it also ensures that the students are appropriately placed. The schools offer a supportive environment, and courses and programs that cater to the needs of ELLs. Guided by the Ontario Catholic Graduate Expectations, which reflect the universal expectations of any responsible community, teachers help ELLs develop their talents and acquire the language proficiency, knowledge and skills they need “to achieve personal succcess and to participate and contribute to Ontario society.” *

The Secondary ESL/ELD Handbook shows another aspect of the Board’s commitment to English language learners. Its purpose is to assist ESL/ELD teachers in effectively meeting the newcomer students’ needs. Revised in response to the new ESL/ELD documents released by the Ontario Ministry of Education, this document aims to:

·  gather, in one place, all the updated information and documents that ESL teachers may need or find useful

·  offer responses to frequently asked questions

·  respond to and include the changes in partnership agreements with Citizenship and Immigration Canada

·  reflect recent Dufferin-Peel’s GAP (General Admission Policy) revisions

·  align the content of the Elementary and Secondary ESL/ELD Handbook.

The Handbook will serve as a valuable resource for:

·  teachers new to ESL/ELD

·  ESL/ELD teachers already working with ELLs

·  mainstream teachers who work with ELLs

·  all educators supporting ELLs and their families.

This document has been posted in the D.P.C.D.S.B. Program Portal. ESL teachers will also find many other useful documents posted in the Board’s Public Folders under ESL Subject Council. Of particular note, a resource section is available with a list of ESL-related websites and links, information regarding assessment and evaluation, Report Card Comments, classroom activities, lesson plans, and Culminating Activity Tasks.

* English Language Learners / ESL and ELD Programs and Services: Policies and Procedures for Ontario Elementary and Secondary Schools, Kindergarten to Grade 12, 2007, page 7.

The LORD is my shepherd, I shall not want; he makes me lie down in green pastures. He leads me beside still waters; he restores my soul. He leads me in paths of righteousness for his name's sake. Even though I walk through the valley of the shadow of death, I fear no evil; for thou art with me; thy rod and thy staff, they comfort me. ~ Psalm 23: 1-4

ENGLISH AS A SECOND LANGUAGE LEARNERS (ELLs)

According to the Ontario Ministry of Education:

“…English language learners are students in provincially funded English language schools whose first language is a language other than English, or is a variety of English that is significantly different from the variety used for instruction in Ontario’s schools, and who may require focused educational supports to assist them in attaining proficiency in English.”

From English Language Learners / ESL and ELD Programs and Services: Policies and Procedures for Ontario Elementary and Secondary Schools, Kindergarten to Grade 12 (Section 1.2, Page 8, 2007)

According to The Ontario Curriculum, Grades 9-12, ESL and ELD, 2007, two kinds of programs are offered for ELLs. The key difference between the two programs has been underlined.

SUPPORT PROGRAMS for ELLs

English as a Second Language programs English Literacy Development programs

WHERE DO OUR ELLs COME FROM?

Our ELLs come from a variety of countries and an array of cultural and religious backgrounds. The chart below lists top eleven countries of citizenship in 2007/2008.

Top Citizenship / Number of students
Philippines / 137
India / 89
Canada / 71
Pakistan / 37
Colombia / 34
Iraq / 34
Jamaica / 27
Sri Lanka / 26
China / 19
Nigeria / 18
Korea / 15

English language learners and their families experience cultural adjustments in varying ways and degrees. The following are predictable stages of adjustment for most newcomers after arriving in a new country.

Arrival and first impression

Newcomers may:

▪  Be excited to be in an new environment

▪  Be optimistic about new opportunities

▪  Be relieved to have arrived in a safe environment

Culture Shock

Newcomers may:

▪  Be less optimistic as the challenges of resettlement become more evident

▪  Find it difficult to make friends, or they may miss friends and family and familiar environment

▪  Find the challenge of learning in English insurmountable

▪  Cling to their own language and culture

▪  Require support and encouragement during this period

Recovery and Optimism

Newcomers may:

▪  Begin to feel more confident about learning English and fitting in while preserving their cultural identity

▪  Accept everyday activities and school routines more readily, and begin to develop more confidence in their ability to overcome difficulties

▪  Be able to communciate adequately for most day-to-day purposes and feel more relaxed in the new environment

Acculturation

Newcomers may:

▪  Become more comfortable with their new identity and balance between cultures

▪  Choose to integrate and adopt habits, customs and even some of the values and practices of the new culture

▪  Feel a comfort level with friends and associates

Many Roots Many Voices, Supporting English Language Learners in Every Classroom, A Practical Guide for Ontario Educators, 2005, p.39.

The adjustment process in the new educational community may be challenging for ELLs, due to cultural and other factors. Supportive ESL teachers play a crucial role in this process. By creating a positive learning environment in ESL courses, advocating for ELLs, being sensitive to cultural differences, and building students’ self-esteem, they create a link between ELLs and the Catholic school community. The chart below lists a few tips on how ESL teachers can fulfill that role.

▪  Make the students feel welcome and provide orientation to the school system (specifically for your own school and program)
▪  Create an inclusive learning environment
▪  Help the students feel that they are valued members of the class
▪  Facilitate a buddy-system with another student
▪  Assist students in viewing themselves as an integral part of a multicultural society and school / ▪  Acquaint parents with available community resources; involve a Settlement Worker who speaks their first language, where possible
▪  Be sensitive to the needs of the new student
▪  Provide literature in learner’s native language, or learn or post a few basic words in their first language
▪  Encourage learners to share strengths arising from their own cultural background

▪  Provide opportunities for involvement in class activities
▪  Assign some responsibilities so that the students feel they are valued
▪  Be an advocate for ELLs
▪  Be sensitive to possible difficulties in the new surroundings, and show empathy
▪  Differentiate your instruction to cater to the needs of ELLs / ▪  Help learners build their self-esteem
▪  Use sincere praise for every effort ELLs make
▪  Encourage learners to take risk and express themselves in oral and written English, regardless of the errors they make

Our ELLs speak a variety of languages. The chart below is a list of languages newcomer ELLs reported as their first language in 2007/2008, and the countries of citizenship, in alphabetical order. There were no significant changes in 2008/2009.

For some of our ELLs, English or a variety of English is the first language. A typical scenario includes students born in India, who have completed all or most of their education in an English-medium school in the United Arab Emirates, Saudi Arabia, or Oman. Another typical scenario includes some Jamaican students, who speak a variety of English, but are still listed in our database as speakers of English, as it is the only language they speak.

LANGUAGE / COUNTRY OF CITIZENSHIP
Albanian / Albania
Arabic / Egypt
Armenian / Lebanon, Iraq
Assyrian / Iraq, Syria
Bengali / Bangladesh
Bicol / Philippines
Cantonese / China, Hong Kong
Cebuano / Philippines
Chavacano / Philippines
Croatian / Croatia
English / Canada
Farsi / Iran
French / Congo, Canada, Cameroon, Mauritius
Ga / Ghana
German / Germany
Greek / Greece
Gujarati / India
Hindi / India
Igbo / Nigeria
Ilocano / Philippines
Indonesian / Indonesia
Ishan / Nigeria
Italian / Italy
Japanese / Japan
Konkani / India
Korean / Korea
Kutchi (Kenya) / Kenya
Malayalam (India) / India
Malaysian / Malaysia
Maltese / Malta
Mandarin / China, Taiwan, Philippines
Nepalese / Nepal
Pampango / Philippines
Patois/Patwa / Jamaica
Polish / Poland
Portuguese / Portugal, Brazil
Punjabi / India
Romanian / Romania
Russian / Belarus, Russia
Serbian / Serbia
Shona / Zimbabwe
Sindhi / Pakistan
Sinhalese / Sri Lanka
Spanish / Colombia
Sudanese / Sudan
Swedish / Sweden
Tagalog / Philippines
Tamil / Sri Lanka
Telugu / India
Turkish / Turkey
Twi / Ghana
Ukrainian / Ukraine
Urdu / Pakistan, India
Vietnamese / Vietnam
Visaya / Philippines
Yoruba / Nigeria