ESL Curriculum
MISSION STATEMENT
English as a Second Language (ESL) Learners, like all learners, require
opportunities for active participation in the classroom, to learn through
individual and group processes and in a variety of ways and at different
rates. The primary objective of ESL instruction is to enable students
to participate fully in the mainstream classroom, to take part in the school-wide
co-curricular program which emphasizes instruction in English, and to
facilitate the continuous learning of academic skills.
Home support for ESL learners is an essential ingredient for their success.
Our philosophy is that language is acquired best through meaningful experiences
in social contexts. Interaction between ESL and fluent speakers of English
facilitates the first level of language acquisition - basic interpersonal
communication skills. Using these survival-level skills
as a base, learners can begin the process of integration into the mainstream
English-speaking environment of the school. As English proficiency increases,
cognitive academic language proficiency skills develops and
students start to attempt academic work with ongoing ESL support until
they are at or near grade level.
KEY GOALS
The goals of the ESL program are to provide specific instruction in English
reading, writing, speaking and listening so that they may become members
of their class and participate in classroom activities. The ESL team supports
mainstream classroom instruction in the content areas by introducing vocabulary,
and by assisting students in their production of appropriate work in the
various content areas.
Pre-Production/Early Production Students
All students who are learning English for the first time will cover similar
basic areas of grammar, vocabulary, and skills work. Students are integrated
into the mainstream as soon as they are able to cope with regular classroom
instruction. Support needs vary throughout the year depending
on the individual child. In most cases a combination of pull-out and
in-class support is necessary. ESL teachers work closely with classroom
teachers to meet individual ESL student needs.
Speech Emergent/Intermediate Fluency/Language Enrichment Students
The emphasis for these students will be on helping them to understand
and to succeed in academic areas. The ESL team will liaise with the grade
teacher and develop in class support strategies. In general, more advanced
students only receive partial pull-out support that focuses on language
and literacy in content areas.
METHODOLOGY
The need to balance the teaching of the English language system with the
ability to communicate in English requires a variety of instructional
strategies. It is expected that teachers will integrate teacher-centered
with student-centered learning and to provide opportunities for individual,
pair and group-work. Students should be encouraged to become independent
learners and to take responsibility for their learning
Teachers will:
- introduce meaningful models of language (presentation and explanation)
- conduct meaningful practice of the language (develop what students know
into an ability to use the language)
- do project-work (to introduce large-scale language interaction with
authentic materials and information)
- give students feedback on their use of the language (help students learn
from their errors)
- provide specific instruction in phonics to all beginning students
- provide specific instruction in spelling to beginning and intermediate
students in grades 1 to 5.
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