Page 59 - THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Cooperative Education

the principal deems that a credit will not be granted for the course, the IEP box must be checked and the appropriate statement from Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools, First Edition, Covering Grades 1 to 12, 2010, page 62, must be inserted. The teacher’s comments should include relevant information on the student’s demonstrated learning of the modified expectations, as well as next steps for the student’s learning in the course.
PROGRAM CONSIDERATIONS FOR ENGLISH LANGUAGE LEARNERS
Ontario schools have some of the most multilingual student populations in the world. The first language of approximately 26 per cent of the students in Ontario’s English- language schools is a language other than English. In addition, some students use varieties of English – also referred to as dialects – that differ significantly from the English required for success in Ontario schools. Many English language learners were born in Canada and have been raised in families and communities in which languages other than English, or varieties of English that differ from the language used in the classroom, are spoken. Other English language learners arrive in Ontario as newcomers from other countries; they may have experience of highly sophisticated educational systems, or they may have come from regions where access to formal schooling was limited.
When they start school in Ontario, many of these students are entering a new linguistic and cultural environment. All teachers share in the responsibility for these students’ English-language development.
English language learners (students who are learning English as a second or additional language in English-language schools) bring a rich diversity of background knowledge and experience to both the classroom and the community components. These students’ linguistic and cultural backgrounds not only support their learning in their new environment but also become a cultural asset in the classroom and the community. Effective teachers find positive ways to incorporate this diversity into their instructional programs and into the classroom environment. Placement employers and supervisors in cooperative education can also find positive ways to highlight the diverse skills, knowledge, and experiences that English language learners bring to the cooperative education placement.
Most English language learners in Ontario schools have age-appropriate proficiency in their first language, as well as the appropriate literacy skills. Although they need frequent opportunities to use English at school, there are important educational and social benefits associated with continued development of their first language while they are learning English. Teachers need to encourage parents to continue to use their own language at home in rich and varied ways as a foundation for language and literacy development in English. It is also important for teachers to find opportunities to bring students’ languages into the classroom, using parents and community members as a resource.
During their first few years in Ontario schools, English language learners may receive support through one of two distinct programs designed to meet their language-learning needs:
English as a Second Language (ESL) programs are for students born in Canada or newcomers whose first language is a language other than English, or is a variety of English significantly different from that used for instruction in Ontario schools.
SOME CONSIDERATIONS FOR PROGRAM PLANNING IN COOPERATIVE EDUCATION
57