Page 12 - The Ontario Curriculum, Grades 9-12: English As a Second Language and English Literacy Development, 2007

THEONTARIOCURRICULUM,GRADES9–12 | ESLandELD
Prior experience with English. Some newcomers, especially those of secondary school age, have studied English in their own countries. Placement of these students may vary according to their level of proficiency in English.
Personality or motivational factors. Some students are more likely to seek out oppor- tunities to use the new language and take the risks involved in experimenting with English. Others may need encouragement and support to do this.
The amount and quality of prior schooling. Students who have significant gaps in their schooling have more to catch up on and will need more support over a longer period of time.
The presence of learning exceptionalities. English language learners show the full range of learning exceptionalities in the same proportions as other Ontario students. When special education needs have been identified, students are eligible for ESL/ELD services and special education services simultaneously.
School and Classroom Factors
A number of school and classroom factors can have a positive influence on English language acquisition. These factors include the following:
The classroom environment. A caring environment where teacher and peers support English language learners and value their efforts to communicate is essential. It is also important to validate students’ linguistic and cultural backgrounds, encourag- ing them to strive to become bilingual and bicultural. As well, the selection of classroom resources should reflect the students’ backgrounds, ages, interests, and level of proficiency in English.
The amount and quality of ESL or ELD support. English language learners need the assistance of ESL or ELD teachers (and of classroom teachers who are aware of and responsive to their needs as language learners) who use approaches and strategies that are tailored to their needs (see the outline of approaches and strate- gies on pages 38−48).
Opportunities for interaction in English. English language learners need frequent opportunities for extended conversation in English with their peers and other members of the larger community. They should be encouraged to become involved in extra-curricular activities within the school community.
Supportive language feedback. English language learners need opportunities to pro- duce language and receive feedback in a respectful and helpful way. It is impor- tant for teachers to focus on communication first, responding to the content of what the student is trying to say, before rephrasing in order to provide a model for the student. As well, it is helpful to focus on one or two errors at a time rather than trying to “fix” everything. Errors are a normal part of the language learning process.
Opportunities to maintain and develop the first language. The student’s first language
is a critical foundation, not only for language learning but for all learning. Research indicates that students benefit academically, socially, and emotionally when they are encouraged to develop and maintain proficiency in their first language while they are learning English. Language skills and conceptual knowledge are readily transferable from one language to another, provided there are no learning excep- tionalities. The first language provides a foundation for developing proficiency in additional languages, serves as a basis for emotional development, and provides a vital link with the student’s family and cultural background.
10