Page 22 - The Ontario Curriculum, Grades 9-12: English As a Second Language and English Literacy Development, 2007

THEONTARIOCURRICULUM,GRADES9–12 | ESLandELD
develop writing skills that English language learners with consistent prior schooling have had, and may need extensive exposure to writing-readiness concepts, as well as to instruction about the purpose and structure of various forms of writing. In addition, all students need to be taught ways to avoid plagiarism when writing for reporting and research purposes. Teachers need to be aware of the differences between first- and second-language writers, and provide students with frequent opportunities to gain mastery over English language structure and the organizational patterns used in different types of texts.
Writing competence develops hand in hand with skills in other areas of English, espe- cially reading. In many ways, the development of writing and reading skills is recip- rocal. As students read a variety of texts, they build and develop a command of English vocabulary, become familiar with more complex English grammatical structures, and acquire an understanding of the organizational frameworks found in various genres of English writing. To become good writers of English who are able to communicate ideas with ease and clarity, English language learners need frequent opportunities to write for various purposes and audiences and to master the skills involved in the various stages of the writing process. The more English language learners read and write, the more likely they will be to achieve full mastery in all areas of the mainstream curriculum.
Socio-cultural Competence and Media Literacy
The Socio-cultural Competence and Media Literacy strand has four overall expectations, as follows:
Students will:
1. use English and non-verbal communication strategies appropriately in a variety of social contexts;
2. demonstrate an understanding of the rights and responsibilities of Canadian citizenship, and of the contributions of diverse groups to Canadian society;
3. demonstrate knowledge of and adaptation to the Ontario education system;
4. demonstrate an understanding of, interpret, and create a variety of media works.
English language learners arrive in Ontario schools from a multitude of cultural and lin- guistic backgrounds, each with its own norms and conventions for communicating in a range of social situations and contexts. To be fully proficient in any language, speakers of that language must learn to interact appropriately at different levels of formality with peers, teachers, community members, and employers. The ability to understand and use the different language forms and observe the behavioural norms that are appropriate in a wide variety of situations is an important part of socio-cultural competence and is also a critical factor in English language learners’ attainment of full proficiency in English.
Newcomer secondary students also face the twin challenges of learning English and
adapting to a new school system, a system that may be very different from the one they were previously accustomed to. English language learners need to learn to navigate the Ontario education system to maximize their potential for success. Through this strand, they will acquire the tools for success in the student-centred Ontario classroom envi- ronment by developing learning skills in such areas as teamwork, cooperation, time management, and initiative. English language learners also need to learn strategies for
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