Page 23 - The Ontario Curriculum, Grades 9-12: English As a Second Language and English Literacy Development, 2007

planning for their future, through knowledge of a range of postsecondary pathways and destinations such as further education, apprenticeship training programs, or workforce opportunities.
Through the expectations in this strand, students will also demonstrate their understanding that the Ontario school system expects all students to treat each other with respect, dig- nity, and understanding. Students are entitled to receive equitable treatment in Ontario schools, regardless of differences in race, gender, place of origin, ethnic origin, citizen- ship, religion, sexual orientation, physical ability, or class and family status. Schools will not tolerate abuse, bullying, discrimination, intimidation, hateful words and actions, or any form of physical violence based on any of these differences. Students are encouraged through this strand to develop proactive problem-prevention strategies and peaceful conflict-resolution strategies that will allow them to interact respectfully and appropriately with each other and in the wider community. In addition, students will acquire knowl- edge about the contributions of the many linguistic and cultural groups that are at the heart of our diverse Canadian society, as well as a knowledge of Canadian geography, history, and civic issues that will empower them to participate fully as Canadian citizens.
This strand also includes expectations that help students to develop the media-literacy skills needed to understand, critically interpret, and create media texts in English. The plethora of print, screen, and electronic mass media messages directed at adolescents and youth makes the development of media literacy especially important for secondary students. The media-literacy aspect of this strand explores the impact and influence of mass media and popular culture by examining the art and messaging of texts such as films, songs, advertisements, television shows, magazines, newspapers, billboards, photographs, and websites. Because of the significant influence that implicit and overt media messages can have on students, it is important for students to develop the ability to evaluate such messages critically. Understanding how media texts are constructed and aimed at specific audiences enables students to respond to media texts intelligently and responsibly.
Because media texts tend to use idioms, slang, and Canadian and North American cultural contexts and references with which English language learners may not be familiar, media literacy is highly relevant to a strand that focuses on socio-cultural competence. However, media-literacy expectations also combine well with expectations in Listening and Speaking, Reading, and Writing.
ADAPTING ESL OR ELD COURSES FOR STUDENTS WHO SPEAK
A VARIETY OF ENGLISH
ESL and ELD courses were designed for students with a language background other than English. These courses may need to be adapted for use with students who speak a variety of English such as those spoken in parts of the Caribbean and Africa. These stu- dents have considerable knowledge of English, even if they are newcomers to Canada. Schools should establish protocols for adapting ESL or ELD courses to meet the needs of students who speak different varieties of English.
THE PROGRAM IN ENGLISH AS A SECOND LANGUAGE AND ENGLISH LITERACY DEVELOPMENT
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