Page 25 - The Ontario Curriculum, Grades 9-12: English As a Second Language and English Literacy Development, 2007

Reception and Orientation
Supportive reception and orientation of new students and their families is a critical first step in the successful integration of English language learners into secondary school. This reception process may take place at a centralized school board reception centre or at the individual school site. During initial reception, assessment, and placement, several interviews and counselling sessions may be needed to share background information that will contribute to students’ successful integration into the secondary school and to initiate open and positive communication with the home and family. The assistance of interpreters, school settlement workers, student ambassadors, and other community members can be very helpful during this process.
During the first interview, the interviewer should:
obtain background information about the student, including personal history, circumstances of immigration, previous educational experience, education plans, and career aspirations. This information should be made available to the student’s teachers;
review any educational documents that students may bring to facilitate the granting of equivalent credits for previous secondary education, in accordance with policy directives, and in consultation with resource persons familiar with the education system in the student’s home country;
if documents are not available, gather information from the student and parents to find out about previous schooling, including the number of years completed;
introduce the new student to a student ambassador – preferably one who speaks the newcomer’s language – who will help orient the student to the school and its routines;
provide essential orientation information to the student and family and establish a relationship that allows orientation to continue during the weeks and months ahead.
Orientation information may include the following: basic information about the structure of the school day and year; the names and telephone numbers of relevant community organizations and of important contact persons such as the guidance counsellor, the ESL or ELD teacher, the principal, and a bilingual contact person or interpreter; a description of support services available from the district school board; a description of important school norms and routines such as the dress code and emergency procedures; a descrip- tion of the Ontario school system; and information on the role of parents in Ontario schools. It is helpful to have this information available in printed form so that newcomers are not overwhelmed by the need to assimilate a great deal of information all at once. It is also helpful to provide this information in the languages of the community.
Initial Assessment
The initial assessment of English language learners is an opportunity to obtain a clear picture of their educational, cultural, and personal background, their level of achieve- ment in the subjects covered by Ontario’s curriculum, their level of proficiency in English, and their linguistic, academic, and other needs, including any exceptionalities.
THE PROGRAM IN ENGLISH AS A SECOND LANGUAGE AND ENGLISH LITERACY DEVELOPMENT
23