Page 27 - The Ontario Curriculum, Grades 9-12: English As a Second Language and English Literacy Development, 2007

If the student is able to participate in the reading assessment, it is appropriate to go on to an assessment of writing in English. Students with limited proficiency in English may respond to a picture by listing what they see. Someone with greater proficiency may construct a more detailed description or write a story. With a more advanced student, it is helpful to obtain writing samples of different kinds, such as a piece of personal writing, a narrative, a letter, a descriptive piece, or some expository writing. In all cases, a choice of topics within the student’s experience should be provided. The specific course expec- tations for Writing may be used as criteria in assessing student performance and placing students in ESL or ELD courses.
Many English language learners may find it easier to display competence with figures than with the words of a new language. Achievement in mathematics can provide a use- ful indication of a student’s educational background and learning potential. However, since performance in mathematics depends on linguistic comprehension, limitations in the student’s understanding of English should be taken into account in administering the assessment. It is also important to consider that elements in the mathematics curriculum may be taught in a different order in other countries. Assessment materials provided in students’ first languages can be very helpful.
The mathematics assessment should begin with items related to The Ontario Curriculum, Grades 1–8: Mathematics, 2005. If a student’s performance on these items reveals signifi- cant gaps in mathematical knowledge and skills, it may not be advisable to conduct further assessment. In many cases, such gaps are attributable to lack of educational opportunity. Students who have missed some years of schooling may need placement in an accelerated upgrading program for the development of basic mathematical skills in preparation for placement in a Grade 9 mathematics course. Students who are able
to demonstrate competence with most of the items on the assessment should then be assessed on expectations from the secondary school mathematics curriculum to deter- mine program placement.
Placement
An interview should be arranged with the student and parents to review the assessment information and recommend a program of study. Students should be placed in a program that matches their educational experience and aspirations. In some cases, the choice of school may need to be discussed. The student and parents should be informed that the initial placement is tentative. Schools should monitor and revise the placement over a period of time. It is important to inform the student and parents that they, too, may initiate changes in the program.
English language learners who require ESL or ELD instruction should be placed in programs designed to meet their learning needs. Students, including beginning-level learners of English, should be placed in at least one mainstream class, to allow them to interact with their English-speaking peers. Most students with the necessary background in mathematics, for example, can participate successfully in mainstream mathematics courses, even if they have only beginning English proficiency. Also, the practical and inter- active nature of some courses in the arts, health and physical education, and technological education makes them especially suitable for English language learners.
THE PROGRAM IN ENGLISH AS A SECOND LANGUAGE AND ENGLISH LITERACY DEVELOPMENT
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