Page 28 - The Ontario Curriculum, Grades 9-12: English As a Second Language and English Literacy Development, 2007

THEONTARIOCURRICULUM,GRADES9–12 | ESLandELD
Assessment results may indicate that a student will succeed in mainstream classes. Such students may be placed immediately in the courses appropriate to the grade level and desired program of study, although their progress should be monitored to ensure appro- priate placement.
If the assessment indicates that a student may be performing several grades behind his or her peers, this may not be the result of a learning disability. Low levels of first-language literacy skills or academic achievement can often be attributed to external conditions, such as disrupted schooling or limited access to schooling in the country of origin. With proper support, the student can be assisted in catching up with peers. However, it is important to keep in mind that some English language learners – about the same pro- portion as in the general school population – may have learning exceptionalities that are not related to lack of knowledge of the language of instruction or to gaps in their school- ing. These students are discussed in the section “Planning ESL and ELD Programs for Students With Special Education Needs”.
Monitoring
Schools should monitor the academic progress of each student. Although the initial assessment may provide sufficient information for a tentative placement, it is important to assess each student’s progress on an ongoing basis. By keeping track of academic and linguistic development, schools can suggest appropriate changes to a student’s program.
TRANSITION FROM ELEMENTARY TO SECONDARY SCHOOL
Many English language learners arrive in Grade 9 after several years in an Ontario elemen- tary school, where various models for ESL and ELD support may be in place. Many of these students are still learning English, even though they may not have been receiving direct ESL or ELD support in Grade 8. Such students will benefit from ESL or ELD courses to help them cope with the linguistic demands of the secondary school program. Schools should establish protocols for easing the transition between elementary and secondary school.
TRANSITION TO MAINSTREAM ENGLISH COURSES
The transition to mainstream English courses is influenced by a number of variables, particularly the individual student’s future educational goals, age, and the level of achieve- ment he or she has attained in ESL or ELD courses. For example: a high-achieving fifteen- year-old student currently in ESL Level 4 who plans to go to university may benefit from completing ESL Level 5 prior to transferring into the Grade 11 English university prepa- ration course (ENG3U); whereas an eighteen-year-old student currently in ESL Level 4 who plans to enter the workforce after graduation may be best served by transferring into the Grade 12 English workplace preparation course (ENG4E).
Some students may require more or less time than others to achieve the course expecta- tions. Students who show exceptional progress may be able to meet the expectations of two ESL or ELD courses within the time frame for one credit: that is, 110 hours. These students would earn the higher ESL or ELD credit. Others may need to repeat a course or part of a course in order to achieve all the course expectations and earn the credit for
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