Page 30 - The Ontario Curriculum, Grades 9-12: English As a Second Language and English Literacy Development, 2007

THEONTARIOCURRICULUM,GRADES9–12 | ESLandELD
Subject teachers should practise differentiated instruction, incorporating appropriate strategies for instruction and assessment to facilitate the success of the English language learners in their classrooms. These strategies include the following:
modification of some or all of the course expectations, based on the student’s level of English proficiency
use of a variety of instructional strategies (e.g., extensive use of visual cues, graphic organizers, and scaffolding; previewing of textbooks; pre-teaching of key vocabu- lary; peer tutoring; strategic use of students’ first languages)
use of a variety of learning resources (e.g., visual material, first-language material, simplified text, bilingual dictionaries, culturally diverse materials, field trips)
use of assessment accommodations (e.g., granting of extra time; use of oral inter- views and tasks requiring completion of graphic organizers and cloze sentences instead of essay questions and other assessment tasks that depend heavily on proficiency in English)
When learning expectations in any course are modified for English language learners, (whether or not the students are enrolled in an ESL or ELD course), this must be clearly indicated on the student’s report card.
For further information on supporting students who are English language learners, refer to the resource guide Many Roots, Many Voices: Supporting English Language Learners in Every Classroom (Ministry of Education, Ontario, 2005).
PROGRAM DELIVERY
There is flexibility in the delivery of ESL and ELD programs and the ways in which English language learners can be given support.
Delivery Models
Depending on local circumstances (i.e., distribution and number of English language learners within a particular district school board, size of school board), one or more of the following ESL and ELD program delivery models may be appropriate.
Local School Model
The number of students is sufficient to sustain a full-service program for English language learners.
The school contains an ESL and ELD department with qualified ESL and ELD teachers.
The school offers a range of ESL and ELD credit courses.
The school offers a range of other credit courses adapted to the needs of English language learners (e.g., geography, history, science).
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