Page 53 - The Ontario Curriculum, Grades 9-12: English As a Second Language and English Literacy Development, 2007

ANTIDISCRIMINATION EDUCATION IN PROGRAMS FOR
ENGLISH LANGUAGE LEARNERS
The implementation of antidiscrimination principles in education influences all aspects of school life. It promotes a school climate that encourages all students to work to high standards, affirms the worth of all students, and helps them strengthen their sense of identity and develop a positive self-image. It encourages staff and students alike to value and show respect for diversity in the school and the wider society. It requires schools to adopt measures to provide a safe environment for learning, free from harassment, violence, and expressions of hate. Antidiscrimination education encourages students to think critically about themselves and others in the world around them in order to promote fairness, healthy relationships, and active, responsible citizenship.
The ESL and ELD program provides many opportunities to support the principles relat- ing to antidiscrimination education. The ESL and ELD program should enable students to recognize the contributions of various cultures to Canada including the unique role of Aboriginal people in the historical and cultural development of the country. The wealth of linguistic and cultural diversity in ESL and ELD classrooms allows students to share information with each other about their own languages and cultures and about their experiences of their native countries and as newcomers to Canada. This will help students to develop a sense of personal identity and belonging. Teachers should seek to provide inclusive learning resources and materials representing diverse cultures, backgrounds, and experiences in order to reinforce students’ self-identity. Both students and teachers should explore aspects of intercultural communication – for example, how different cul- tures interpret the use of eye contact and body language in conversation and during presentations. Teachers should be aware of global events that may affect students and that can also be used as opportunities for instruction.
Resources should be chosen not only to reflect the diversity of the student population but also on the basis of their appeal for both girls and boys in the classroom. Recent interna- tional research has shown that many boys are interested in informational materials, such as manuals and graphic texts, as opposed to works of fiction, which are often more appealing to girls. Both sexes read Internet materials, such as website articles, e-mail, and chat messages, outside the classroom. Me Read? No Way! A Practical Guide to Improving Boys’ Literacy Skills (available on the Ministry of Education website) provides a number of useful literacy strategies that focus on engaging boys in reading and writing and that can enhance the learning environment for both girls and boys.
In the ESL and ELD program, students develop the ability to detect negative bias and stereotypes in literary texts and informational materials. They also learn to use inclusive and non-discriminatory language in both oral and written work.
Active, responsible citizenship involves asking questions and challenging the status quo. The ESL and ELD program leads students to look at issues of power and justice in socie- ty, and empowers them by enabling them to express themselves and to speak out about issues that strongly affect them.
SOME CONSIDERATIONS FOR PROGRAM PLANNING IN ESL AND ELD
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