Page 56 - The Ontario Curriculum, Grades 9-12: English As a Second Language and English Literacy Development, 2007

THEONTARIOCURRICULUM,GRADES9–12 | ESLandELD
Teachers, too, will find the various ICT tools useful in their teaching practice, both for whole class instruction and for the design of curriculum units that contain varied approaches to learning to meet diverse student needs.
Although the Internet is a powerful learning tool, there are potential risks attached to its use. All students must be made aware of issues of Internet privacy, safety, and respon- sible use, as well as of the ways in which this technology is being abused – for example, when it is used to promote hatred.
CAREER EDUCATION
English language learners require special attention in the area of career education. These students need guidance in exploring the full range of educational and career opportuni- ties available to them in their new country and/or educational setting. In addition to offering classroom activities that build on the strengths, abilities, and language that students bring with them, teachers should adapt career education materials as needed and provide students with career-related opportunities such as career research, job shadowing, and field trips.
COOPERATIVE EDUCATION
Cooperative education and other workplace experiences, such as job shadowing, field trips, and work experience, enable students to apply the skills they have developed in the classroom to real-life experiences. Cooperative education and other workplace experiences also help to broaden students’ knowledge of employment opportunities in
a wide range of fields. In addition, students develop their understanding of workplace practices, certifications, and the nature of employer-employee relations.
English language learners need special consideration and support in order to take advantage of the opportunities offered by cooperative education and other workplace experiences. Their level of proficiency in English and their experience in Canadian society must be considered in order to place them appropriately in cooperative educa- tion, work experience, and community service programs. The adults with whom stu- dents will interact need to be sensitive to the students’ needs as newcomers to Canada. Some students may benefit from being placed with mentors from their own culture who can serve as role models and who can provide support and guidance in the students’ first languages as well as in English. English language learners also bring valuable tal- ents to the community and the workplace, and their language backgrounds and cultural knowledge may be a special asset. For example, with appropriate training, students may be able to provide valuable bilingual services in the school or in neighbouring elemen- tary schools.
Health and safety issues must be addressed when learning involves cooperative educa-
tion and other workplace experiences. Teachers who provide support for students in workplace learning placements need to assess placements for safety and ensure that students understand the importance of issues relating to health and safety in the work- place. Before taking part in workplace learning experiences, students must acquire the knowledge and skills needed for safe participation. Students must understand their
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