Page 33 - Ontario Schools: Kindergarten to Grade 12

3
Supporting Diverse Learners
3.1 English Language Learners (ELLs)
English language learners are students whose first language is a language other than English, or is a variety of English that is significantly different from the variety used for instruction in Ontario’s schools, and who may require focused educational supports to assist them in attaining proficiency in English. These students may be Canadian born or recently arrived from other countries. They come from diverse backgrounds and school experiences, and have a wide variety of strengths and needs.
Boards must ensure that programs and supports are in place for these students as they develop proficiency in English. Boards and schools should implement program models that take into consideration the number of English language learners in the board/school.
Learning opportunities to enable English language learners to develop proficiency in English are to be integrated into the curriculum in all subject areas. All teachers share in the responsibility for the English language development of these students. Teachers must adapt the instructional program to address students’ different levels of proficiency in English and help these students adjust to a new linguistic, cultural, and educational environment. Appropriate adaptations include both modifications (see section 3.1.2) and accommodations such as specific teaching strategies. At
the secondary level, English language learners may also need to take English as a second language (ESL) and/or English literacy development (ELD) courses.
School boards will implement programs and services that will enable English language learners to continue their education while learning English.
Board and school requirements are outlined in the policy document English Language Learners / ESL and ELD Programs and Services: Policies and Procedures for Ontario Elementary and Secondary Schools, Kindergarten to Grade 12.
Part One: elementary and Secondary Schools 31