Page 39 - The Ontario Curriculum, Grades 11 and 12: Technological Education, 2009 (revised)

THE ONTARIO CURRICULUM, GRADES 11 AND 12 | Technological Education
Most English language learners in Ontario schools have an age-appropriate proficiency in their first language. Although they need frequent opportunities to use English at school, there are important educational and social benefits associated with continued development of their first language while they are learning English. Teachers need to encourage par- ents to continue to use their own language at home in rich and varied ways as a founda- tion for language and literacy development in English. It is also important for teachers to find opportunities to bring students’ languages into the classroom, using parents and community members as a resource.
During their first few years in Ontario schools, English language learners may receive support through one of two distinct programs from teachers who specialize in meeting their language-learning needs:
English as a Second Language (ESL) programs are for students born in Canada or new- comers whose first language is a language other than English, or is a variety of English significantly different from that used for instruction in Ontario schools.
English Literacy Development (ELD) programs are primarily for newcomers whose first language is a language other than English, or is a variety of English significantly different from that used for instruction in Ontario schools, and who arrive with significant gaps in their education. These students generally come from countries where access to education is limited or where there are limited opportunities to develop language and literacy skills in any language. Some Aboriginal students from remote communities in Ontario may also have had limited opportunities for formal schooling, and they also may benefit from ELD instruction.
In planning programs for students with linguistic backgrounds other than English, teach- ers need to recognize the importance of the orientation process, understanding that every learner needs to adjust to the new social environment and language in a unique way
and at an individual pace. For example, students who are in an early stage of English- language acquisition may go through a “silent period” during which they closely observe the interactions and physical surroundings of their new learning environment. They may use body language rather than speech or they may use their first language until they have gained enough proficiency in English to feel confident of their interpretations and responses. Students thrive in a safe, supportive, and welcoming environment that nur- tures their self-confidence while they are receiving focused literacy instruction. When they are ready to participate, in paired, small-group, or whole-class activities, some students will begin by using a single word or phrase to communicate a thought, while others will speak quite fluently.
With exposure to the English language in a supportive learning environment, most young children will develop oral fluency quite quickly, making connections between concepts and skills acquired in their first language and similar concepts and skills presented in English. However, oral fluency is not a good indicator of a student’s knowledge of vocabulary or sentence structure, reading comprehension, or other aspects of language proficiency that play an important role in literacy development and academic success. Research has shown that it takes five to seven years for most English language learners to catch up to their English-speaking peers in their ability to use English for academic purposes. Moreover, the older the children are when they arrive, the greater the amount of language knowl- edge and skills that they have to catch up on, and the more direct support they require from their teachers.
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