Updated: Since writing this back in the first decade of 2000's, I have experienced a lot more, seen both positive and negatives to what I talked about here (back then) and what I really envision for an ELL/ESL/ELD program.
If you would like to hear what this looks like at Huamei International School (Offshore Canadian High School), feel free to reach out and engage in professional dialogue or potentially collaboration!
Check out and follow TPT account "Cbono90's Resources" for updates and insights into new approaches into ESL/ELL/ELD programing ressources!
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Final Product can be found on my TPT @
https://www.teacherspayteachers.com/Product/PLC-Presentation-on-What-does-an-Effective-ELL-Program-Look-Like-ON-Curr-5062706
https://www.teacherspayteachers.com/Product/PLC-Presentation-on-What-does-an-Effective-ELL-Program-Look-Like-ON-Curr-5062706
Task 5: Assignment
Professional Development
One of the biggest barriers to effectively teaching English language learners can be lack of professional development and/or lack of school community support for ELL learners.
For this assignment you will focus on the area of PD for teachers or on a school-wide initiative for the whole school community. The assignment focus should demonstrate how effective ESL and ELD programs are when we work collaboratively to support our ELL learners and be inclusive of everyone.
For this assignment you will reflect on all that you have learned throughout this course – through resources being introduced and through the collaborative dialogue and discussions that took place with your classmates and instructor.
As an ELL Specialist, your role is to respond to one of the following and present your assignment in a format of your own choosing.
Option A
Classroom teachers need support and to continue to learn effective strategies to support students’ language acquisition. Decide on PD you would like to convey to your school based on what an effective ESL and ELD program is comprised of. Think about your process and collaboration working as a group and the key important ideas and questions being asked. How would you effectively keep teachers in your school informed of ELL learning and practices and what would that PD look like?
Option B
What school-wide initiative could be planned for a school community, which would reflect and support your ELL learners? Consider how the event or program (whatever you present) would benefit the ELL learners, teachers and parents even. Consider the content discussed throughout the modules and reflect on why you chose the initiative you did.
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I am going to go with Option A as it seems to be the most beneficial to my future career. In presenting an initiative there are so many factors that will impact it and opportunities that will arise, it just seems too unnecessary for me because of the fact that when I start at a new school there will be so much to dive into-I don't think I'd ever have the chance to use it in the way I created it originally. However, it is very common that ELL programs are overlooked and put on a backburner in schools that don't have large ELL/ELD programs-plus to articulate what a functional program looks like, is extremely beneficial.
Option A, where to begin...
This is a video on "What makes a good teacher, Great." by Azul Terronez (TED Talk)
https://www.youtube.com/watch?v=m4G8OYLPUho&feature=emb_logo
https://www.youtube.com/watch?v=Pe2Ss4o0c88&feature=emb_logo
https://www.youtube.com/watch?v=Pe2Ss4o0c88&feature=emb_logo
These are videos put out into the professional workspace by the OCT; they are basic reiteration of a teacher's basic standards/duties/expected ethics as a classroom teacher.
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Good Example of a Program:
https://www.tdsb.on.ca/High-School/Your-School-Day/English-as-a-Second-Language
Bad Example of a Program:
Good Example of a Program:
https://www.tdsb.on.ca/High-School/Your-School-Day/English-as-a-Second-Language
Bad Example of a Program:
_________________________________________________________________________________________________
1. What is the purpose of an ELL/ELD program?
a) What is an English Language Learner?
"For the purposes of this policy, English language learners are students in
provincially funded English language schools whose first language isa
language other than English, or is a variety of English 1 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." (Ontario Education, Pg.7)
b) Goals of Program
"The implementation of this policy will result in a consistent approach to the education of English language learners across the province, while also affording the flexibility school boards need to meet their local needs, build capacity, and enhance program viability. The goal of Ontario’s policy for English language learners is to provide school boards with direction and support in meeting the needs of English language learners so that these students can develop the proficiency in English that is necessary for success in school. The policy will assist school boards in meeting these needs by:
• providing a definition of English language learners;
• describing effective procedures for reception, orientation,placement,
and programming for English language learners, in order to accelerate
their acquisition of English for academic purposes;
• describing procedures for initial and ongoing assessment of English
language learners and for reporting to parents;
• clarifying procedures for the identification of English language learners
who are to participate in large-scale assessments;
• defining the roles and responsibilities of teachers and administrators
and providing opportunities for them to develop the skills they need
to support English language learners effectively;
• clarifying procedures for collecting data related to English language
learners and for monitoring and tracking their progress, to support
public accountability;
• describing procedures designed to support increased credit
accumulation, graduation rates, and postsecondary enrolment among
English language learners.
(Ontario Education, Page 10)
2. Who is involved in the process of placement?
a) Board Implementation/Framework
2.2 RECEPTION AND ORIENTATION OF ENGLISH LANGUAGE LEARNERS AND THEIR FAMILIES
2.2.1a Parents will be made aware of the goal of ESL and ELD programs in Ontario schools and how they are of benefit to students who are developing proficiency in English.
(Ontario Education, Pg.15)
b) Reception and Orientation
First impressions are important, and schools should provide a warm
welcome for all English language learners and their families.
Orientation programs should include: information about courses and about
considerations related to course selection; explanation of programs and
activities; explanation of school policies(including assessment, evaluation, and reporting policies and homework policies);
explanation of the overall school structure, including the School Council’s
role; and information about community activities and supports.
(Ontario Education, Pg. 15-16)
c) Registration
Clear direction should be given to school staff to register all students of
eligible school age, whether or not an ESL or ELD program is already in
place, or to assist students to find an appropriate and accessible school
placement where their needs as English language learners will be met.
(Ontario Education, Pg. 16)
2.3.1 School boards will assign staff to assess the English language
proficiency of all English language learners. The assessment
procedure will include:
– a structured interview to assess oral communication skills
(i.e., listening and speaking);
– an assessment of reading comprehension;
– an assessment of student writing;
– an assessment of mathematical knowledge and skills.
(Ontario Education, Pg. 18)
3. How are students placed?
a) Identification
The assessment should provide information about the type and amount of
support the student will need to develop English language skills and
bridge gaps in learning.
Additional support should be provided through an intensive program
designed to accelerate the student’s acquisition of proficiency in everyday
and academic English and the appropriate knowledge and skills of literacy
and numeracy.
(Ontario Education, Pg. 19)
The development of an Individual Education Plan (IEP) for an English
language learner needs to take into consideration both needs related
to language learning and needs related to the student’s exceptionality.
b) Placement
Placement decisions should be based on information from:
– interviews with students and their parents/families about previous
access to schooling; experiences in school, including type of
schooling;migration history and family circumstances; health; the
student’s strengths, hobbies, and interests; special needs and other
related/potentially relevant information;
– school documents, where available (e.g., report cards,school
records);
– Prior Learning Assessment and Recognition (PLAR; see also Section
2.6.4) for credit-granting purposes (e.g., international language
credits for first language proficiency);
– an assessment of computational/procedural skills in mathematics
(as an indicator of general academic experience).
(Ontario Education, Pg. 19-20)
Guidance counsellors should have discussions with English language
learners in secondary schools about course selection in relation to the
various pathways leading to the student’s postsecondary and career goals.
As part of the ongoing process of developing an educational plan, teachers
and guidance counsellors should help English language learners to identify
their personal goals and strategies for learning English.
It is also important for teachers and guidance counsellors to schedule
frequent “check-ins” with English language learners to monitor their
academic achievement, participation in extracurricular activities, and social
adjustment.
(Ontario Education, Pg.20)
(Ontario Education, Pg.20)
Initial placement should be provisional, to give students opportunities to
demonstrate their knowledge and skills.
In secondary school, equivalent credits for previous education,whether or
not this is supported by documentation, should be awarded in accordance
with policy defined in Ontario Secondary Schools,Grades
9-12: Program and Diploma Requirements (1999). However,secondary
school placement may be independent of equivalent credits granted.For
example, a student who had successfully completed the equivalent of
Grade 10 in his or her home country would be granted 16 equivalent
credits, but may not have the English language proficiency to successfully
take Grade 11 courses exclusively.
(Ontario Education, Pg.21)
Integration into mainstream classrooms is an ongoing process. The
amount of integration should increase over time as students become more
proficient in English.
(Ontario Education, Pg.21)
Schools should continue tracking the progress of English language learners throughout their school careers. This will ensure that supports are provided when necessary and will provide demographic information for future planning
(Ontario Education, Pg.25)
Teachers will indicate, using the appropriate box on the report card, when modifications to curriculum expectations have been made to address the ESL or ELD needs of English language learners.
(Ontario Education, Pg. 26)
– English as a Second Language (ESL) programs, which are for students whose first language is other than English or is a variety of English significantly different from that used for instruction in Ontario schools. Students in these programs have had educational opportunities to develop age-appropriate first-language literacy skills; – English Literacy Development (ELD) programs, which are for students whose first language is other than English or is a variety of English significantly different from that used for instruction in Ontario schools. Students in these programs are most often from countries in which their access to education has been limited, and they have had limited opportunities to develop language and literacy skills in any language. Schooling in their countries of origin has been inconsistent,disrupted, or even completely unavailable throughout the years that these children would otherwise have been in school. As a result, they arrive in Ontario schools with significant gaps in their education;
– congregated classes for English language instruction, in the home school or other accessible school, for a significant portion of each school day;
– individual assistance on a tutorial/resource basis;
– core programs (English, social studies/history/geography,science, mathematics) taught by content-area teachers who also hold English as a Second Language Part 1 qualifications;
– sections of secondary courses designated for English language learners (e.g., Canadian geography for newcomers);
-integration into mainstream classrooms with appropriate instructional support from the classroom teacher and/or anESL/ELD teacher;
– participation in courses that encourage a high level of student involvement but that do not require a high level of proficiency in English (e.g., music, health and physical education,international language programs in some of the community languages when possible);
– participation in elementary and secondary international language programs;
– increased opportunities to use technology in developing proficiency in English;
– online support;
– peer tutoring and/or bilingual tutoring;
– a combination of some or all of the above.
(Ontario Education, Pg. 22-23)
English language learners at different stages of learning English and/or
developing literacy in English will need program adaptations in order to be
successful. Appropriate adaptations include:
– modified expectations (e.g., modification of some or all of the course
expectations, especially for students in the early stages of learning
English or those who require ELD support). (Note: When learning
expectations are modified, this must be clearly indicated on the
student’s report card.);
– a variety of accommodations related to instructional strategies
(e.g., extensive use of visual cues, graphic organizers, peer tutoring;
strategic use of students’ first languages);
– a variety of learning resources (e.g., use of visual materials,simplified
texts, and bilingual dictionaries);
– accommodations related to assessment strategies (see Section 2.8 for
more details).
(Ontario Education Pg.23)
Board staff who coordinate ESL and ELD programs and services should hold
specialist qualifications in English as a Second Language.
When making staffing decisions, school boards should consider the number
of English language learners in the board, and, in individual schools, the
number who will require ESL or ELD programs and services. (See Ontario
Regulation 184/97.)
(Ontario Education Pg.24)
All teachers are responsible for supporting academic success for all
students – including English language learners. Classroom/subject teachers
who have students in their classes who are English language learners are
not required to hold English as a Second Language Part 1 qualifications.
However, the school board should provide all teachers with opportunities
for professional development in meeting the needs of English language
learners.
Teachers assigned to ESL and ELD programs/courses at both the
elementary and secondary school level are required to hold English as a
Second Language Part 1 qualifications.
Teachers with positions of added responsibility in the area of ESL and ELD
(e.g., ESL/ELD department heads in secondary schools, ESL/ELD consultants
and coordinators) are required to possess a Specialist Certificate in English
as a Second Language.
(Ontario Education, Pg.31)
All students, including English language learners, must successfully complete the Ontario Secondary School Literacy Test (OSSLT) or the Ontario
Secondary School Literacy Course.
Learning expectations in the OSSLC may not be modified unless the English
language learner has special education needs.
The OSSLC, although it can be used to fulfil the compulsory English
requirement for either Grade 11 or Grade 12, may not be accepted as the
Grade 12 English entrance requirement for university or college programs.
English language learners should be provided with support in planning their
transition to postsecondary institutions or the workplace.
Offering courses (including the OSSLC and Grade 12 English courses) in a
special section for English language learners will enable teachers to provide
specific accommodations that will support English language learner sas
they work to meet secondary school diploma requirements.
(Ontario Education Pg.25)
