The Ontario Curriculum, Grades 9-12: English As a Second ...

Ministry of Education

The Ontario Curriculum

Grades 9 to 12

REVISED

English as a Second Language and

English Literacy Development

2007

CONTENTS

INTRODUCTION

3

Secondary Schools for the Twenty-first Century . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

The Importance of English as a Second Language (ESL) and

English Literacy Development (ELD) in the Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

The Goals of the ESL and ELD Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

English Language Learners in Ontario . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Programs to Support English Language Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Roles and Responsibilities in ESL and ELD Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Factors in Successful English Language Acquisition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

THE PROGRAM IN ENGLISH AS A SECOND LANGUAGE

AND ENGLISH LITERACY DEVELOPMENT

12

Overview of the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Curriculum Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Strands . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Adapting ESL or ELD Courses for Students Who Speak a Variety of English . . . . . . . . 21

Procedures for Placing English Language Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22

Transition From Elementary to Secondary School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Transition to Mainstream English Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Integration of Students Into Mainstream Subject Classrooms . . . . . . . . . . . . . . . . . . . . . . . . . .27

Program Delivery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

ASSESSMENT AND EVALUATION OF

STUDENT ACHIEVEMENT

31

Basic Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

The Achievement Chart for ESL and ELD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Evaluation and Reporting of Student Achievement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Reporting on Demonstrated Learning Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

This publication is available on the Ministry of Education¡¯s

website, at .on.ca.

SOME CONSIDERATIONS FOR PROGRAM

PLANNING IN ESL AND ELD

38

Instructional Approaches and Teaching Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Planning ESL and ELD Programs for Students With Special

Education Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

Antidiscrimination Education in Programs for English

Language Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

Literacy, Mathematical Literacy, and Inquiry/Research Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

The Role of the School Library in ESL and ELD Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

The Role of Technology in ESL and ELD Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

Career Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

Cooperative Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

The Ontario Skills Passport and Essential Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

Health and Safety in ESL and ELD . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56

COURSES

57

English as a Second Language, ESL Level 1, Open (ESLAO) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

English as a Second Language, ESL Level 2, Open (ESLBO) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71

English as a Second Language, ESL Level 3, Open (ESLCO) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83

English as a Second Language, ESL Level 4, Open (ESLDO) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95

English as a Second Language, ESL Level 5, Open (ESLEO) . . . . . . . . . . . . . . . . . . . . . . . . . . . 107

English Literacy Development, ELD Level 1, Open (ELDAO) . . . . . . . . . . . . . . . . . . . . . . . . . . 119

English Literacy Development, ELD Level 2, Open (ELDBO) . . . . . . . . . . . . . . . . . . . . . . . . . . 131

English Literacy Development, ELD Level 3, Open (ELDCO) . . . . . . . . . . . . . . . . . . . . . . . . . . 143

English Literacy Development, ELD Level 4, Open (ELDDO) . . . . . . . . . . . . . . . . . . . . . . . . . . 153

English Literacy Development, ELD Level 5, Open (ELDEO) . . . . . . . . . . . . . . . . . . . . . . . . . . 163

GLOSSARY

175

INTRODUCTION

This document replaces The Ontario Curriculum, Grades 9 to 12: English as a Second Language

and English Literacy Development, 1999. Beginning in September 2007, all courses in English

as a Second Language (ESL) and English Literacy Development (ELD) for Grades 9 to 12

will be based on the expectations outlined in this document.

SECONDARY SCHOOLS FOR THE TWENTY-FIRST CENTURY

The goal of Ontario secondary schools is to support high-quality learning while giving

individual students the opportunity to choose programs that suit their skills and interests.

The updated Ontario curriculum, in combination with a broader range of learning

options outside traditional classroom instruction, will enable students to better customize

their high school education and improve their prospects for success in school and in life.

THE IMPORTANCE OF ENGLISH AS A SECOND LANGUAGE (ESL) AND

ENGLISH LITERACY DEVELOPMENT (ELD) IN THE CURRICULUM

Ontario secondary schools are now home to students who speak more than 100 different

languages, including several Aboriginal languages, many African, Asian, and European

languages, or an English-related creole language (such as Caribbean Creole or West

African Krio). Ontario¡¯s increasing linguistic and cultural diversity provides students

with many opportunities for cultural enrichment and for learning that is global in scope.

At the same time, however, this diversity means that a significant and growing proportion

of Ontario students arrive in English-language schools as English language learners ¨C

that is, students who are learning the language of instruction at the same time as they

are learning the curriculum. The curriculum in English as a Second Language and

English Literacy Development for Grades 9 to 12 has been developed to ensure that

English language learners have the maximum opportunity to become proficient in

English and achieve the high levels of literacy that are expected of all Ontario students.

THE GOALS OF THE ESL AND ELD CURRICULUM

The ESL and ELD curriculum is based on the belief that broad proficiency in English is

essential to students¡¯ success in both their social and academic lives, and to their ability

to take their place in society as responsible and productive citizens. The curriculum is

designed to provide English language learners with the knowledge and skills they need

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