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 ? 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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