ESL MODELS

Introduction

• School boards will implement programs and services that will enable English language learners to continue their education while learning English. Supporting English Language Learners in Grades 1 to 8, P. 37
• Ontario elementary schools provide English Language Learners (ELLs) with English as Second Language (ESL) and English Language Development (ELD) support while at the same they study grade-level curriculum. These programs are designed to meet the needs, interest, and strengths of the students
• Sometimes, ELLs can spend a part or the whole day in their regular classroom. Their classroom teacher and the school’s ESL/ELD teacher work together to plan lesson activities that will help them improve their English language proficiency.
• Teachers work together to help ELLs improve their English language skills in reading, writing, speaking, and listening.

ESL Program

• ESL program is for students whose first language (L1) or mother tongue is not English or the English dialect they peak is different from the English used for instruction in Ontario schools. ELLs will be able to learn and develop age-appropriate language and literacy skills. ESL programs are from Kindergarten to Grade 12.

ELD Program

• ELD program is for students whose L1 is not English or the English dialect they speak is different from the English used for instruction in Ontario schools. ELLs in these programs in Ontario schools might have missed schools in their home countries and have gaps in their education. They need to improve their language and literacy skills.
• ELD programs start from Grade 3 because ELLs from Kindergarden to grade 2 might not have big gaps in their education. Students learn age or grade level curriculum content and literacy skills in ELD class. Students move to the ESL programs when they learn age-level literacy skills which help them to work better in these classes.

TDSB Programs

• In the Toronto District School Board (TDSB), we have these programs so that ELLs can learn language and literacy skills from “Steps A1 to 6”. It helps to meet the changing and growing needs of the learners to be successful in schools with their classwork.

TDSB Programs

• In the Toronto District School Board (TDSB), we have these programs so that ELLs can learn language and literacy skills from “Steps A1 to 6”. It helps to meet the changing and growing needs of the learners to be successful in schools with their classwork.

The Tutorial Support Model

• Our ELLs are can meet with this staff during either period one or two every day for targeted support as decided by the specialist ESL staff and their classroom teacher to best meet their current needs.
• They can also decide if it is best for the ELL to stay in the homeroom during this period depending on the need of the learner.
• The ELLs can ask the specialist ESL/ELD teacher for additional help/support with their certain curriculum content classwork.
• The class size is smaller and they get more opportunity to talk to the ESL/ELD teacher about their individualized needs and interest.
• They can get immediate support to further practice and it's an opportunity to reinforce specific language skills because of the small class size.
• The ESL/ELD staff can pre-teach difficult or new words to help them more easily understand math, science, social studies and other concepts areas studied in class more easily.
• ELL can get the opportunity to use technology, like an Ipad or a desktop computer to research learning material in thier first language and use appropriate visuals.

Integrated Classroom Support Model

• ELLs will be able to stay in their mainstream/homeroom class for the whole day except for only that one period.They will still have plenty of opportunity during the rest of the day to communicate with their classmates, proficient English speakers.
• Both the classroom teacher and the ESL/ELD teacher frequently plan together suitable classwork and assessment at grade-level curriculum for ELLs.
• They track through suitable ongoing assessment the ELLs progress (e.g., Step A1 to 6).
• They talk about how to scaffold instruction, the best classroom environment, and assessment to support the ELLs to be successful in their classwork.
• The classroom teacher use differentiated instruction, either individually or in small groups. Suitable accommodations and modifications are made for ELLs success by staff and other stakeholders.
• Suitable accommodations and modifications are made for ELLs success by staff and other stakeholders.
• Further our ESL/ELD staff is also your child’s classroom resource teacher who also works with your child’s class each day for a period. Hence, the ESL/ELD staff is aware of your child’s needs and interest and can better target their needs in the ESL/ELD tutorial program.

Closing Remarks

• I do hope that I was able to inform you on how your child can benefit from both programs offered at our school to meet your child’s needs and success in English language skills and literacy development.
• I hope this session will help to convince you to give permission for your child to attend the ESL/ELD Integrated Classroom Support.

Closing Remarks

• I do hope that I was able to inform you on how your child can benefit from both programs offered at our school to meet your child’s needs and success in English language skills and literacy development.
• I hope this session will help to convince you to give permission for your child to attend the ESL/ELD Integrated Classroom Support.

Reference

• Supporting English Language Learners in Grades 1 to 8 Retrieved from: http://www.edu.gov.on.ca/eng/document/esleldprograms/guide.pdf