mels intensive esl rreals - rccpals february 2012 1 mels working document 2012
TRANSCRIPT
MELS Intensive ESLRREALS - RCCPALS
February 2012
1MELS Working Document 2012
Agenda Intensive ESL Historical Perspective Annotated Bibliography MELS Support Document
Task 1Task 2Task 3
MELS Info-Update Sheet Questions
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What is Intensive English?
Three main characteristics:1. Increased amount of time allotted to
the learning of English
2. Concentrated teaching time
3. Enrichment of the MELS elementary ESL program (Cycles 2 and 3)
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What is the main goal?
To enable students to develop their oral interaction competency.
Reading and writing support the development of oral communication.
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The Classroom
...offers a variety of meaningful language learning situations in an all-English environment
...is culturally rich and linguistically diverse
…provides a context that encourages spontaneous communication and allows students to ‘live’ the language
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Intensive Historical Perspective
In the 60s Rapport Parent First French immersion project in St.
Lambert
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Intensive Historical PerspectiveIn the 70s
CS des Mille-Iles French immersion Comparison between welcoming and immersion
classes Early immersion vs. late immersion
CS des Mille-Iles & Greenfield Park First Intensive ESL projects
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Intensive Historical Perspective
In the 80s & 90s More Intensive ESL projects (in Quebec) More French immersion projects (in
Quebec and Canada)
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Intensive Historical Perspective
1996 The State of Education in Québec (États
généraux sur l’éducation)
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Intensive Historical Perspective
1997 L’école, tout un programme
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Intensive Historical Perspective
2001 Rapport Larose
États généraux sur le français
Plan d’action pour les languesLire, écrire, communiquer…réussir!
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Intensive Historical Perspective
Number of Intensive ESL classes in:
2002-2003: 175 2010-2011: 257 (36 school boards)
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Annotated Bibliography
Overview of research from the late 70s to now: Intensive ESL and FSL Immersion
Available online at: www.mels.gouv.qc.ca
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Who is involved?
MELS SPEAQ Publishers CPs Teachers
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What about now?
2-3 months for Intensive ESL students to achieve end-of-cycle outcomes
No new ESL program (for now) MELS support document
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MELS Support Document
The document will be:teacher-friendly (i.e. simple, clear, useful)
connected to the ESL programsuccinct
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Task 1: Table of Contents
What essential information should be included in the MELS support document in order to help teachers effectively use and go beyond the current ESL Cycle 3 program?
Brainstorm with your team.
Write down all your ideas and suggestions on the team sheet.
Two examples have been provided for you…Student Exit Profile & Teacher’s Role
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Task 2: Student Exit Profile
What should ESL students be able to do at the end of an intensive project?
Consider C1-C2-C3 and other observable behaviours.
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Task 2: Student Exit Profile
Refer to the elementary ESL Cycle 3 program (e.g. end-of-cycle outcomes) and POL, as needed.
Individually, write down your ideas.
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Task 2: Student Exit Profile
C1
Can communicate with an English speaker with increasing fluency
C2
Listen to, read and view a variety of texts on familiar and unfamiliar themes with support as needed
C3
Write longer stretches of writing with increasing accuracy (able to apply language conventions)
Other
Work well in teams
Sample observable behaviours:
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Task 2: Student Exit Profile
Share your ideas with your team and compile them on the team sheet.
Compare the items on your team sheet with the information found on the sample Student Exit Profile.
Are any ideas similar? If so, cross off the similar ideas on both sheets.
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Task 3: Teacher’s Role
In the MELS support document, the Intensive ESL teacher's role will be defined.
Read each statement. Determine if it is clear or unclear (). Provide your comments and suggestions underneath each statement.
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Task 3: Teacher’s Role
Table Tents:
Letter A = 1-10
Letter B = 11-20
Letter C = 21-30
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Final Words
MELS Info-Update Sheet
Questions?
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