Successes and Challenges of Successes and Challenges of Second Language Learners in Second Language Learners in

CanadaCanada

The challenge of integrating research and The challenge of integrating research and effective practice into educational policy and effective practice into educational policy and programming at the provincial and school programming at the provincial and school division/district level division/district level

Reflections on EAL developments and Reflections on EAL developments and direction in Manitoba direction in Manitoba

Contexts and PerspectivesContexts and Perspectives

My experience as a EAL/ESL learnerMy experience as a EAL/ESL learner Research and experience in leading Research and experience in leading

an EAL Program Review and an EAL Program Review and developing a multi-year action plandeveloping a multi-year action plan

Emerging Themes Emerging Themes The importance of first or prior language learning, The importance of first or prior language learning,

literacy, and academic preparation for acquiring an literacy, and academic preparation for acquiring an additional languageadditional language

The diversity of EAL learners and the impact of The diversity of EAL learners and the impact of culture on additional language acquisitionculture on additional language acquisition

The importance of appropriate EAL assessment The importance of appropriate EAL assessment approaches and resources approaches and resources

Professional development and EAL/SL informed Professional development and EAL/SL informed teachingteaching

Need for comprehensive provincial EAL policy, Need for comprehensive provincial EAL policy, curriculum, and assessment frameworkscurriculum, and assessment frameworks

Kelleen Toohey’s paper on reading comprehension and Kelleen Toohey’s paper on reading comprehension and Aman’s experienceAman’s experience

Armand’s and Dagenais’s discussion of Language Awareness Armand’s and Dagenais’s discussion of Language Awareness in additional language acquisition in the BC French Immersion in additional language acquisition in the BC French Immersion and and Quebec FSL classroomsand and Quebec FSL classrooms

DaniDanièèle Moore’s discussion of children’s literacy and written le Moore’s discussion of children’s literacy and written code-switching practices in different social contextscode-switching practices in different social contexts

Tracey Derwing’s exploration of the different trajectories of Tracey Derwing’s exploration of the different trajectories of Russian and Mandarin EAL learnersRussian and Mandarin EAL learners

The importance of first or prior language learning, The importance of first or prior language learning, literacy, and academic preparation on acquiring an literacy, and academic preparation on acquiring an

additional languageadditional language

The diversity of EAL learners and the impact of The diversity of EAL learners and the impact of culture on additional language acquisitionculture on additional language acquisition

Closely related to the first theme but merits separate Closely related to the first theme but merits separate attentionattention

Need to consider closely how cultural practices and Need to consider closely how cultural practices and experiences impact on second language acquisition - experiences impact on second language acquisition - a significant challenge for many EAL teachers as they a significant challenge for many EAL teachers as they are often monolingual and not representative of the are often monolingual and not representative of the students they teachstudents they teach

Sociolinguistic and sociocultural aspects of language Sociolinguistic and sociocultural aspects of language acquisition need to be integrated into EAL teaching acquisition need to be integrated into EAL teaching approaches and methods approaches and methods

The importance of appropriate EAL informed The importance of appropriate EAL informed

assessment approaches and resourcesassessment approaches and resources

The lack of common and appropriate EAL assessment The lack of common and appropriate EAL assessment frameworks (benchmarks, proficiency standards, frameworks (benchmarks, proficiency standards, scales, continua etc)scales, continua etc)

The injustice of using L1 assessment tools to assess The injustice of using L1 assessment tools to assess EAL learners – such practices emphasize the deficits EAL learners – such practices emphasize the deficits rather than the accelerated learning many students are rather than the accelerated learning many students are actually undergoingactually undergoing

Need to develop common and appropriate curriculum Need to develop common and appropriate curriculum and assessment frameworks and resources that and assessment frameworks and resources that recognize the stages of EAL developmentrecognize the stages of EAL development

Professional development and EAL/SL informed Professional development and EAL/SL informed teachingteaching

The papers highlight the importance of second The papers highlight the importance of second language acquisition theory and practice for language acquisition theory and practice for teachers of additional language learnersteachers of additional language learners

Many if not most teachers of EAL learners Many if not most teachers of EAL learners (with some regional variations) have had (with some regional variations) have had limited EAL or second language educationlimited EAL or second language education

There is a critical need to expand opportunities There is a critical need to expand opportunities for EAL/second language education of teacher for EAL/second language education of teacher candidates and teachers in the fieldcandidates and teachers in the field

Need for comprehensive provincial EAL policy, Need for comprehensive provincial EAL policy, curriculum, and assessment frameworkscurriculum, and assessment frameworks

While there are significant differences While there are significant differences between provinces and their policies, overall between provinces and their policies, overall there is a need to enhance EAL programming there is a need to enhance EAL programming and resources in the K-12 systemand resources in the K-12 system

EAL program reviews and heightening EAL program reviews and heightening awareness of the limitations and challenges awareness of the limitations and challenges being faced are providing opportunities for being faced are providing opportunities for enhancing EAL policy and practiceenhancing EAL policy and practice

Manitoba’s K-S4 EAL Program Review and 2005-08 Action Plan Manitoba’s K-S4 EAL Program Review and 2005-08 Action Plan

Manitoba Education, Citizenship and Youth announced a Manitoba Education, Citizenship and Youth announced a three-year plan to enhance access to and strengthen EAL three-year plan to enhance access to and strengthen EAL programming in Kindergarten to Senior 4 schools. programming in Kindergarten to Senior 4 schools.

The action plan resulted from a program review that The action plan resulted from a program review that commenced in late 2001commenced in late 2001

EAL policies and practices had not changed since the last EAL policies and practices had not changed since the last review in 1986review in 1986

Many of the themes that are emerging around appropriate Many of the themes that are emerging around appropriate programming and supports emergedprogramming and supports emerged

One of the key aspects of the results of the review was the One of the key aspects of the results of the review was the need to develop an appropriate, research-based provincial need to develop an appropriate, research-based provincial EAL curriculum, programming, and assessment frameworkEAL curriculum, programming, and assessment framework

Research on Adolescent and Young Adult Newcomers Research on Adolescent and Young Adult Newcomers of War-Affected Backgrounds in and Manitoba Schools of War-Affected Backgrounds in and Manitoba Schools

study, designed to obtain information on the numbers of study, designed to obtain information on the numbers of refugee learners currently in our schools, to develop a better refugee learners currently in our schools, to develop a better understanding of their experiences and the programming understanding of their experiences and the programming supports available, and to explore the possibilities for supports available, and to explore the possibilities for enhancing programming effectiveness. enhancing programming effectiveness.

summary of data obtained through provincial immigration summary of data obtained through provincial immigration statistics, questionnaires, and site interviews. statistics, questionnaires, and site interviews.

provides an impression of the strengths and challenges of provides an impression of the strengths and challenges of current programming and supports available to current programming and supports available to adolescent and adolescent and young adult students from refugee, war-affected, and disrupted young adult students from refugee, war-affected, and disrupted schooling backgrounds. schooling backgrounds.

intended to intended to guide the process of improving and supporting guide the process of improving and supporting effective programming and establishing alternative approaches effective programming and establishing alternative approaches where required. where required.

High School ESL Students: High School ESL Students: DropDrop outs, outs, fall fall outs or outs or pushpush outs? outs?

Beginners drop out at a rate of 95%Beginners drop out at a rate of 95% Intermediate drop out at a rate of 70%Intermediate drop out at a rate of 70% Advanced drop out at a rate of 50%Advanced drop out at a rate of 50%

Though English language proficiency at entry to high school was a key Though English language proficiency at entry to high school was a key factor in determing educational progress, factor in determing educational progress, other factors such as L1 other factors such as L1 education and L2 rate of acquisitioneducation and L2 rate of acquisition also emerged from the profiles of also emerged from the profiles of successful ESL studentssuccessful ESL students

Fall outs- Often low L1 literacy, lack of formal education (sorry/sad)Fall outs- Often low L1 literacy, lack of formal education (sorry/sad) Drop outs-some success but frustration with or economic needs Drop outs-some success but frustration with or economic needs

(frustrated)(frustrated) Push outs-some success but ran out of time and gave up (angry/resentful)Push outs-some success but ran out of time and gave up (angry/resentful)

From: From: Educational Experiences of ESL Students: Unraveling the Role of English Language Proficiency by David L. E. Watt, Hefty Roessingh, and Lynn Boesetti, The Educational Experiences of ESL Students: Unraveling the Role of English Language Proficiency by David L. E. Watt, Hefty Roessingh, and Lynn Boesetti, The University of CalgaryUniversity of Calgary

Need for Early IdentificationNeed for Early Identification

Schools with a Formal Process for Screening and Identifying These Students (%)

75.5

24.5

0

10

20

30

40

50

60

70

80

90

100

No Formal Screening Process Formal Screening Process

School Rating of Programming and Supports (%)

19.2

34.6

26.9

13.5

5.8

0

5

10

15

20

25

30

35

40

Weak SomewhatWeak

Adequate SomewhatStrong

Strong

Birth Kindergarten Grade 4 Grade 8 Senior 4

Relationship between EAL Stages and General Language and Academic Learning

Developments in Manitoba: Highlights of the first year of Developments in Manitoba: Highlights of the first year of a three year action plana three year action plan

Early identification of students and early intervention- provincial guidelines and Early identification of students and early intervention- provincial guidelines and resourcesresources

EAL provincial curriculum and benchmarks/proficiency descriptors (including literacy EAL provincial curriculum and benchmarks/proficiency descriptors (including literacy stages) stages)

Increased funding and length of support for EAL learners & introduction of an Increased funding and length of support for EAL learners & introduction of an Intensive Newcomer Support Grant to stimulate development of specialized divisional Intensive Newcomer Support Grant to stimulate development of specialized divisional programsprograms

Senior Years ESL Courses-Literacy to Advanced EALSenior Years ESL Courses-Literacy to Advanced EAL

Encourage specialized programming for junior/senior high students by “Clustering” Encourage specialized programming for junior/senior high students by “Clustering” students to provide intensive, “bridging” or “newcomer” programsstudents to provide intensive, “bridging” or “newcomer” programs

Dialogue with and encourage collaboration among/between school divisions, immigrant Dialogue with and encourage collaboration among/between school divisions, immigrant and refugee serving agencies and other partnersand refugee serving agencies and other partners

Teacher education and professional developmentTeacher education and professional development