EAL 701C - Prince Edward Island

EAL 701C:Intermediate LevelListening, Speaking,Reading and WritingWorking Draft2008Prince Edward IslandEducation and Early Childhood DevelopmentPO Box 2000Charlottetown, Prince Edward IslandCanada, C1A 7N8Tel. (902) 368-4600Fax. (902) 368-4622http://www.gov.pe.ca/educ/

ACKNOWLEDGEMENTSAcknowledgementsThe Prince Edward Island Department of Education and Early ChildhoodDevelopment is gratefully indebted to the departments of education inNewfoundland, Ontario, British Columbia and all other Canadian provinces forthe information they provided and for the use of their English as an additionaland second language curriculum documents which were invaluable in thedevelopment of the Prince Edward Island EAL curriculum.The Department would also like to thank the following committee members forthe contribution and commitment in the development of EAL 701C:Education and EarlyChildhood Development:Vicki Whitlock (EAL Curriculum Specialist)Paula Clark (EAL Assessment Specialist)Shelley Jollimore (EAL Itinerant Teacher)Eastern School District:Oksana Laschuk (EAL Teacher-Colonel Gray)Elizabeth Wendt (EAL Teacher-Colonel Gray)Kathie Kaulbach (Resource Teacher-CharlottetownRural)Western School Board:Jackie Charchuk (Special Education Consultant)EAL 701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITINGi

EAL 701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITING

TABLE OF CONTENTSContentsINTRODUCATIONBackground . 1Rationale . 1Purpose of the Curriculum Guide . 2Guiding Principles . 2PROGRAM DESIGNAND COMPONENTSOverview . 4Curriculum Outcomes . 4Essential Graduation Learnings . 4General Curriculum Outcomes . 5Specific Curriculum Outcomes . 6Relevant Research in Language Acquisition . 6Linguistic Processes . 6Language Acquisition . 6BICS to CALP: A Developmental Continuum . 10CONTEXTS FORTEACHING ANDLEARNINGThe EAL 701C Learner . 14Speaking and Listening . 14Reading and Writing . 14Meeting the Needs of All Student . 15Gender Inclusive Curriculum . 15Valuing Social and Cultural Diversity . 16Links to Community . 18Homework . 18The Senior High Learning Environment . 19A Safe Learning Environment . 20Principles Underlying the EAL Curriculum . 21Motivation . 22THE ENGLISH AS ANADDITIONALLANGUAGE LEARNINGENVIRONMENTThe Effective EAL Classroom . 23Literacy and EAL . 26Listening . 27Listening and Note-taking . 30Speaking . 31Pronunciation . 32Integration of Technology in EAL . 35Instructional Approaches and Strategies . 35Introduction . 36ASSESSING ANDEVALUATING STUDENT Assessment/Evaluation Techniques . 37The Language Portfolio . 39LEARNINGStudent Dialogue Journals . 40CURRICULUMOVERVIEWPrior Learning . 41EAL 701C Overview . 41EAL 701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITINGii

TABLE OF CONTENTSCURRICULUMOUTCOMESGeneral Curriculum Outcomes . 43Specific Curriculum Outcomes . 43CURRICULUM GUIDEORGANIZATIONThe Four-Column Spread . 44Sensitive Topics . OSCOSCOSCOSCOiii1.1 . 461.2 . 481.3 . 501.4 . 521.5 . 542.1 . 562.2 . 582.3 . 603.1 . 623.2 . 643.3 . 664.1 . 684.2 . 704.3 . 724.4 . 744.5 . 764.6 . 785.1 . 805.2 . 825.3 . 846.1 . 866.2 . 887.1 . 907.2 . 927.3 . 948.1 . 968.2 . 989.1 . 1009.2 . 1029.3 . 10410.1 . 10610.2 . 10810.3 . 11010.4 . 11210.5 . 11410.6 . 116EAL 701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITING

TABLE OF xAppendixAppendixAppendixA: EAL 701C Standards . 119B: Language Reference Chart . 126C: Listening and Speaking . 130D: Reading and Writing . 132E: Checklists . 136F: Rubrics . 138G: Glossary of Terms . 148H: Glossary of Teaching Strategies . 153I: Cultural Awareness/Sensitivity . 155J: Introduction to the Main Resource Text . 156K: Introduction to the Supplementary Resource Text . 160Teacher Resources . 161Student Resources . 161EAL Websites for Teachers and Students . 161References . 163EAL 701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITINGiv

INTRODUCTIONIntroductionBackgroundCurriculum development is a process that involves many people,much deliberation, discussion, research and time. The developmentof English as an Additional Language (EAL) 701C was based on theneed to support the education of students for whom English is anadditional language in the Prince Edward Island school system.This curriculum document is based on the premises and principlesthat are set out in the Foundation for the Atlantic Canada LanguageArts Curriculum (1999).RationaleEnglish as a Second Language (ESL) refers to learners for whomEnglish is a second language. Although this term is frequently used,this document refers to English language learners as learners forwhom English is an Additional Language (EAL), since English maynot necessarily be a learner’s second language, but rather his/herthird or fourth. For the purpose of clarity and citing pertinentresearch in this area, the term EAL is most applicable (please see theGlossary of Terms, Appendix G).All too often EAL students are assumed to have adequate English tocope with the regular academic program because they have obtainedsome level of oral fluency. Cummins (1979) distinguished betweentwo distinct kinds of language proficiency: Basic InterpersonalCommunicative Skills (BICS) and Cognitive/Academic LanguageProficiency (CALP). It was found that the majority of ESL studentsachieve BICS within two years of residence, but that they achieveCALP only after five to seven years of adequate second-languageinstruction. (Collier 1992; Cummins 1979; Wong-Fillmore 1983).Educating all students is to prepare them for life in the 21stcentury. This includes those learners for whom English is anAdditional Language (EAL). EAL learners bring their cultures,languages and experiences with them when they arrive to Canada.EAL students enrich our society as well as our schools. While theirlinguistic and cultural backgrounds vary greatly, all EAL learnersshare the challenge of adjusting to a new culture and continuingtheir education in their new environment. To realize their neweducational, personal, social and long-term career goals, EAL learnersneed to be able to communicate skillfully, appropriately andeffectively in English. An EAL program which is designed to helpthem specifically address their needs will help them to be able tocommunicate skillfully, appropriately and effectively in English.(Larsen-Freeman 2000; Larsen-Freeman & Long 1991). Based onthe above research, English as an Additional Language (EAL 701C)is developed to directly meet their language and academic learningneeds.EAL 701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITING1

INTRODUCTIONThe English as an Additional Language (EAL) 701C course is anintroductory/ beginner level language course in listening andspeaking, which is intended to: introduce basic English language skills essential for academicand personal success. provide language instruction to assist learners in furtherdeveloping basic English language skills in reading andwriting. provide guidance and practice for the use of learning strategiesand study skills consistent with successful additional languagelearning. assist students in becoming familiar with strategies, skills andprocedures of the Prince Edward Island school system.Purpose of theCurriculum GuideThe overall purpose of this curriculum guide is to develop EALeducation, teaching and learning, and at the same time, recognizeand validate effective practices in learning English as an additionallanguage that already exist in many classrooms.More specifically, this curriculum guide1.2.3.Guiding Principlesprovides detailed curriculum outcomes to which educatorsand others can refer when making decisions about learningexperiences, instructional techniques, and assessmentstrategies in EAL 701C.informs both educators and members of the general publicabout the philosophy and scope of EAL education for thesenior level in the Atlantic provinces.promotes effective EAL learning and teaching for studentsin the EAL 701C classrooms.Underlying PrinciplesAll kindergarten to senior high curriculum and resources shouldreflect the principles underlying the English Language ArtsCurriculum (1999), which include language being best learned 2as a primary instrument of thought and the most powerfultool students have for developing ideas and insights, forgiving significance to their experiences and for making senseof both their world and their possibilities within itan expression of cultural identitywhen it is integrated; all the language processes areinterrelated and interdependentholistically; students best learn language concepts incontext rather that in isolationthrough purposeful and challenging experiences designedaround stimulating ideas, concepts, issues and themes thatare meaningful to themEAL 701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITING

INTRODUCTION when students are aware of the strategies and processes theyuse to construct meaning and to solve information-relatedproblemswhen students are given frequent opportunities to assess andevaluate their own learning and performanceas a process of learning where students need various forms offeedback from peers, teachers and others-at school, at homeand in the communitywhen students have opportunities to communicate in variousmodes what they know and are able to dowhen assessment is an integral and ongoing part of thelearning process itself, not limited to final productsMoreover, the underlying principles also include languagelearning as an active process of constructing meaning, drawing on allsources and ways of knowingpersonal and intimately connected to individualitydevelops out of students’ home language and their social andcultural experiencesdevelopmental: students develop flexibility and fluency intheir language use over timecontinual and multi-dimensional; it can best be assessed bythe use of multiple types of evidence that reflect authenticlanguage use over timeEAL 701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITING3

PROGRAM DESIGN AND COMPONENTSProgram Design and ComponentsOverviewThe EAL 701C curriculum is based on the Foundation for theAtlantic Canada English Language Arts Curriculum (1999) andadapted from the Newfoundland ESL 1205 Course and itscurriculum. The EAL 701C curriculum integrates languagelearning processes, strands and concepts through interactive andcommunicative activities and strategies that have been researched asbest practices in learning English as an additional language.Curriculum OutcomesCurriculum outcomes are statements articulating what students areexpected to know and be able to do in particular subject areas.These outcome statements also describe knowledge and skillsstudents are expected to demonstrate at the end of certain keystages in their education. These are based upon their cumulativelearning experiences at each grade level in the entry-graduationcontinuum.General Curriculum Outcomes (GCOs) are statements articulatingwhat students are expected to know and be able to do uponcompletion of study in a curriculum area.Key-Stage Curriculum Outcomes (KSCOs) are statements thatidentify what students are expected to know and be able to do bythe end of grades 3,6,9, and 12, as a result of their cumulativelearning experience in a curriculum area.Specific Curriculum Outcomes (SCOs) are statements identifyingwhat students are expected to know and be able to do.Essential GraduationLearnings4The Essential Graduation Learnings (EGLs) describe learning interms of knowledge, skills and attitudes. They are consideredessential for all learners graduating from school. The EGLs arecross-curricular and all subject areas contribute to their attainment.

2 EAL 701C: INTERMEDIATE LEVEL LISTENING, SPEAKING, READING AND WRITING INTRODUCTION Purpose of the Curriculum Guide Guiding Principles The English as an Additional Language (EAL) 701C course is an introductory/ beginner level language course in listening and speaking, which is intended to: introduce basic English language skills essential .