English as an Additional Language (EAL) Program

INTRODUCTION

The Elementary School EAL Program assists students whose first language is not English. The overall aim of the EAL Program is to offer the identified/eligible students additional English language support and learning opportunities to build language skills in both social and cognitive-academic English. This may take the form of "pull out" (withdrawal) teaching or "in-class" (push-in or inclusion) support.

PROGRAM AIMS

To identify students requiring English language learning assistance through a process of screening and assessment;
To develop the student's ability to communicate effectively in English in social situations and to succeed in the Elementary School's cognitive-academic program;
To develop in students a confidence in English in all areas of English usage;
To develop in students an awareness of thinking processes, critical thinking, and decision making which are integral to language acquisition and the development of cognitive-academic language proficiency;
To build on the student's linguistic and cultural identity to motivate his/her learning and raise self-esteem;
To maintain high standards and expectations for all students learning English;
To support and assist EAL students in EAL 'sheltered' withdrawal classes as well as to provide assistance to the grade-level and specialist teachers of those EAL students;
To provide instruction in both mainstream curriculum content as well as in individualized English language skills;
To develop in students language and academic skills that will enable the student to work in the mainstream classroom without being unduly hindered by language difficulties;
To accommodate students' different learning styles;
To encourage cooperation and understanding between learners;
To encourage in students with the support of their families the maintenance and on-going learning of their first/home language and culture as well as that of their additional language; and,
To foster in students intercultural understanding (between first/home cultures and other cultures).

PROGRAM COMPONENTS

EAL support is available for all grades during the regular school day. In most cases, students will attend EAL as their timetabled language time and, in some circumstances, in place of an additional foreign language class.

A variety of assessments will be used to determine the language proficiency level of the student in order to determine the level of support needed. These assessments are conducted by the Elementary School EAL specialist faculty. Assessments are conducted either prior to commencement, or very early in the student's placement, and thereafter, on-going assessments are made to measure progress and achievement in English language proficiency.

ELEMENTARY SCHOOL EAL PROGRAM DELIVERY

EAL services are provided in a variety of direct and indirect ways. Direct services are provided during language periods at each grade level. Beginning EAL learners receive direct instruction from EAL specialist teachers in the EAL classrooms. This is often referred to as a "pull out" period (withdrawal) as the student is pulled out of another subject being taught concurrently in their grade-level class.

Students also receive direct services from the EAL specialist teacher in their mainstream classrooms. This is referred to as "in-class" support. At this time, EAL teachers may work with a small group of EAL students during a specific subject period to help support their understanding of curriculum content.

Indirect services include collaboration with mainstream grade-level and specialist teachers, co-planning and teacher in-service training for all grade-level teachers and Elementary School administrators and specialists.

ELEMENTARY SCHOOL EAL TEAM

Kevin Bateup-Bryan - Student Services Coordinator

Jane Tiberi - Elementary School EAL Specialist

Heather Wildes - Elementary School EAL Specialist

Anne-Marie Schadinger - Elementary School EAL Specialist