Alberta Education

K-12 ENGLISH AS A SECOND LANGUAGE

Curriculum Coordinators’ Meetings

October 2007

Purpose of presentation is to provide information on Alberta Education’s new comprehensive strategy for English as a Second Language (ESL).

Jennifer.Jackson@gov.ab.ca

Alberta’s Context

Increase in immigration to Alberta:Permanent Residents

Year Number % of Immigrants to Canada

2000 14,360 6.32%

2005 19,399 7.4% (Alberta has 10% pop.)

Alberta’s Context

Settlement is concentrated in cities (2005)• Lethbridge 228• Calgary 11,185• Red Deer 322• Edmonton 6,013• Other 1,651

Note: Calgary receives more immigrants

than all other places combined

Alberta’s ContextTemporary Foreign Workers

Increase in temporary foreign workers• 2000 9,175• 2005 16,070 (10.9% of total country)

Settlement is more evenly distributed• Calgary 5,978• Red Deer 361• Edmonton 3,170• Other AB 6,561

Main Source Areas for Immigration to Alberta, 2005

• Africa and Middle East 15.6%• Asia and Pacific 56.8%• South and Central America 7.0%• USA 3.9%• Europe and UK 16.7%

• Over 50% are economic class immigrants• 37% are between ages 0 to 24

Note: China and India account for 28.7%

of immigrants to Canada (2005)

Language Profiles for Alberta, 2005

Defined as ability to carry on conversation (self-reported):• English 56.1%• French 0.9%• English and French 4.1%• Neither 38.9%

• Six in ten immigrants who landed and

settled in Edmonton in 1996-2001

report using their mother

tongue at home.

Immigration and Refugee Protection Act, 2002

• Federal Act governing the immigration of economic class, family class and protected persons (refugees)

• Additional emphasis placed on selecting refugees with highest needs

• “Points” system places stronger emphasis on proficiency in one or both or two official languages

Supporting Immigrants and Immigration to Alberta

• Immigration policy for Alberta, announced in October 2005

• Coordinated approach involving a number of departments

• Strategic directions of policy– Welcoming communities– Attracting immigrants to Alberta– Living in Alberta– Working in Alberta

• Enhancing ESL programming for K-12 will support strategic directions of the policy:

Language Learning: A Shared Responsibility

• “Responsibility for language learning is shared by students, parents, teachers and the community…Language development is the responsibility of all teachers.”

» K-9 English Language Arts Program of Studies

• All teachers are or will be teachers of English as a Second Language.

• This involves understanding of:– Second language acquisition (including BICS

and CALP)– Relationship of language, thinking and content

learning– Cultural competence and diversity

Overview of ESL

Alberta Education’s Role

Policy 1.5.1:

To facilitate the integration of the student into the regular school program at the earliest possible opportunity, Alberta Education will assist school boards in providing English as a second language programs to Alberta students who were born in Canada but who are not fluent in English, and to those who recently arrived in Canada and whose first language is not English.

Policy

Alberta Schools

• ESL students identified by coding.• Code supported by annual assessment of English

language proficiency• Coding of ESL children/students from K-12:• Code 301: Foreign-born students• Code 302: Unfunded ESL students• Code 303: Canadian-born ESL students

• ESL students may also be coded with a

special education code.

ESL Coding: Student Numbers

Code/

Year

2000/2001 2005/2006

301

Foreign-born

9,178 18,529

302

Unfunded

845 1,860

303

Canadian-born

12,493 18,818

Total 22,516 39,207

Funding for ESL Students

•ESL funding provided to students with Codes 301 and 303 from Kindergarten to Grade 12.

•Funding provided for Enhanced ESL and Support Services for Immigrant Students•Five year Funding Cap extended to seven years (new in 2006/07)•Funding based on 35 Credit Enrolment Units provided for high school refugee students (Code 640) (new in 2006/07)

New Funding for 2007/08

• ESL/Francisation funding is now available for ESL/Francisation coded children/students enrolled in Early Childhood Services (ECS) Private Operator Programs and Private Schools.

• Funding is being provided to support access to ESL/Francisation programming for children 3½ years of age.

ESL Funding

Year/

Funding

Codes 301

& 303

Enhanced ESL Supports

2000/2001 $14,050,440

2005/2006 $32,545,200 $6,096,636

Programs/Resources

Senior High

•Senior High ESL Program of Studies

•Senior High ESL Guide to Implementation

•Senior High Authorized Resources

Kindergarten to Grade 9

•K-9 ESL Guide to Implementation

Diploma Examinations/Provincial Achievement Tests AccommodationsDiploma Exams:

• ESL students (including foreign/visiting/exchange students) permitted additional writing time, if consistently provided through school year

•Annual assessment on file, and must be submitted to Special Cases

•ESL students who have physical disabilities and/or specific learning disabilities may qualify for additional accommodations

•Bilingual dictionaries permitted in Part A of ELA 30-1 and 30-2, Français 30, French Language Arts 30, Social Studies 30 & 33

Diploma Examinations/Provincial Achievement Tests Accommodations

Provincial Achievement Tests:• Allowed up to twice allotted time to

write• Does not require superintendent

approval or identification on test answer sheets

• Part A of grades 3 & 6 Mathematics are exceptions.

Review of ESL K-12 ProgramImplementation in Alberta

Study Synopsis

Howard Research and Management Consulting Inc.

forAlberta Education

2004-2005

Available on Alberta Education Web site

Rationale for the Study

• Improve understanding of the factors that influence and possibly predict the academic success of ESL students in the Alberta context

• Value of the study lies in learning what optimal supports are required to maximize the educational achievements of ESL students

• The number of ESL students has been increasing by an average of 14% per year

Methodological Approach

• Quantitative and qualitative methodologies used to design and conduct this study

• Comprehensive Literature Review

• Eight Case Studies

• 47 Stakeholder/Expert Interviews

• Province-wide School Survey

– Grades 10-12: 207 schools

– Grades 7-9: 278 schools

– Grades 4-6: 296 schools

– Grades K-3: 291 schools

– 11,792 ESL students of 37,261 students coded

in 2004/05 represented in study

Key Findings of the Study

• ESL Student Population• Assessment of English Language Proficiency• Leadership• Instructional Models• Pre-Service and In-Service Requirements• Reasons for Early Leaving

• Individual-level predictors of success• School-level predictors of success

Assessment of English Language Proficiency

• Schools reported using 64 different assessment models (many teacher-created)

• Stakeholders/Experts expressed general dissatisfaction with existing assessment tools, calling for Alberta-normed tools and consistent intake assessment

• Importance of both initial and ongoing assessment of English language proficiency for placement and instructional planning for ESL students

• Need for consistent assessment practices

Information Tracking

• Important to track information reflective of the predictors of academic achievement of ESL students

• Most important factors:– Proficiency in L1 (first language)– Proficiency in L2 (second language)– Past performance in L2– Amount of formal schooling prior to ESL

instruction• Most schools collect information on

students’ first language and level of English language proficiency, but not proficiency in L1

Pre-Service and In-Service Requirements

• 63% of schools reported that staff designated to teach ESL have some training

• 27% of ESL designated teachers have no training

• 14% of schools reported that ESL designated teachers have an ESL diploma, certificate or degree

• Professional development needed for understanding of language acquisition, cultural competence, differentiated instruction and assessment

Reasons for Early Leaving

• ESL student drop out rates exceed non-ESL drop out rates

• Attributed primarily to:– Lack of time to complete high school– Frustration at lagging behind peers

(same age group)– Low self-esteem– Family responsibilities

Study Participants’ Recommendations

• 18 recommendations

• Assessments must be appropriate, formalized and used to inform instruction

• Standards for teaching requirements for ESL teachers • Standardized program guidelines• Collaboration with universities in research and in pre-

service teaching• Parent involvement and support• Revised funding structure, relative to student need• Support for information sharing across jurisdictions• Cross-ministerial response to address needs of ESL

students

Recommendations for Alberta Education by Consultants

1. Re-examine current funding structure for K-12 ESL.

2. Develop recommended list of diagnostic and assessment instruments.

3. Develop proficiency standards and guidelines for instructional strategies articulated with the Alberta Program of Studies.

Recommendations for School Jurisdictions

4. Ensure ESL students have sufficient support/time for learning English and subject matter content.

5. Provide more professional development

opportunities.

Recommendations for Universities and School Jurisdictions

6. Create more opportunities for pre-service teachers to take ESL- related courses and take their practicum in schools with many ESL students.

7. Develop research agenda that addresses priority questions and issues related to ESL in Alberta.

Recommendations for Education and Advanced Education

8. Explore transition options for ESL students to complete

high school requirements.

Future Directions in K-12 ESLAlberta Education, in consultation with partners and

stakeholders

Development of comprehensive strategy for K-12 ESL:

• Response to recommendations

• ESL Interbranch Committee

•ESL Advisory Committee

Goal of Comprehensive Strategy• Alberta Education’s comprehensive strategy for K-12 English as a Second Language education is to ensure that ESL standards are established to assist school jurisdictions in providing ESL educational supports and services.

• The comprehensive strategy encompasses review and/or development work on:

• Proficiency standards• Programs of Study• Assessments• Support resources• Learning and teaching resources• Coding/funding• Professional development•Support for parents•Research

ESL Proficiency Standards

• Develop Alberta Proficiency Standards for K-12 ESL

ESL Programs of Study

•Revise Senior High ESL Program of Studies•Review need for K-9 ESL Program of Studies•Review credit structure and the use of locally developed courses for Senior High ESL students

Assessments

• Review currently available assessments, develop and publish annotated list of assessments suitable for ESL students.

• Determine need for made-in-Alberta assessments, based on ESL proficiency standards

Resources

• Publish K-9 ESL Guide to Implementation

•Develop ESL chapter on differentiated instruction in Guide to Differentiated Instruction

•Develop ESL Administrators’ Handbook

• Identify, review and develop annotated bibliography of K-9 ESL teaching and learning resources.

•Review and authorize ESL learning and teaching resources to support revised Senior High ESL Program of Studies

Coding/Funding

• Review ESL coding to ensure clarity and consistency of use

•Make plan to adjust and more clearly define coding, if necessary.

•Review ESL funding rates on annual basis.

• Review structure of ESL funding

Professional Development

• Work with Curriculum Coordinators and Regional Consortia to provide professional development opportunities in ESL

•Develop PD package for ESL

•Forum to share best practices in ESL – Spring 2008

Support for parents•Curriculum Express, K-3

Research

• Conduct literature review on ESL

• Include ESL component in other research.

• Establish research network in ESL – Research Symposium on December 7