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www.usask.ca Planning for EAL Learners What Administrators Need to Know Principals’ Short Course – July 5, 2018 Presenter: Nadia Prokopchuk EAL Program Specialist, College of Education
www.usask.ca
Planning for EAL Learners What Administrators Need to Know
Principals’ Short Course – July 5, 2018
Presenter: Nadia Prokopchuk
EAL Program Specialist, College of Education
www.usask.ca
Presentation Overview Introduction: What two big questions come to mind
about EAL learners in schools?
Key Terms [activity]
Provincial Demographics
Best Practices: 10-point action plan to guide decisions about EAL support
Concluding Comments
Questions? “Many hands make light work”
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Image Credit: http://hmnlewzey.blogspot.ca/2016/04/html-and-being-in-learning-pit.htmlHeath Lewzey, Stonefields School, Aukland, New Zealand
I’m excited about my new life in Canada.
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The Goal: To adjust our learning environments so that all students receive the right kind of support to enable learning.
Image Credit: http://interactioninstitute.org/illustrating-equality-vs-equity/
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Key Terms Related to EALMatch the words/phrases to the definitions at your table.
Economic immigrant Initial assessment Culturally responsive
teaching
Common
Framework of
Reference (CFR)
Permanent resident Interpretation Settlement Workers in
Schools (SWIS)
Scaffolding
Temporary resident Translation Language outcomes Contextual
support
Culture shock Communicative
language (BICS)
Content outcomes Vicarious trauma
Vulnerable learners Academic
language (CALP)
Adaptive dimension Large-scale
assessment
Refugee Code-switching Informational texts Alternative
assessment
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Immigration Demographics: CanadaSource: http://www.statcan.gc.ca/pub/11-627-m/11-627-m2017029-eng.htm
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2016 Immigration Data – Permanent Residentshttps://www.canada.ca/content/dam/ircc/migration/ircc/english/pdf/pub/annual-report-2017.pdf
Immigrant
Category
2016
numbers
2016
percentage
2014
percentage
Economic 155,994 52% 63%
Family 78,004 26% 26%
Protected
Persons &
Refugees
58,435 20% 11%
Humanitarian 3,913 <2% 0
TOTAL 296,346 100% 100%
From Table 1 (p. 6 of the report)
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Canadian Immigration Snapshot 2016Source: https://www.statista.com/statistics/444906/number-of-immigrants-in-canada/
Infographic: http://www.statcan.gc.ca/pub/11-627-m/11-627-m2017028-eng.htm
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Citizenship
Permanent residents
Refugees
Eligibility for Citizenship -Persons born in Canada or with
at least one Canadian parent have Canadian citizenship.
Others must apply for citizenship, take a citizenship test and pledge
allegiance to the monarchy. Being a citizen means that
residents accept all of the rights, privileges, and duties of that country. Citizens can vote in
elections, run for elected office and hold a Canadian passport.
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Top Countries of Immigration 2011-2016)Source: http://www.statcan.gc.ca/pub/11-627-m/11-627-m2017028-eng.htm
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Immigration: Level of Education (2017)Source: https://www.statista.com/statistics/555224/number-of-landed-immigrants-in-canada-by-education-level/
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Effect on School Divisions: Newcomer Students Data provided by the Ministry of the Economy
Source: Immigration, Refugees and Citizenship Canada IRCC 2018 Microdata
Landed Immigrants by Destination Community (2017)
CommunityAge
1 to 14
Age
15 to 19Grand Total
Estevan 37 4 41
Moose Jaw 82 24 106
North Battleford 63 13 76
Lloydminster 42 13 55
Prince Albert 81 19 100
Regina 1292 208 1,500
Saskatoon 1440 298 1,738
Swift Current 49 5 54
Yorkton 32 12 44
Other Locations 491 125 616
Grand Total 3609 721 4330
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Effect on School Divisions: RefugeesSource: https://open.canada.ca/data/en/dataset/4a1b260a-7ac4-4985-80a0-603bfe4aec11
Given the data on newcomer arrivals, it is clear that Saskatoon and Regina receive a high percentage of newcomer students, including those who are refugees.
Landed Refugees by Destination Community (Jan 2016 – Feb 2018)
Community Grand Total
Moose Jaw 300
Prince Albert 270
Regina 1340
Saskatoon 1680
Other Locations 115
Grand Total 3705
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Effect on School Divisions: Language DiversityData provided by the Ministry of the Economy
2017 - Languages
On Arrival
0-4 yrs 5-9 yrs 10-14 yrs 15-19 yrs
English 2596 923 718 571
French 0 13 5 6
Both Eng & Fr 0 0 5 0
Neither 1383 509 243 122
Not Stated 445 81 42 18
TOTAL YOUTH 4424 1526 1013 717
RankMother Tongue
0-19 yrs.
1 Tagalog
2 English
3 Urdu
4 Bengali
5 Arabic
6 Chinese
7 Ukrainian
8 Punjabi
9 Russian
10 Spanish
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Effect on School Divisions: Language Diversity
Over 90% of all newcomers between 0-19 years of age arrive with a first language other than English.
School divisions have shared that even newcomer students who arrive with ‘basic’ English language skills require EAL support to reach adequate proficiency levels for school purposes.
There is wide variation in the first languages of newcomers and local EAL learners. Teachers must consider first language characteristics and the impact on English language learning.
Ministry of Education data indicates that in September 2017, 9.2%of Saskatchewan students in Grades 1-12 (168,000 students) were receiving EAL support.
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Best Practices: An Action Plan for SchoolsCoelho, E. (2013). Language and Learning in Multilingual Classrooms. p. 143
1. Gather Useful Data
2. Use data responsibly
3. Set specific goals
4. Provide an initial assessment for every student.
5. Provide high quality long-term language support.
Q – Why is it a good idea to begin with the data?
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Principal’s Role: Understand language progress
BICS – Basic Interpersonal Conversational Skills
CALP – Cognitive Academic Language Proficiency
These acronyms identify the difference between conversational language (A1, A2) and academic language (A2, B1 and beyond).
EAL learners must move into high levels of academic language to be able to read text-dense material in the subject areas. Note the term “Comprehensible Input” – language input (oral, written) that is at a level that students can understand.
Use of Effective Instructional Strategies - Contextual support; Scaffolding; Informational texts.
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Best Practices: An Action Plan for Schools
Coelho, E. (2013). Language and Learning in Multilingual Classrooms. p. 143
6. Monitor progress over a multi-year period.
7. Make room for students’ languages.
8. Prepare all teachers for linguistic and cultural diversity in the classroom.
9. Provide an inclusive learning environment.
10. Find new ways to involve parents.
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Principal’s Role: Use evidence-based practices Ensure that all EAL learners have initial assessment (upon arrival)
and ongoing assessment to monitor academic progress.
Ongoing assessment is based on day-to-day observations and the use of alternative assessment strategies.
Provide added time to complete course requirements, particularly for high school learners.
Include EAL learners in large-scale assessments when they have reached an appropriate level of language proficiency.
Familiarize teaching staff with the Adaptive Dimension, as related to EAL learners (next slide).
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Principal’s role: Recognize vulnerabilities
‘Vulnerable learners’ are students who have an increased risk of academic or social disadvantage due to specific circumstances or factors such as language, low socio-economic status (SES), or marginalized status. Without specialized support, students experience negative consequences over time. Note that language learning on its own is not a disadvantage. Language
specialists can determine if EAL learners have learning challenges beyond language. Code-switching is natural; it is not an indication of a language challenge.
Limited schooling/low levels of literacy (e.g., refugee learners) and first language delays are factors that often require specialized levels of support.
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The Adaptive DimensionSource: Ministry of Education. EAL Middle Years Module 4. Handout A.
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Principal’s Role: Encourage culturally responsive teaching
Culturally responsive teaching means moving beyond the heroes and holidays approach. The term describes “teaching that integrates a student’s background knowledge and prior home and community experiences into the curriculum and the teaching and learning experiences that take place in the classroom”. Diverse cultures and values are represented in texts, assignments, discussions, or projects.
Source: Ontario Ministry of Education Student Achievement Division. (2013). Culturally Responsive Pedagogy. K-12 Capacity Building Series. Secretariat Special Edition #35. ISSN 19138490.
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Were your questions answered?
Check back to your original questions/concerns about EAL. Do you still have these concerns?
We’ve reached the top of the Learning Pit. Thanks for your attention to this presentation!
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Recommended Reading
Hamm, Lyle. (2014). The Culturally Responsive Classroom. A proactive approach to diversity in Canadian Schools. Education Canada. http://www.cea-ace.ca/education-canada/article/culturally-responsive-classroom
Ontario Ministry of Education. (2013). Canadian Born ELLs. Capacity-building Series Monograph. http://www.edugains.ca/resourcesLNS/Monographs/CapacityBuildingSeries/CBS_CdnBornELL.pdf
Roessingh, Hetty. (2016). Academic Language in K-12: What is it, how is it learned, and how can we measure it?” In BC TEAL Journal, 1 (1). 67-81. http://ejournals.ok.ubc.ca/index.php/BCTJ/article/view/235/260
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Contact Information
Nadia Prokopchuk – [email protected]
EAL Program Specialist, Department of Curriculum Studies, College of Education, U of S. TEL 306-966-7017
If you have questions about the Post Degree Certificate Program in EAL Education, please contact me directly or send an email to [email protected]
