Course Profile: English as an Additional Language(EAL) B20L
Target Population:
This course is offered to EAL (English as an Additional Language) students from grades 10 to 12 who are transitioning into high school to improve their English Language Skills: listening, speaking, reading, and writing and use the language in interpersonal communication and cognitive academic language.
Course Format
Blended (mix of in-person and online)
Online (synchronously and/or asynchronously) and in person
Course Toolset
- Instruction
MSTEAMS will be used especially in introducing the unit and theme.
Assignments will be in MSTEAMS or in MyBlueprint
or paper copy depending on the student’s situation.
- Communication
Constant communication with the student’s needs and self-evaluation plus feedback from the teachers help improve students’ outcomes.
- Assessment Strategies
Course Work (portfolio tests, quizzes, projects, assignments in each unit)
Final Project Visual Representation and Oral Presentation (CFD)
Other assessments
→ to determine progress in Language Proficiency Level (Cognitive Academic Language Proficiency and Basic Interpersonal Communication Skills)
- CFR Self-Assessment Scale
- Corrective Feedback (Teacher and Student Dialogue)
- Marks/success in their curriculum classes
Course Content
Unit I Planning for the Future Unit II School and Community
Resume and Cover Letter Education System
Career Exploration Residential School
Canadian Workplace Relationships and Expectations
Financial Planning
Unit III Canada Unit IV Customs and Traditions
History Cultural Views
First Nations, Inuit, and Metis Worldviews
Natural Resources and Industry
Course Outcomes
Listening: Compose and Response
CR 4.2 Follows most social conversations delivered at a moderate rate of speech
CR 4.3 Understands most spoken discourse in the content areas with the assistance of visual supports and contextual clues
CR 4.4 Understands main ideas and key words in longer spoken discourse with scaffolding technique
Speaking: Create and Compose
CC 4.2 Participate in conversation in most predictable and some unpredictable situations
CC 4.3 Delivers a short oral presentation on an academic topic
Reading: Compose and Response
CR 4.5 Reads a variety of genres (literary, information, and graphic)
CR 4.6 Demonstrates comprehension of adapted and simple authentic text
CR 4.7 Uses various reading comprehension strategies to extract meaning from text
CR 4.8 Uses a system to build and maintain vocabulary
Representing: Compose and Create
CC 4.1 Expresses and creates meaning using illustrations, key words, symbols, and no-verbal communications
Writing: Compose and Create
CC 4.4 Writes longer academic texts for academic purposes with scaffolding
CC4.5 Uses the writing process of drafting, editing, and revising with support as required
CC 4.4 Writes longer texts for personal communication
CC4.5 Uses the writing process of drafting, editing, and revising with support as required
CC4.6 Writes longer texts for personal communication
Assess and Reflect: Student Assessment of Language Use
AR 4.1 Demonstrates an increased comfort level with English as an additional language
AR 4.2 Articulates and celebrates personal strengths and takes responsibility for areas requiring attention in the new language.
Course Description
→ Source for Course Description, Outcomes, and Unit Titles are from EAL B20 level 4 Provincially Authorized Locally Developed Course
Purpose
The purpose of the course is to provide students with a locally developed high school credit course in English as an Additional Language. The course is designed for students who are making transitions into secondary-level academic areas of study to enhance their English language proficiency through reading, listening, speaking, and writing.
Links to ELA and Subject Areas
Links have been made between the goals of this course and the provincial English Language Arts curriculum such as: comprehending and responding, composing and creating, assessing and reflecting provide a common context to outcomes and indicators, and allowing for smooth transitions to ELA when deemed appropriate. In addition, EAL students can work toward full integration into other academic areas of study.
Core Curricular Framework
- Languages as tools for “Lifelong Learning”
- Languages as a reflection of “Self, Community, and Place”
- Languages as bridges to “Engaged Citizens”
Consideration for Common Concerns
This course is designed with flexibility in terms of instruction and support according to student’s needs as they have different language proficiency levels in listening, speaking, reading, and writing. They are only the same with the global CFR assessment as we took the lowest level and this level may be in listening, speaking, reading, or writing. Since the goal of the EAL program is to support students to be successful in their curriculum classes and in society, thus the support is based on language, academic, and social.