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

1. 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.

1. Communication

Constant communication with the student’s needs and self-evaluation plus feedback from the teachers help improve students’ outcomes.

1. 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.

Hello! I’m Nenita, the EAL (English as an Additional Language) I started teaching EAL in 2010 at Regina Catholic School Division in elementary and high schools, but since the 2013 – 2014 school year to the present, I am at Dr. Martin LeBoldus Catholic High School.

I used technology in the classroom to improve student outcomes as students appreciate the use of it as a tool such as in searching, creating timelines, concept maps, videos, e-mail, and games like for example Kahoot, etc. Also, it provides students to interact with their peers in online projects and makes learning fun through online games and the use of resources as well. As a result,  students learn to be independent learners and become  resourceful in improving their English Language Skills in terms of BICS (Basic interpersonal and Communication Skills)  as well as the CALP (Cognitive Academic Language Proficiency)

During the pandemic COVID I used hybrid model.  Some students received instruction directly in the class while others remotely. I used MSTEAMS and it worked well for both students and teachers.  All students can participate actively not worrying about missing assignments as it’s also posted and they can do it online. It is also easy for me as teacher to mark their activities. What made it fun was the games we played on-line like Kahoot and the collaboration that’s made possible due to technology, but sometimes technical difficulties happened and how to use some features in the device like sharing screen during presentation or no sounds.

All in all, the use of technology in the classroom during  hands-on activities and in blended (hybrid) learning provide benefits to students and teachers in making learning fun and continuing learning during  the unexpected circumstances like COVID. Also it prepares student to be independent learners and be aware of the global changes in terms of of the use of technology globally.

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