In Saskatchewan, English as a second language students are identified as those from homes, communities or countries where a language other than English is the first language. E.S.L. students may be the children of non-English speaking immigrants or children born in Canada whose first language is not English. E.S.L. students possess varying degrees of first language and English oracy and literacy abilities. Many of these students begin school at the usual age but have had limited exposure to English. Some have schooling in their first languages equal to that of their English speaking peers.
Meeting the language development needs of such culturally and linguistically diverse students is challenging for teachers. A supportive, student-centred environment will assist the language development of all students. Such an environment, which values and accepts students' languages, cultures and experiences as the foundation for instruction, will support and nurture each student's language acquisition and development. Teachers who are aware of students' sociolinguistic backgrounds can assess individual linguistic competence and assist students in developing English abilities in familiar and non-threatening contexts. Students are more likely to experiment with language and take risks during independent and collaborative language activities if they perceive their languages, cultures and experiences as significant, and if they recognize that their peers and teachers share this perception.
Initial language development begins in the home setting. Students who have learned to speak and listen in their first language are well equipped to apply their understandings of language processes to develop skills in a second language. It is essential that teachers acknowledge the importance and validity of students' first languages as they guide the development of English language abilities.
Teachers must determine students' strengths and abilities in their first language and in English in order to identify each student's instructional needs. Students with limited interaction with print may not understand that print conveys meaning. Students who are competent in their first language may understand the purposes of an alphabet and print directionality. They may understand that readers and writers construct meaning. An awareness of students' competencies in a first language and in English should guide instructional planning and theselection of appropriate assessment and evaluation procedures. Teachers may identify language competencies by:
The purposes and methods of assessment and evaluation are similar for E.S.L. students and their English speaking peers. Developmental progress can be equitably measured through the various assessment techniques that are included in this guide. The translation of written comments on progress reports may benefit E.S.L. parents/caregivers. Such reports should be positive and outline students' growth and development. All students, including E.S.L. students, should have opportunities to reflect on their progress through self-assessment and evaluation.
Activities and strategies that accommodate the needs of E.S.L. students as they learn English are beneficial to all students.
Language Extension
Extending students' language means following their lead, elaborating on language concepts and ideas in a relevant way. For example, a child sees a picture of a bike in a book and says, "my bike." The teacher responds with, "Oh, you have a red bike. Where can you ride your bike?" A lengthy conversation might ensue with the student leading the conversation, relating personal experiences and ideas, and the teacher extending the concepts and language, getting to know the student at the same time.
Discussion
Rather than having the teacher at the centre of all discussions and questioning, students should be encouraged to interact with each other.
Talking Circles
Participants are seated in a circle. An item such as a stone or a feather is passed from one person to the next around the circle in a clockwise direction. The person holding the item speaks and then passes it to the next person. This continues until all participants have had a chance to speak. Those who do not wish to talk may pass.
Talking Circles are effective for open-ended discussions, sharing feelings and responses, developing empathy, building trust, and ensuring that all participants have an opportunity to participate.
Story Reading
If possible, stories could periodically be read or told in E.S.L. students' first languages and then reread or retold in English. Responses should be encouraged in both languages. Responses given in English should be extended and elaborated upon in the usual way. Responses given in another language should be repeated and the students should be asked for clarification. This is a way of encouraging and affirming the E.S.L. students' language and of making all students aware of the fact that bilingualism is a positive asset.