Exceptionality: English as a Second Language
Category: Communication
Full Description:
This exceptionality falls into two categories: those who have English as a Second Language (ESL), and those who require assistance with English Language Development (ELD). The Ontario Curriculum Unit Planner: ESL/ELD Companion describes students with this exceptionality as “…students who are from countries or communities in which standard Canadian English is not the primary language of communication and who may have difficulty meeting the expectations of the Ontario curriculum because of their lack of proficiency in English.” (p. 2)
ESL students are usually students who have come from a community in which a language other than English is spoken. They are usually proficient at their first language, but require assistance with English.
ELD students are students who have not developed literacy skills in their first language, or who come from communities where English is their first language but other varieties or English are used.
Symptoms:
The Ontario Curriculum Unit Planner: ESL/ELD Companion states that “ESL/ELD students are often unable to demonstrate their true competence in other subjects because they lack the necessary language skills to understand the lessons or produce written or oral work.” (p. 2)
Student with this exceptionality go through the acculturation process as described in the four steps below:
* Initial Enthusiasm: excited, eager, optimistic, anxious
* Culture Shock: confusion, isolated, see themselves as “observers”, withdrawal
* Recovery: less anxious, speak better English, try new behaviours
* Integration: emotional equilibrium is restored, show humour, value both old and new cultures
Needs of Student:
The student needs to be fully involved in all the learning activities in the classroom. Research has shown that this is the best way for them to acquire the new language. The students need to have opportunities to:
* Use English in a natural way, in real contexts
* Listen to and speak English
* Acquire new vocabulary
* Engage in conversations with English speaking peers
* Make mistakes and still be accepted
* Understand the purpose of various oral communication, reading, and writing tasks
* Have time to time to process the new language and not be pressured to speak it until they are ready
Educational Strategies:
Descriptors are provided in the tables in Part 2 of The Ontario Curriculum, Grades 1–8: Resource Guide for English as a Second Language and English Literacy Development, 2001. Teachers can photocopy the set of tables that applies to the particular ESL or ELD Student, and then work to identify and highlight the skills that the student currently demonstrates so that they can focus on the skills that need to be taught. The teacher should also be aware of the student’s background information.
The following three Educational Strategies may be used, depending on the students’ individual needs and on circumstances:
* Integrated Classroom Programs. Students are placed in a classroom at the appropriate grade level for their age and receive English-language support, throughout the day.
* Tutorial Support. Tutorial support is appropriate for students who are showing progress in the grade-level program but may still require some assistance to reinforce their language and/or cognitive development.
* Intensive Support. Intensive support is appropriate for students who are in the early stages of learning English as a second language and/or who have had limited educational opportunities. Students may be withdrawn from the regular classroom program for intensive literacy support. However, at least part of the day should be spent with English-speaking peers in a regular classroom program.
An orientation for the student and their family should also be performed which includes the following:
* basic information about the school community and the structure of the school day and year;
* the names of the principal, the classroom/subject teachers, and, where available, the ESL/ELD teacher, as well as the school telephone number and the telephone numbers of relevant community organizations and of a bilingual contact person or interpreter;
* a description of support services available from the district school board;
* a description of important school norms and rules, such as those outlined in the Code of Conduct (including the dress code), and information about lunch times and facilities, bus schedules, and emergency procedures;
* a description of the Ontario school system;
* information on the role of parents in Ontario schools.
Accommodations:
The following accommodations taken from The Ontario Curriculum Unit Planner: ESL/ELD Companion would greatly benefit a student with this exceptionality.
* Allow them to make journal entries in their first language.
* Instruct them to make their own dictionary with the English word, the same word in their first language, and possibly a drawing.
* Seat the student where she or he can see and hear all classroom activities and near classmates who will provide support and language models.
* Write your name in the student’s notebook for his or her reference.
* Assign a classroom partner (if possible, of the same gender and with the same language background) to assist the student in adjusting to the school and class. Write this name in the student’s notebook, as well.
* Teach the student key “survival” phrases such as: “Where is…?”,“May I …?”,“I don’t understand”, “Hello”, “Good morning”, “Goodbye”.
* To help with socialization, give the newcomer classroom jobs such as distributing or collecting classroom materials, going on errands with a partner, and being a classroom helper.
* For further ideas, see The Ontario Curriculum Unit Planner: ESL/ELD Companion.
Assistive Technologies:
Kidspiration
– A visual tool for exploring words, numbers and concepts
– A completely visual mapping technology for representing ideas
– An organization tool for putting structure to ideas
– An auditory tool that provides word description (a computer voice says the name of each object on screen when you mouseover)
Write:OutLoud
– Speech-to-text software
– A tool for students who are behind in reading and writing due to any number of disabilities
– Students can see the words being written as they speak
– Helpful for student self-evaluation of spelling and writing
– Can help speed up reading when student read along with the computer voice
CoWriter 4000
– A word prediction software
– Audio voice says the words as they are typed
– Helps with spelling, reading, and word recognition
– Great for assistance with Dysnomia, commonly associated with this exceptionality
– Compatible with most word processing software
Kurzweil 3000
– A text-to-speech software
– Very versatile
– Can convert any digital text to audio, including internet content
– Word prediction technology
– 16 languages – great for ESL
– Alternative Assessment – student takes tests using software
– Provide speech for both reading and student writing
E-text
– Hardware and software combination to display any digital text
– Enables hyperlinks in the text
– Selectable text size good for visual impairments or student with reading difficulty
– Text-to-speech feature available – for reading difficulties
– Eliminates multiple books and textbooks – good for wheelchair and other disabilities that impede weight carrying
Resources Used:
The Ontario Curriculum Unit Planner: ESL/ELD Companion, Ministry of Education, Queen’s Printer for Ontario, 2002
Exceptionality: English as a Second Language
Individual Needs and Diversity Reference Guide 