Untitled PDF EAL 701D: HIGH INTERMEDIATE/ADVANCED

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EAL 701D: HIGH INTERMEDIATE/ADVANCED LISTENING SPEAKING

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EAL 701D:

High Intermediate/Advanced

Listening, Speaking,

Reading and Writing

Working Draft

2008

Prince Edward Island

Education and Early Childhood Development

PO Box 2000

Charlottetown, Prince Edward Island

Canada, C1A 7N8

Tel. (902) 368-4600

Fax. (902) 368-4622

http://www.gov.pe.ca/educ/

ACKNOWLEDGEMENTS

EAL 701D: HIGH INTERMEDIATE/ADVANCED LISTENING, SPEAKING, READING AND WRITING

Acknowledgements

i The Prince Edward Island Department of Education and Early Childhood Development is gratefully indebted to the departments of education in Newfoundland, Ontario, British Columbia and all other Canadian provinces for the information they provided and for the use of their English as an additional and second language curriculum documents which were invaluable in the development of the Prince Edward Island EAL curriculum. The Department would also like to thank the following committee members for the contribution and commitment in the development of EAL 701D:

Education and Early

Childhood Development:Vicki Whitlock (EAL Curriculum Specialist)

Paula Clark (EAL Assessment Specialist)

Shelley Jollimore (EAL Itinerant Teacher)

Eastern School District: Oksana Laschuk (EAL Teacher-Colonel Gray)

Elizabeth Wendt (EAL Teacher-Colonel Gray)

Kathie Kaulbach (Resource Teacher-Charlottetown

Rural)

Western School Board: Jackie Charchuk (Special Education Consultant) EAL 701D: HIGH INTERMEDIATE/ADVANCED LISTENING, SPEAKING, READING AND WRITING

Rationale......................................................................................................... 1

Purpose of the Curriculum Guide.................................................................. 2

Guiding Principles.......................................................................................... 2INTRODUCATION

Overview......................................................................................................... 4

Curriculum Outcomes................................................................................... 4

Essential Graduation Learnings...................................................................... 4

General Curriculum Outcomes...................................................................... 5 Specific Curriculum Outcomes...................................................................... 6 Relevant Research in Language Acquisition...................................................6

Linguistic Processes........................................................................................6

Language Acquisition.....................................................................................6

BICS to CALP: A Developmental Continuum ............................................. 10PROGRAM DESIGN

AND COMPONENTS

CONTEXTS FOR

TEACHING AND

LEARNINGThe EAL 701D Learner ................................................................................. 14

Speaking and Listening.................................................................................. 14

Reading and Writing......................................................................................14

Meeting the Needs of All Student .................................................................15

Gender Inclusive Curriculum.........................................................................15

Valuing Social and Cultural Diversity............................................................16

Links to Community ......................................................................................18

Homework...................................................................................................... 18

The Senior High Learning Environment ....................................................... 19

A Safe Learning Environment.........................................................................20

Principles Underlying the EAL Curriculum..................................................21

Motivation...................................................................................................... 22

THE ENGLISH AS AN

ADDITIONAL

LANGUAGE LEARNING

ENVIRONMENTThe Effective EAL Classroom .........................................................................23

Literacy and EAL ............................................................................................ 26

Listening......................................................................................................... 27

Listening and Note-taking.............................................................................30

Speaking.......................................................................................................... 31

Integration of Technology in EAL .................................................................. 35

Instructional Approaches and Strategies........................................................ 35

ASSESSING AND

EVALUATING STUDENT

Assessment/Evaluation Techniques.................................................................37

The Language Portfolio .................................................................................. 39

Student Dialogue Journals.............................................................................40

Prior Learning .................................................................................................41

EAL 701D Overview......................................................................................41CURRICULUM

OVERVIEW

EAL 701D: HIGH INTERMEDIATE/ADVANCED LISTENING, SPEAKING, READING AND WRITING

CURRICULUM

OUTCOMESGeneral Curriculum Outcomes...................................................................... 43

Specific Curriculum Outcomes ...................................................................... 43

The Four-Column Spread .............................................................................. 44

Sensitive Topics ............................................................................................... 44

iii

GCOSCO 1.1.......................................................................................................... 46

SCO 1.2.......................................................................................................... 48

SCO 1.3.......................................................................................................... 50

SCO 1.4.......................................................................................................... 52

SCO 1.5.......................................................................................................... 54

SCO 2.1.......................................................................................................... 56

SCO 2.2.......................................................................................................... 58

SCO 2.3.......................................................................................................... 60

SCO 3.1.......................................................................................................... 62

SCO 3.2.......................................................................................................... 64

SCO 3.3.......................................................................................................... 66

SCO 4.1.......................................................................................................... 68

SCO 4.2.......................................................................................................... 70

SCO 4.3.......................................................................................................... 72

SCO 4.4.......................................................................................................... 74

SCO 4.5.......................................................................................................... 76

SCO 4.6.......................................................................................................... 78

SCO 4.7.......................................................................................................... 80

SCO 5.1.......................................................................................................... 82

SCO 5.2.......................................................................................................... 84

SCO 5.3.......................................................................................................... 86

SCO 5.4.......................................................................................................... 88

SCO 6.1.......................................................................................................... 90

SCO 6.2.......................................................................................................... 92

SCO 6.3.......................................................................................................... 94

SCO 7.1.......................................................................................................... 96

SCO 7.2.......................................................................................................... 98

SCO 7.3.......................................................................................................... 100

SCO 7.4.......................................................................................................... 102

SCO 8.1.......................................................................................................... 104

SCO 8.2.......................................................................................................... 106

SCO 9.1.......................................................................................................... 108

SCO 9.2.......................................................................................................... 110

SCO 9.3.......................................................................................................... 112

SCO 10.1....................................................................................................... 114

SCO 10.2....................................................................................................... 116

SCO 10.3....................................................................................................... 118

SCO 10.4....................................................................................................... 120

SCO 10.5....................................................................................................... 122

SCO 10.6....................................................................................................... 124

SCI 10.7......................................................................................................... 126CURRICULUM GUIDE

ORGANIZATION

EAL 701D: HIGH INTERMEDIATE/ADVANCED LISTENING, SPEAKING, READING AND WRITING

iv Appendix A: EAL 701D Standards............................................................... 129 Appendix B: Language Reference Chart........................................................ 136 Appendix C: Listening and Speaking............................................................. 138 Appendix D:Reading and Writing................................................................140

Appendix E:Checklists.................................................................................. 144

Appendix F:Rubrics...................................................................................... 146

Appendix G: Glossary of Terms ...................................................................... 156

Appendix H: Glossary of Teaching Strategies ................................................. 161 Appendix I: Cultural Awareness/Sensitivity................................................. 163 Appendix J: Introduction to the Main Resource Text .................................. 164 Appendix K: Introduction to the Supplementary Resource Text .................. 168

Teacher Resources........................................................................................... 169

Student Resources.......................................................................................... 169

EAL Websites for Teachers and Students ....................................................... 169

References....................................................................................................... 171APPENDICES

RESOURCES

REFERENCES

EAL 701D: HIGH INTERMEDIATE/ADVANCED LISTENING, SPEAKING, READING AND WRITING

1EAL 701D: HIGH INTERMEDIATE/ADVANCED LISTENING, SPEAKING, READING AND WRITINGINTRODUCTION

Introduction

Background

Rationale

Curriculum development is a process that involves many people, much deliberation, discussion, research and time. The development of English as an Additional Language (EAL) 701C was based on the need to support the education of students for whom English is an additional language in the Prince Edward Island school system. This curriculum document is based on the premises and principles that are set out in the Foundation for the Atlantic Canada Language

Arts Curriculum (1999).

English as a Second Language (ESL) refers to learners for whom English is a second language. Although this term is frequently used, this document refers to English language learners as learners for whom English is an Additional Language (EAL), since English may not necessarily be a learner's second language, but rather his/her third or fourth. For the purpose of clarity and citing pertinent research in this area, the term EAL is most applicable (please see the

Glossary of Terms, Appendix G).

All too often EAL students are assumed to have adequate English to cope with the regular academic program because they have obtained some level of oral fluency. Cummins (1979) distinguished between two distinct kinds of language proficiency: Basic Interpersonal Communicative Skills (BICS) and Cognitive/Academic Language Proficiency (CALP). It was found that the majority of ESL students achieve BICS within two years of residence, but that they achieve CALP only after five to seven years of adequate second-language instruction. (Collier 1992; Cummins 1979; Wong-Fillmore 1983). Educating all students is to prepare them for life in the 21st century. This includes those learners for whom English is an Additional Language (EAL). EAL learners bring their cultures, languages and experiences with them when they arrive to Canada. EAL students enrich our society as well as our schools. While their linguistic and cultural backgrounds vary greatly, all EAL learners share the challenge of adjusting to a new culture and continuing their education in their new environment. To realize their new educational, personal, social and long-term career goals, EAL learners need to be able to communicate skillfully, appropriately and effectively in English. An EAL program which is designed to help them specifically address their needs will help them to be able to communicate skillfully, appropriately and effectively in English. (Larsen-Freeman 2000; Larsen-Freeman & Long 1991). Based on the above research, English as an Additional Language (EAL 701C) is developed to directly meet their language and academic learning needs.

2EAL 701D: HIGH INTERMEDIATE/ADVANCED LISTENING, SPEAKING, READING AND WRITINGINTRODUCTION

Purpose of the

Curriculum Guide

Guiding Principles

The English as an Additional Language (EAL) 701D course is an introductory/ beginner level language course in listening and speaking, which is intended to: introduce basic English language skills essential for academic and personal success. provide language instruction to assist learners in further developing basic English language skills in reading and writing. provide guidance and practice for the use of learning strategies and study skills consistent with successful additional language learning. assist students in becoming familiar with strategies, skills and procedures of the Prince Edward Island school system. The overall purpose of this curriculum guide is to develop EAL education, teaching and learning, and at the same time, recognize and validate effective practices in learning English as an additional language that already exist in many classrooms.

More specifically, this curriculum guide

1. provides detailed curriculum outcomes to which educators

and others can refer when making decisions about learning experiences, instructional techniques, and assessment strategies in EAL 701D.

2. informs both educators and members of the general public

about the philosophy and scope of EAL education for the senior level in the Atlantic provinces.

3. promotes effective EAL learning and teaching for students

in the EAL 701D classrooms.

Underlying Principles

All kindergarten to senior high curriculum and resources should reflect the principles underlying the English Language Arts Curriculum (1999), which include language being best learnedquotesdbs_dbs9.pdfusesText_15

[PDF] Untitled EAL 701D: HIGH INTERMEDIATE/ADVANCED

EAL 701D:

High Intermediate/Advanced

Listening, Speaking,

Reading and Writing

Working Draft

Prince Edward Island

Education and Early Childhood Development

PO Box 2000

Charlottetown, Prince Edward Island

Canada, C1A 7N8

Tel. (902) 368-4600

Fax. (902) 368-4622

ACKNOWLEDGEMENTS

Acknowledgements

Education and Early

Paula Clark (EAL Assessment Specialist)

Shelley Jollimore (EAL Itinerant Teacher)

Elizabeth Wendt (EAL Teacher-Colonel Gray)

Kathie Kaulbach (Resource Teacher-Charlottetown

Rural)

TABLE OF CONTENTS

Contents

AND COMPONENTS

CONTEXTS FOR

TEACHING AND

THE ENGLISH AS AN

ADDITIONAL

LANGUAGE LEARNING

ASSESSING AND

EVALUATING STUDENT

OVERVIEW

TABLE OF CONTENTS

CURRICULUM

ORGANIZATION

TABLE OF CONTENTS

RESOURCES

REFERENCES

1EAL 701D: HIGH INTERMEDIATE/ADVANCED LISTENING, SPEAKING, READING AND WRITINGINTRODUCTION

Introduction

Background

Rationale

Arts Curriculum (1999).

Glossary of Terms, Appendix G).

2EAL 701D: HIGH INTERMEDIATE/ADVANCED LISTENING, SPEAKING, READING AND WRITINGINTRODUCTION

Purpose of the

Curriculum Guide

Guiding Principles

More specifically, this curriculum guide

1. provides detailed curriculum outcomes to which educators

2. informs both educators and members of the general public

3. promotes effective EAL learning and teaching for students

Underlying Principles