BAA ENGLISH AS A SECOND LANGUAGE 11

School District Name: Kamloops/Thompson

School District Number: 73

Developed by: John Annicchiarico and Ann Milliken

Date Developed: February 5, 2005

School Name: South Kamloops Secondary

Principal’s Name: Vic Bifano

Board/Authority Approval Date:

Board/Authority Signature:

Course Name: English as a Second Language 11

Grade level of Course: Grade11

Number of Course Credits: 4

Number of Hours of Instruction: 120

Prerequisites: English as a Second Language 10 or three years of ESL instruction

Course Synopsis: English as a Second Language 11 is based on the B.C. Ministry of Education second-language program’s Languages Template. Therefore, it is comparable to other Ministry or Board Authorized second language 11 courses. ESL 11 students have age-appropriate mastery of their first language, and are working towards developing English language skills comparable to those of students whose first language is English. The students will:

·  learn to communicate purposefully in English,

·  expand their English vocabulary

·  improve their English reading, writing, speaking and listening skills,

·  develop English skills sufficient to succeed in grade 11 academic and elective courses delivered in English and required for graduation,

·  explore Canadian educational and career opportunities, and

·  increase their knowledge of contemporary Canadian culture and of Canada’s multicultural heritage.

ESL 11 employs the communicative-experiential approach to language learning. The focus of instruction is the purposeful use of language to perform real-life tasks, share ideas, acquire information, and get things done. These real-life tasks will include those associated with other courses in which the students are enrolled. The course is divided into the following curriculum organizers:

  1. Communicating
  2. Acquiring Information
  3. Experiencing Creative Works
  4. Understanding Cultural Influences

Rationale: Students learning English as their second language have different learning needs than those whose first language is English. In particular they require instruction in English vocabulary and grammar, especially in sentence structure, verb and preposition use, grammar, and idiom. They need to practice their spoken English in an encouraging environment with appropriate modeling and correction. The vocabulary demands placed on them by other courses are enormous, and they require help in learning the new words.

Organizational Structure: The curriculum organizers address cross-curricular integration and diverse learning rates, styles, and needs. They focus attention on the most important purposes for studying English as a Second Language. They are not treated separately but are integrated into most activities.

Curriculum Organizers / Learning Outcomes / Time
Communicating / It is expected that students will:
• explain how to do everyday activities or procedures
• exchange opinions on topics of interest, giving reasons and reactions
• describe or narrate events, situations, or experiences
• use a range of vocabulary and expressions in past, present, and future
• interact in a variety of meaningful, real-life situations / 40
Acquiring Information / It is expected that students will:
• retrieve, research, and use relevant information from English resources to complete meaningful tasks
• summarize acquired information in oral, visual, and written forms / 40
Experiencing Creative Works / It is expected that students will:
• compare, contrast, and respond to authentic creative works from English culture / 20
Understanding Cultural Influences / It is expected that students will:
• identify contemporary issues in Canadian culture
• demonstrate an understanding of similarities and differences between their own culture and Canadian culture
• identify and compare language, expressions, and behaviours that reflect the Canadian cultural context / 20

Total Hours

/ 120

Instructional Component: The goal of language learning is performance with language. Language learning is not additively sequential but recursive and paced differently at various stages of acquisition. Language develops in a series of approximations towards mastery. Instruction takes into account individual learning styles and rates. The following instructional strategies may be used:

·  direct instruction

·  indirect instruction

·  independent study

·  modeling

·  multi-media

·  practical experience

·  library and internet research

·  guest speakers

·  group work

Assessment Component: Assessment reflects instructional goals and is performance oriented. Assessment focuses on students’ abilities to understand others and to express themselves comprehensibly and appropriately. Student evaluation, based on the student meeting the learning outcomes, will be done on an on-going basis including assessments of the student’s:

·  written, oral, and visual responses

·  use of English in all activities and student/student and student/teacher interactions

·  skills in listening, reading, speaking, writing

·  willingness to take risks in using English

·  ability to understand and acquire information

·  understanding of Canadian Culture

Types of Assessment / Category / Details / Weighting
(%)
Formative (60%) / Practical application of skills and strategies / Participation in class discussions and activities
Written work
Oral responses
Aural/reading comprehension / 15%
15%
15%
15%
Summative (40%) / Final term assessment / Assignments
Tests
Presentations / 10%
10%
20%
Total / 100%

Learning Resources:

Subject textbooks (including English, social studies, science, and math texts too numerous to list)

Films/videos/DVD’s

Newspapers

Computer/Internet

English as a Second Language: Standards, Ministry of Education, B.C.

ESL teacher familiar with the Ministry of Education ESL policy and standards, second language/culture and secondary school curriculum

Library

Guest speakers

First Nations Support Workers (assist with First Nations cultural instruction)

ESL texts including:

New Horizons in English

English, Yes!

What a Life

Complete Course in English

Conversation Lessons: The Natural Language of Conversation

Additional Information: This course was developed drawing heavily from the British Columbia Ministry of Education publication The Languages Template from the website http://www.bced.gov.bc.ca/irp/langtemp/langtoc.htm .