English as a Second Language

ESL Policy Guidelines 1999 - Initial Identification

Definition of an ESL Student: English as a Second Languagei students are those whose primary language(s) or language(s) of the home, is other than English and who may therefore require additional services in order to develop their individual potential within British Columbia's school system. Some students speak variations of English that differ significantly from the English used in the broader Canadian society and in school; they may require ESL support.ii

from ESL Policy Framework, Ministry of Education, 1999
i In some literature, this is referred to as English as an Additional language (EAL)
ii In some literature, this is referred to as English as a Second Dialect (ESD)

The identification of ESL students depends on an assessment of the language performance and classroom functioning of the learner. (ESL students may be immigrants or Canadian born: schools should ensure that students are entitled to schooling in B.C. by verifying their age, residency, and immigration status). Initial assessment should seek to acquire information on:

  • the student's English proficiency and experience in all four areas of language development: listening, speaking, reading, writing
  • the student's previous schooling (e.g., report cards if available; information on interruptions to schooling)
  • what language(s) or dialect(s) is/are spoken in the student's home
  • the student's proficiency in his or her first language - listening, speaking, reading, writing; where documentary evidence and information from parents are inadequate, assessment of a student's first-language proficiency may be required
  • a student's basic skills in academic subject areas (e.g., mathematics)
  • possible needs other than ESL programming that the student might have (e.g., special needs, trauma counselling)

Assessment of English proficiency should take account of cultural and linguistic diversity (e.g., should avoid requiring cultural knowledge) and be non-discriminatory.

Initial assessments will typically be conducted upon a student's first arrival at school, but may be conducted at any point if a teacher believes a student requires ESL services. Initial assessments should include a combination of:

  • oral interviews (with students, parents)
  • reviews of students' oral and unedited written language samples
  • checks of students' reading and listening comprehension

Use of standardized tests may yield helpful information but these should not be the sole basis for making an initial assessment.

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