English as a Second Language

• strengthen their ability to communicate fluently in English at school and in the wider community
• acquire the English needed to make academic progress within the B.C. school system and develop their potential
• develop their other skills (e.g., numeracy, media awareness, scientific understanding, group participation)
• experience and affirm a sense of self-worth rooted in pride in their heritage
• develop an understanding of the similarities and differences between their home culture and the value system upon which their schooling is based.

Xiao Wen Xiao Wen is a ten-year-old student from Taiwan. He arrived with his parents and two younger siblings. He attended a very good school in Taiwan, but has not yet received any instruction in English. His parents are so eager for him to learn the language, and to "catch up" with his peers (who as Grade 5 students have already had considerable instruction in English Language Arts) that they have hired a tutor for three afternoons a week of additional, after-school instruction. They believe that by hiring the tutor they have discharged their responsibility for Xiao Wen's education. The rest is up to him and his teachers. Xiao Wen feels an enormous amount of pressure, but tries to please his parents by working hard and forsaking school clubs and extra-curricular activities.

Policies and principles that relate specifically to the provision of ESL Programming are set out in the Ministry's English as a Second Language Policy Framework. In addition, effective, high-quality ESL service delivery takes account of the following realities:

• Becoming proficient in the use of a second language takes time². Unreasonable expectations of progress (on the part of parents, teachers, or students themselves) can be counterproductive.
• Language learning is a complex and gradual process. Language learning is not linear, and progress rates can appear to vary enormously for two apparently similar students.
• ESL students learn English better when there is a meaningful and purposeful context for communication, and a holistic approach to instruction is used. Research and experience have shown that studying language in "bits and pieces" is not a very effective way of learning it.
• English language proficiency and knowledge of Canadian culture are important for the success of students.

Supported integration of ESL learners into age-appropriate classes is the ideal. ESL students cannot afford to wait until they have fully mastered the language to pursue their development in other spheres.

• There are clear educational benefits to maintaining a students's first language(s): student learning is enhanced by judicious use of two or more languages.
• To facilitate learning, students should wherever possible see their history, literature, and cultural experiences in general reflected in the classroom.
• Parents play a vital role in the education of their children by working in partnership with educators.
• Effective reporting should recognize language and cultural differences.