Ministry Policy Site
Policy Document: English as a Second Language (ESL)
In effect March 3, 1999. Current Policy (Updated March 6, 2009).
This page sets forth the Ministry policy entitled "English as a Second Language (ESL)".
POLICY STATEMENT
The purpose of English as a Second Language services is to assist students to become proficient in English, to develop both intellectually and as citizens, and to achieve the expected learning outcomes of the provincial curriculum.
RATIONALE
British Columbia is a diverse society. People from all parts of the globe contribute to the social, cultural and linguistic fabric of our province. This diversity is mirrored in our schools’ population, both in the contributions made and in the unique needs that must be addressed.
The primary goal of the British Columbia school system is to support the intellectual development of students. Enabling students to achieve the goals of human and social development and career development is a responsibility shared by schools, families and the community. These goals apply equally to all students, including English as a Second Language learners (ESL Students).
ESL services enable students whose primary language or languages of the home are other than English to develop their individual potential within British Columbia’s school system. Some students who speak variations of English that differ significantly from the English used in the broader Canadian society may need similar services to access the curriculum.LEGISLATION/ REGULATIONS
See Sections 75, 79(3), 85(2), 168 (2) of the School Act.
Also see Ministerial Order M191/94, the Student Progress Report Order.
POLICY
Educational Programs:
English language learners must follow provincial curriculum except where they are unable to demonstrate learning in relation to the expected learning outcomes set out in the applicable educational program guide for a course or subject and grade (Required Areas of Study in an Educational Program Order).
To graduate, English language learners must meet the requirements of the Graduation Requirements Order. Schools may need to adapt instructional assessment methods, provide more time, and/or adapt educational materials to give these students the greatest opportunity possible to achieve the learning outcomes of the provincial curriculum.
Where English language learners cannot demonstrate their learning in relation to the expected learning outcomes of the provincial curriculum, school districts should ensure that appropriate ESL services, including English language instruction, are provided.
The English language learner’s program should focus on the acquisition of language, knowledge, and cultural understanding that will enable the student to access the provincially prescribed curriculum.
Over time it is expected that support levels will diminish as students progress successfully in a fully integrated program.
Reporting:
The reporting requirements for English language learners (ESL students) who are following the provincial curriculum for a course, subject or grade are the same as for other students. These requirements are described in the Student Progress Report Order. Letter grades, and percentages where appropriate, must be used to indicate students' levels of performance in relation to the prescribed learning outcomes.
Letter grades are not appropriate where English language learners (ESL students) are not yet able, due to their level of language proficiency, to follow the provincial curriculum or a course in a locally developed program. In that case, the student(s) progress report(s) must contain information describing what the student(s) can do, areas in which they require further attention or development, and ways of supporting them in their learning.
Teachers have the professional obligation to report progress only for students whom they have personally instructed and evaluated. Where an ESL specialist is responsible for providing some portion of a student's educational program, s/he should provide written information on the student's progress for inclusion with the report of the classroom teacher.
Funding:
The Ministry of Education provides supplemental funding to eligible school districts to enable them to deliver English as a Second Language services to ESL students.
See Policy Document: K-12 Funding - English as a Second Language (ESL)
PROCEDURES
Program Considerations:
For a student to be reported in the ESL program so the district may receive supplemental funding, all of the following conditions must be met and documented:
(1) An annual assessment of English language proficiency has determined that the student’s use of English is sufficiently different from standard English that she or he is identified as requiring specialized services to adjust to the linguistic and cultural environment in order to achieve his or her individual potential and be successful in the British Columbia school system;
(2) An annual instructional plan is designed to meet the needs of the student;
(3) Specialized ESL services are provided for each student, documented in a list or schedule;
(4) Progress in the acquisition of English is reported to parents in regular reporting periods, and evidence of reports is documented;
(5) An ESL specialist is involved in planning and delivering services; and
(6) Additional ESL services must be provided and may include individual and/or small group instruction, reception classes, pull-out services, and/or additional services provided within the regular classroom environment. Where the additional services provided to the student are adaptations within the regular classroom, there must be documentation of support provided that is specifically designed to address linguistic needs of each student identified in the assessment referenced above.
Planning should recognize the objective of integration into the mainstream school program as soon as feasible in order to achieve the expected learning outcomes of the provincial curriculum.
Reporting:
The Board of Education must report on the student's progress in the acquisition of English.
Effective reporting should recognize language and cultural differences.
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