English Language Learning students (ELL) are those whose primary language of the home is other than English and who may require additional services in order to succeed within British Columbia’s school system.

There are three primary goals in an English Language Learning program:

• Acquisition of English
• Maintenance and development of academic and cognitive growth
• Integration into and contribution to the Canadian culture

Our ELL services reflect current knowledge with regard to effective practices. The program of courses is designed to help students acquire language skills that will enable them to be integrated successfully into regular, age-appropriate classes. Each English Language Learning student will be assessed and placed in appropriate classes to meet their individual needs.

Students may be referred to ELL courses by counsellors, teachers, or parents. On-going assessment of acquired English fluency will determine exit from these courses and entry into regular mainstream academic courses.  Additional summer school courses are strongly recommended for students to increase competencies in English.

 ENGLISH LANGUAGE ACQUISITION:

There is a continuum of growth and development in language acquisition in the areas of Reading (and viewing), Writing (and representing), and Oral language, both receptive (listening) and expressive (speaking). As students acquire language, they progress through stages or levels of development, described below:

Beginning:	Student is a true beginner with little English language proficiency in given area.
Developing:	Student is able to understand and use basic English words and phrases in given area.
Expanding:	Student is able to understand and use an expanding amount of conversational English in given area.
Consolidating:	Student is able to understand and use varying amounts of conversational English, and some academic language, in given area.
Bridging:	Student is approaching grade-level proficiency in given area. They may need support with nuances of language.

 NOTE ON LANGUAGE LEARNING (From Ministry of Education English Language Learning Standards):

• The amount of time required to progress from one [ELL] level to the next will vary from one student to another.
• Language learning is a complex and gradual process; progress varies in pace and can include apparent regression as well as improvement. Consequently, a level as described in this document does not equate to a year of schooling (i.e., a student may spend more than a year or less than a year to complete a particular level).
• It is not possible to compress the time it takes to improve in language proficiency simply by devoting more hours to study.

 NOTES ON COURSE PLACEMENT:

In general, a student assessed as needing ELL support will be enrolled into all of the corresponding ELL classes available to them at their grade level:

• Students assessed as Beginning, Developing, or Expanding in their English language abilities (reading, writing, AND oral) are enrolled in a BEGINNER section of a course.
• Those students assessed as Consolidating (or on the verge of Bridging) in their English language abilities (reading, writing, AND oral) are enrolled into an INTERMEDIATE section of a course.
• Those students assessed as largely Bridging in their English language abilities (reading, writing, AND oral) are enrolled into mainstream courses and provided with a single block of ELL support (if needed).

For all additional questions, please refer to the English Language Learning (ELL) program on the Sentinel Secondary website: https://tinyurl.com/wbqbhg5.

ENGLISH LANGUAGE LEARNING – Level Overview

DESCRIPTOR	Beginning	Developing	Expanding	Consolidating	Bridging
Snapshot of Level	Student is a true beginner with little English language proficiency in given area.	Student is able to understand and use basic English words and phrases in given area.	Student is able to understand and use an expanding amount of conversational English in given area.	Student is able to understand and use varying amounts of conversational English, and some academic language, in given area.	Student is approaching grade-level proficiency in given area. They may need support with nuances of language.
Oral Language (Listening/ Speaking)	The student may understand basic statements with repetition and gestures. Student is silent, or their speech is halted and fragmented.	The student can understand and respond to simple statements and questions in familiar situations.	The student can participate in a conversation on everyday topics using simple structures.	The student can participate more fluently in conversations about familiar topics and some academic content.	The student can participate in conversations on a range of academic topics with greater fluency.
Reading	The student may recognize symbol/sound relationships. Student derives understanding mainly from visuals.	The student recognizes common words and phrases and begins to make meaning of text.	The student can read, understand, and make personal connections to simple text.	The student can understand more challenging texts and make predictions, inferences, and connections with support.	The student can understand a wider range of academic texts and increasingly complex words.
Writing	The student uses basic letter grouping or simple words. Student has little or no awareness of conventions of spelling, capitalization, or punctuation.	The student uses simple vocabulary and/or repetitive phrases to communicate. Errors often impede meaning.	The student uses basic vocabulary and sentence structure to create simple sentences or a paragraph. Errors may impede meaning.	The student uses a range of vocabulary with some descriptive words to create sentences and paragraphs and communicate ideas. Errors can distract.	The student uses a wide range of descriptive, subject-specific, and academic vocabulary to make connections and communicate ideas in multi-paragraph compositions.

 ENGLISH LANGUAGE LEARNING – Ways to Support Student Learning

DESCRIPTOR	Beginning	Developing	Expanding	Consolidating	Bridging
Oral Language (Listening/Speaking)	Listen carefully to instructions and directions and ask for clarification when necessary. Watch English language media with subtitles in student’s first language.	Watch English language media with subtitles in student’s first language. Practice asking questions and giving directions in real-life situations.	Practice speaking English in social situations. Listen to audiobooks which model English speaking. Watch English language media with English subtitles.	Begin using academic vocabulary in classroom discussion. Listen to audiobooks which model English speaking.	Use academic vocabulary in classroom discussion. Listen to subject-specific podcasts and audio programs.
Reading	Read bilingual books. Read graphic novels and leveled readers from library selection. Use a bilingual dictionary and thesaurus.	Create and update a journal of new vocabulary words. Read graphic novels and leveled readers from library selection. Ask child to talk about what they are reading in and out of class.	Begin to apply reading strategies (access background knowledge, make inferences, make connections). Read at home daily.	Use reading strategies with greater purpose. Read a variety of texts and text types to develop awareness of cultural references. Read at home daily.	Read at home daily. Read a greater variety of texts and text types to further develop awareness of cultural references.
Writing	Provide opportunities for student to practice writing words and simple sentences in English (ex. grocery lists, labels, emails to family and friends).	Use a greater variety of sentence types and structures through regular journal writing. Review work before submitting.	Write with greater variety in vocabulary and sentence structures. Write with greater detail. Begin to apply strategies of the writing process.	Use subject-specific language in writing. Consider audience, purpose, and genre in writing. Continue to apply strategies of the writing process, with a focus on revising and editing.	Focus on unity and coherence in writing. Consistently apply strategies of the writing process.

 SENTINEL ELL COURSE OFFERINGS

A student assessed as needing ELL support will be enrolled into all of the corresponding ELL classes available at their grade level.

 NOTE: Course offerings may vary depending on student enrollment

ENGLISH LANGUAGE LEARNING COURSES 

Grade 8-9 ELL Courses

 TRANSITIONAL ENGLISH LANGUAGE ARTS 8/9

Beginner (Beginning/Developing/Expanding) or Intermediate (Consolidating/Bridging) section

These courses are designed to cover the six areas of the English Language Arts program: reading, writing, speaking, listening, viewing, and representing. Materials and coursework are adapted for ELL students to enable them to meet the learning outcomes of the regular English Language Arts program. Literature will include short stories, novels, poetry, plays, and non-fiction. Students will be placed in an appropriate section for their language skills. This course is taken in conjunction with English Language Development 8/9.

ENGLISH LANGUAGE DEVELOPMENT 8/9

Beginner (Beginning/Developing/Expanding) or Intermediate (Consolidating/Bridging) section

These courses are designed for ELL support in the acquisition of language. Students will concentrate on learning strategies and skills to further develop cognitive and academic literacy. The focus of this course is on building working vocabulary, improving grammar, developing paragraph structure, and improving speaking and listening skills to collaborate with others. Students will be placed in an appropriate section for their language skills. This course is usually taken in conjunction with Transitional English Language Arts 8/9.

SOCIAL STUDIES 8/9: LANGUAGE ADAPTED

One section for all ELL levels, See Social Studies for more information on this course.

 SCIENCE 8/9: LANGUAGE ADAPTED

One section for all ELL levels, See Science for more information on this course.

Grade 10 ELL Courses

LITERARY STUDIES 10: LANGUAGE ADAPTED…………………..……..… (LTST 10) (2 credits)

Beginner (Beginning/Developing/Expanding) or Intermediate (Consolidating/Bridging) section

Literary Studies 10: Language Adapted is designed to support English Language Learners develop and refine their reading, writing, and oral competencies with a focus on critically and creatively engaging with literary texts and learning tasks. It is expected that students will explore specific themes, periods, authors, or areas of the world through literary works in a variety of media to foster their skills of analysis, synthesis, and composition. The purpose of this course is to help prepare ELL students for enrolment and successful participation in senior English Language Arts courses.

 SPOKEN LANGUAGE 10: LANGUAGE ADAPTED………………………… (SPLG 10) (2 credits)

Beginner (Beginning/Developing/Expanding) or Intermediate (Consolidating/Bridging) section

Spoken Language 10: Language Adapted is designed to support English Language Learners develop and refine their reading, writing, and oral competencies with a focus on critically and creatively engaging with oral language texts and learning tasks. It is expected that students will build confidence and ability utilizing spoken language effectively and efficiently for a variety of situations, purposes, and audiences. The purpose of this course is to help prepare ELL students for enrolment and successful participation in senior English Language Arts courses.

NOTE: Literary Studies 10: Language Adapted (2 Credit) is taught in the same block as Spoken Language 10: Language Adapted (2 credit). These two modules are taken in conjunction with an English language support course (Language and Cultural Literacy 10 for Beginner students and Academic Writing 11 for Intermediate students).

BAA LANGUAGE AND CULTURAL LITERACY 10………………….……….. (YLE 10) (4 credits)

Beginner Section Only (Beginning/Developing/Expanding)

This course is designed to help students improve their communication skills in reading, writing, listening, and speaking to succeed across the curriculum. Students will gain cultural knowledge, linguistic competence, and a critical awareness of academic conventions as they explore a variety of genres and develop research skills. This course is taken in conjunction with Spoken Language 10: Language Adapted/Literary Studies 10: Language Adapted (BEG).

 BAA ACADEMIC WRITING 11 …………………………………………….(YLE-IBCMP) (4 credits)

Intermediate Section Only (Consolidating/Expanding)

Academic Writing 11 is designed to support English Language Learners with a focus on developing, strengthening, and enhancing their written composition skills to write effectively in senior English Language Arts courses. Students will be introduced to the writing process, a variety of different writing forms, and the major components of essay writing. It is expected that, through this course, students will gain an awareness of their abilities and potential as writers and, by using the skills and strategies learned, will develop confidence in their ability to handle any writing tasks presented to them in high school and post-secondary life. This section is usually taken in conjunction with Spoken Language 10: Language Adapted/Literary Studies 10: Language Adapted (INT).

SOCIAL STUDIES 10: LANGUAGE ADAPTED…………………………………….(SS 10) (4 credits)

One section for all ELL levels, See Social Studies for more information on this course.

SCIENCE 10: LANGUAGE ADAPTED……………………………………………..(SC 10) (4 credits)

One section for all ELL levels, See Science for more information on this course.

Grade 11 ELL Courses

SPOKEN LANGUAGE 11: LANGUAGE ADAPTED…………………………..(SPLG 11) (4 credits)

Beginner Section Only (Beginning/Developing/Expanding)

Spoken Language 11: Language Adapted students will work towards producing polished spoken products including presentations, speeches, debates, poetry and prose readings, and podcasts. They will learn how to conceive, draft, revise, and practice. Good research and writing underpin good spoken language. Students will produce an on-line portfolio of their work. This section is usually taken in conjunction with Language and Cultural Literacy 11.

BAA LANGUAGE AND CULTURAL LITERACY 11 ……………………………(YLE 11) (4 credits)

Beginner Section Only (Beginning/Developing/Expanding)

This course is a continuation of LCL 10 and designed to facilitate the development of skills needed for cultural and academic literacy. Emphasis is placed on developing the knowledge and skills necessary for success in a Canadian academic environment. Students will gain cultural knowledge and academic reading and writing skills. This course is taken in conjunction with Spoken Language 11: Language Adapted.

LITERARY STUDIES 11: LANGUAGE ADAPTED……………………………(LTST 11) (4 credits)

Intermediate Section Only (Consolidating/Bridging)

Literary Studies 11: Language Adapted is designed to support English Language Learners develop and refine their reading, writing, and oral competencies with a focus on critically and creatively engaging with literary texts and learning tasks. It is expected that students will explore specific themes, periods, authors, or areas of the world through literary works in a variety of media to foster their skills of analysis, synthesis, and composition. The purpose of this course is to help prepare ELL students for enrolment and successful participation in English Studies 12. This section is taken in conjunction with Academic Writing 11.

 BAA ACADEMIC WRITING 11…………………………………………….(YLE-IBCMP) (4 credits)

Intermediate Section Only (Consolidating/Bridging), Please see description in Grade 10 ELL Course Offerings.

EXPLORATIONS IN SOCIAL STUDIES 11: LANGUAGE ADAPTED ………(EPSS 11) (4 credits)

One section for all ELL levels, See Social Studies for more information on this course.

Grade 12 ELL Courses

COMPOSITION 12: LANGUAGE ADAPTED ……………………………(COMP12-LA) (4 credits)

One section for all ELL levels

Composition 12: Language Adapted is designed to support English Language Learners develop and refine their reading, writing, and oral competencies with a focus on critically and creatively engaging with written learning tasks. It is expected that students will build confidence and ability utilizing written language effectively and efficiently for a variety of situations, purposes, and audiences. The primary aim of this course is to support English Language Learners in successfully meeting the learning outcomes of English Studies 12. With this purpose in mind, Composition 12-Language Adapted will preview, review, and adapt the same concepts, skills, and texts covered in a student’s English Studies 12 class to support their learning. This course is taken in conjunction with English Studies 12