English Language Learners (ELL)

English Language Learners (ELL)

English Language Learners (ELL) are those whose primary language of the home is one 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 Learner 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 Learner will be assessed and appropriate classes selected to meet that student’s individual needs.

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

ORGANIZATION FOR TEACHING

Student’s assessment will indicate the level of competency. This competency will designate the type of instruction the student receives. Classes will be organized to accommodate junior and senior students.

Descriptors of Competency:

  • Level 1: Beginning: Student is starting to learn English. Direct ELL support is needed in scheduled language support blocks.
  • Level 2: Developing: Student is beginning to communicate in simple English using basic vocabulary and grammatical structures. . Direct ELL support is needed in scheduled language support blocks.
  • Level 3: Expanding: Student can communicate ideas in English using an expanding amount of vocabulary and grammatical structures.  . Student needs support with conversational and academic language. Direct ELL support is needed in scheduled language support blocks.   (academic language).
  • Level 4: Consolidating: Student has proficient conversational language skills, but student may need support developing academic language.  Student may need direct ELL support classes or student may be recommended for Language Adapted classes.
  • Level 5: Bridging: Student has proficient conversational and academic language skills, but the student may need extra support in a given area such as speaking/listening, reading, or writing.    Student may need direct ELL support classes or student may be recommended for Language Adapted classes. Note: Language Adapted/Supported Courses:

This designation indicates support where needed for English Language Learners; whereby, emphasis will be placed on acquiring academic language and understanding the core content of the curriculum.

ENGLISH LANGUAGE LEARNER OPTIONS

Placement is determined by student assessment designation and teacher recommendation.

TRANSITIONAL ENGLISH  8 / 9 Section 1 (ELL Levels 1, 2 and 3) Section 2 (ELL Levels 4 and 5)

(MEN–08ESL, MEN–09ESL)

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. Enrolment in transitional classes follows the assessment of the student’s abilities in English.

ENGLISH DEVELOPMENT 8 / 9 (ELL Levels 1-5)

(MEN– 8ELD,  MEN–09ELD)

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 these courses is on building  vocabulary, improving grammar, developing paragraph structure, and improving speaking and listening skills in order to collaborate with others.

TRANSITIONAL ENGLISH 10 (ELL Level 1,2 and 3)

(XSPBK0BESL ~ 0 CREDITS)

Enrollment in this class follows the assessment of the student’s abilities in English. This course is designed for students  who are developing language acquisition and who are not yet ready to meet the learning outcomes of regular English 10. Materials and coursework are adapted to meet the needs of the ELL student.  Literature will include short stories, novels, poetry, plays, and non-fiction.

LANGUAGE  AND CULTURAL LITERACY 10 (ELL Level 1,2 and 3)

(YLE–0AACL ~ 4 CREDITS)

This course is designed to help students improve their communication skills in reading, writing, listening and speaking in order 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.

LANGUAGE AND CULTURAL LITERACY 11 (ELL Level 1,2 and 3)

(YLE-1AACL ~ 4 CREDITS)

This course is a continuation of lCL 10 and designed to facilitate the development of skills needed for cultural and academic literacy. in a Canadian academic environment. Students will gain cultural knowledge and academic reading and writing skills.

LANGUAGE  AND CULTURAL LITERACY 12 (ELL Level 1,2 and 3)

(YLE–2AACL ~ 4 CREDITS)

This course is a continuation of LCL 11 and is designed to develop  academic literacy while focusing on Canadian culture. . Emphasis is placed on developing a greater understanding of significant people and institutions that impact  Canadian culture. Students will explore specific genres and acquire academic research and writing skills necessary for success in a Canadian senior academic environment.

BAA ACADEMIC WRITING  11 (ELL Levels 4 and 5)

(YLE–1BESL ~ 4 CREDITS)

The course is intended for students (grades 10-12) who wish to develop, strengthen and enhance their writing skills in order to write effectively at the level expected of them in Grades 11 and 12.  Students will be introduced to the major components of essay writing, various essay types, and the writing process itself. It is expected that, through this course students will gain an awareness of their abilities and potential as writers and, by using the tools learned, will develop confidence in their ability to handle any writing tasks presented to them in high school and post-secondary life.

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