Cycle 4 Secondary Enriched English Second Language secondary 1

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Cycle 4Secondary Enriched English Second
Language(secondary 1 2)
March 2002
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The Writersof the cycle 4 Enriched ESL Program
Diane Théorêt
Carol-Ann Maskrey
Julie Sheper
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The student as an ESL learner entering the
Enriched ESL class

• Communicates confidently
• Takes risks with language
• Converses about basic needs, interests and
  opinions in a social setting
• Uses functional language and draws on it
  creatively
• Produces increasingly complex output with greater
  accuracy and fluency
• Works with others in collaboration on individual
  tasks and activities and in cooperation on group
  tasks and activities.
• Projects a positive attitude (knows s/he can
  succeed)
• Accepts a challenging environment
• Handles more complex tasks (uses language for
  self-learning)

The students proficiency level (ACTFL)
4

Able to satisfy some survival needs and some
limited social demands Able to satisfy basic
survival needs and minimum courtesy requirements
5
Listening Intermediate-Low
Listening Intermediate-Low
Able to understand sentence-length utterances
which consist of recombinations of learned
elements in a limited number of content areas,
particularly if strongly supported by the
situational context. Content refers to basic
personal background and needs, social conventions
and routine tasks, such as getting meals and
receiving simple instructions and directions.
Listening tasks pertain primarily to spontaneous
face-to-face conversations. Understanding is
often uneven repetition and rewording may be
necessary. Misunderstandings in both main ideas
and details arise frequently.
Able to understand sentence-length utterances
which consist of recombinations of learned
elements in a limited number of content areas,
particularly if strongly supported by the
situational context. Content refers to basic
personal background and needs, social conventions
and routine tasks, such as getting meals and
receiving simple instructions and directions.
Listening tasks pertain primarily to spontaneous
face-to-face conversations. Understanding is
often uneven repetition and rewording may be
necessary. Misunderstandings in both main ideas
and details arise frequently.
 
Speaking Intermediate characteristics
Speaking Intermediate characteristics

• create with the language by combining and
  recombining learned elements, though primarily in
  a reactive mode
• initiate, minimally sustain, and close in a
  simple way basic communicative tasks
• ask and answer questions.

• create with the language by combining and
  recombining learned elements, though primarily in
  a reactive mode
• initiate, minimally sustain, and close in a
  simple way basic communicative tasks
• ask and answer questions.

Intermediate-Low
Intermediate-Low
Able to handle successfully a limited number of
interactive, task-oriented, and social
situations. Can ask and answer questions,
initiate and respond to simple statements, and
maintain face-to-face conversation, although in a
highly restricted manner and with much linguistic
inaccuracy. Within these limitations, can perform
such tasks as introducing self, ordering a meal,
asking directions, and making purchases.
Vocabulary is adequate to express only the most
elementary needs. Strong interference from native
language may occur. Misunderstandings frequently
arise, but with repetition, the Intermediate-Low
speaker can generally be understood by
sympathetic interlocutors.
Able to handle successfully a limited number of
interactive, task-oriented, and social
situations. Can ask and answer questions,
initiate and respond to simple statements, and
maintain face-to-face conversation, although in a
highly restricted manner and with much linguistic
inaccuracy. Within these limitations, can perform
such tasks as introducing self, ordering a meal,
asking directions, and making purchases.
Vocabulary is adequate to express only the most
elementary needs. Strong interference from native
language may occur. Misunderstandings frequently
arise, but with repetition, the Intermediate-Low
speaker can generally be understood by
sympathetic interlocutors.
 
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The student as an ESL learner coming into the
Enriched ESL class

• The entry point (competency level) is based on an
  assumed intensive exit profile.

• Furthermore
• Open entry point (not exclusive to intensive but
  equivalent )
• Possible entry point at the beginning of the
  second year of the cycle according to the
  original entry profile plus.

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Short interviews with secondary 1 students
series A

• Characteristics of their ESL background
• Live with or visit an English-speaking parent or
  relative
• Grade 6 Intensive classes
• A strong interest in TV, reading, computers
  games,

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Secondary 1 students
Lives with an English-speaking parent or
relative

• Teacher Diane Théorêt
• School Timoniers, Ste-Catherine

TV, reading, computers games,
Visits an English-speaking parent or relative
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Secondary 1 students
Intensive Parents

• Teacher Diane Théorêt
• School Timoniers, Ste-Catherine

Visits an English-speaking parent or relative
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Short interviews with secondary 1 students
series B

• Characteristics of their ESL background
• An intensive program for all in grade 5 lasting
  from 3? to 5 months depending on the elementary
  school
• ESL follow-up included
• grade 6 45 minutes per week
• secondary 1 2 extra conversation periods are
  optional (possibly 6-75 min.periods each 9 days)

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Secondary 1 students with Grade 5 Intensive

• Teacher Gaston Turcotte
• Interviewer Julie Malouin School Tournesol,
  Windsor

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• SAMPLE

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Short interviews with secondary 2 students

• Characteristics of their ESL background
• An intensive program for all in grade 5 lasting
  from 3? to 5 months depending on the elementary
  school
• ESL follow-up included
• grade 6 45 minutes per week
• secondary 1 2 extra conversation periods are
  optional
• Secondary 2 2 extra periods are obligatory for
  all (6-75 min.periods each 9 days)

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Secondary 2 students with Grade 5 Intensive gt
OUTCOMES

• Teacher Julie Malouin
• School Tournesol, Windsor

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Enriched ESL
Through basic literacy, on to the world
Speak
Read
Write
-View-
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To Demonstrate Her/His Literacies in English
Listen
Developing the viewer, reader, listener while
constructing meaning
Interacting and negotiating, questioning,
investigating, using information, following a
process response, writing or production.
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To Demonstrate Her/His Literacies in
English To Interact Orally in English (TALK)
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????????
???????
Developing the writer and producer of media while
communicating, writing, performing, presenting,
To Interact Orally in English (TALK)
Developing meaningful products through
reinvesting, using language/learning tools
including strategies and a students portfolio,
with guidance by the teacher, for an intended
audience.
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The who the target students The what the
target learning

• Cycle 4Secondary Enriched English Second
  Language(secondary 1 2)

February 2002
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• Cycle 4Secondary Enriched English Second
  Language(secondary 1 2)

Thank you!
March 2002