Curriculum Documents
Alberta ESL Curriculum: http://www.education.alberta.ca/teachers/program/esl.aspx
British Columbia ELL Curriculum: https://www.bced.gov.bc.ca/ell//
Manitoba EAL Curriculum: http://www.edu.gov.mb.ca/k12/cur/eal/framework/index.html
Ontario ELL Curriculum: http://www.edu.gov.on.ca/eng/curriculum/secondary/esl.html
Saskatchewan EAL Curriculum: http://www.education.gov.sk.ca/EAL
Additional Statistics
Canadian Statistics: Permanent Residents by Top Languages Reported as Mother Tongue: http://www.cic.gc.ca/english/resources/statistics/facts2013/permanent/21.asp
Canadian Statistics: Permanent Residents by Home Country:
http://www.cic.gc.ca/english/resources/statistics/facts2013/permanent/10.asp#figure7
Examples of Dual Language Projects
The Family Treasures and Grandma’s Soup - dual language book project http://www.duallanguageproject.com (Roessingh, 2011). The Family Treasures and Grandma’s Soup dual language book project was initiated by Dr. Hetty Roessingh at the University of Calgary in collaboration with the Almadina Language Charter Academy, a public charter school focused on providing comprehensive language support to students learning English as an additional language. In the project, Kindergarten and Grade 1 students created dual language books as a means of enhancing their early literacy progress (Roessingh, 2011).
The ScribJab Website and iPad Application (Dr. Diane Dagenais and Dr. Kelleen Toohey)
The ScribJab website and iPad application were created by Simon Fraser University researchers Dr. Diane Dagenais and Dr. Kelleen Toohey to enable students to read and create digital stories (text, illustrations and audio recordings) in multiple languages (English, French and other non-official languages). The website notes that “ScribJab creates a space for children to communicate about their stories, and come to an enhanced appreciation of their own multilingual resources.” www.scribjab.com
The ÉLODiL project (Éveil au Langage et Ouverture à la Diversité Linguistique – Awakening to Language and Opening up to Linguistic Diversity1) has developed a wide variety of classroom activities to promote students’ awareness of language and appreciation of linguistic diversity. This project has been undertaken both in Montreal (Dr. Françoise Armand, Université de Montréal) and Vancouver (Dr. Diane Dagenais, Simon Fraser University; Dagenais et al., 2008; Armand and Dagenais, 2012)
The Dual Language Showcase was created by educators at Thornwood Public School in the Peel District School Board near Toronto to showcase the dual language writing accomplishments of elementary school students (Chow and Cummins, 2003; Schecter and Cummins, 2003). http://www.thornwoodps.ca/dual/index.htm
The Multiliteracies project involved a series of collaborations between educators and university researchers in the Vancouver and Toronto areas to explore the pedagogical possibilities that emerge when conceptions of literacy within schools are broadened to take account of multilingualism, multiliteracies, and multimodalities3 (Early and Yeung, 2009; Cummins and Early, 2011).
The Multiliteracies Pedagogy project initiated in 2003 by Dr. Heather Lotherington of York University in Toronto involved a range of collaborations between educators in Joyce Public School and researchers at York University to explore how the concept of plurilingualism could be translated into pedagogical design. The professional learning community at Joyce P. S. worked with students to rewrite traditional stories from a critical perspective using multimodal and multilingual forms of representation (Lotherington, 2011, 2013; Lotherington and Sinitskaya Ronda, 2012; Lotherington et al., 2013).
Linguistically Appropriate Practice (LAP) is an approach to working with preschool and primary grade children from immigrant backgrounds, aimed at enabling children to realize their bilingual potential. Developed by Dr. Roma Chumak-Horbatsch (2012) at Ryerson University in Toronto, LAP consists of both an educational philosophy and a set of concrete instructional activities that help teachers transform their classrooms from monolingual into multilingual environments where students’ languages are acknowledged and come to life.
Dr. Shelly Taylor at Western University, London, Ontario, conducted a dual language book project designed to produce positive identity texts to counter damaging representations of Aboriginal communities. “The participant-authors were Aboriginal parents who wrote books intended for their preschool-aged children in their ancestral language and English” (Taylor, 2011, p. 289).
Canadian Statistics: Permanent Residents by Top Languages Reported as Mother Tongue: http://www.cic.gc.ca/english/resources/statistics/facts2013/permanent/21.asp
Canadian Statistics: Permanent Residents by Home Country:
http://www.cic.gc.ca/english/resources/statistics/facts2013/permanent/10.asp#figure7
Examples of Dual Language Projects
Brandon Dual Language Book Project Recognized by President Obama
https://drive.google.com/file/d/0B5rJLfcFWgthTzlkcmVfWDBmOEk/view?usp=sharing
https://drive.google.com/file/d/0B5rJLfcFWgthTzlkcmVfWDBmOEk/view?usp=sharing
The Dual Language Reading Project was initiated by Dr. Rahat Naqvi of the University of Calgary and colleagues in the Calgary Board of Education. It documented the linguistic and metalinguistic benefits that students experienced as a result of teachers and community members reading dual language books to students both in linguistically diverse schools and in the Calgary Board of Education’s Spanish-English bilingual program. www.rahatnaqvi.ca
The Family Treasures and Grandma’s Soup - dual language book project http://www.duallanguageproject.com (Roessingh, 2011). The Family Treasures and Grandma’s Soup dual language book project was initiated by Dr. Hetty Roessingh at the University of Calgary in collaboration with the Almadina Language Charter Academy, a public charter school focused on providing comprehensive language support to students learning English as an additional language. In the project, Kindergarten and Grade 1 students created dual language books as a means of enhancing their early literacy progress (Roessingh, 2011).
The ScribJab Website and iPad Application (Dr. Diane Dagenais and Dr. Kelleen Toohey)
The ScribJab website and iPad application were created by Simon Fraser University researchers Dr. Diane Dagenais and Dr. Kelleen Toohey to enable students to read and create digital stories (text, illustrations and audio recordings) in multiple languages (English, French and other non-official languages). The website notes that “ScribJab creates a space for children to communicate about their stories, and come to an enhanced appreciation of their own multilingual resources.” www.scribjab.com
The ÉLODiL project (Éveil au Langage et Ouverture à la Diversité Linguistique – Awakening to Language and Opening up to Linguistic Diversity1) has developed a wide variety of classroom activities to promote students’ awareness of language and appreciation of linguistic diversity. This project has been undertaken both in Montreal (Dr. Françoise Armand, Université de Montréal) and Vancouver (Dr. Diane Dagenais, Simon Fraser University; Dagenais et al., 2008; Armand and Dagenais, 2012)
The Dual Language Showcase was created by educators at Thornwood Public School in the Peel District School Board near Toronto to showcase the dual language writing accomplishments of elementary school students (Chow and Cummins, 2003; Schecter and Cummins, 2003). http://www.thornwoodps.ca/dual/index.htm
The Multiliteracies project involved a series of collaborations between educators and university researchers in the Vancouver and Toronto areas to explore the pedagogical possibilities that emerge when conceptions of literacy within schools are broadened to take account of multilingualism, multiliteracies, and multimodalities3 (Early and Yeung, 2009; Cummins and Early, 2011).
The Multiliteracies Pedagogy project initiated in 2003 by Dr. Heather Lotherington of York University in Toronto involved a range of collaborations between educators in Joyce Public School and researchers at York University to explore how the concept of plurilingualism could be translated into pedagogical design. The professional learning community at Joyce P. S. worked with students to rewrite traditional stories from a critical perspective using multimodal and multilingual forms of representation (Lotherington, 2011, 2013; Lotherington and Sinitskaya Ronda, 2012; Lotherington et al., 2013).
Linguistically Appropriate Practice (LAP) is an approach to working with preschool and primary grade children from immigrant backgrounds, aimed at enabling children to realize their bilingual potential. Developed by Dr. Roma Chumak-Horbatsch (2012) at Ryerson University in Toronto, LAP consists of both an educational philosophy and a set of concrete instructional activities that help teachers transform their classrooms from monolingual into multilingual environments where students’ languages are acknowledged and come to life.
Dr. Shelly Taylor at Western University, London, Ontario, conducted a dual language book project designed to produce positive identity texts to counter damaging representations of Aboriginal communities. “The participant-authors were Aboriginal parents who wrote books intended for their preschool-aged children in their ancestral language and English” (Taylor, 2011, p. 289).
The information above is retrieved from:
Ntelioglou, B. Y., Fannin, J., Montanera, M., & Cummins, J. (2014). A multilingual and multimodal approach to literacy teaching and learning in urban education: a collaborative inquiry project in an inner city elementary school. Frontiers in Psychology, 5, 533. doi:10.3389/fpsyg.2014.00533 http://journal.frontiersin.org/article/10.3389/fpsyg.2014.00533/abstract
Ntelioglou, B. Y., Fannin, J., Montanera, M., & Cummins, J. (2014). A multilingual and multimodal approach to literacy teaching and learning in urban education: a collaborative inquiry project in an inner city elementary school. Frontiers in Psychology, 5, 533. doi:10.3389/fpsyg.2014.00533 http://journal.frontiersin.org/article/10.3389/fpsyg.2014.00533/abstract
Links for Teachers: EAL Pedagogy & General Information
Brandon School Division EAL Reception Centre / Registration: https://www.bsd.ca/Studentsparents/AdmissionsRegistration/EAL/Pages/EAL-Reception-Centre.aspx
Cazden, Courtney, et al. [The New London Group] (1996) "A pedagogy of multiliteracies: Designing social futures." Harvard educational review 66.1: 60-92.
Available at: http://eps415gse.pbworks.com/f/A_Pedagogy_of_Multiliteracies_Designing_Social_Futures.htm
EAL Teaching Strategies: http://www.eal-teaching-strategies.com/differentiation-strategies.html
Cazden, Courtney, et al. [The New London Group] (1996) "A pedagogy of multiliteracies: Designing social futures." Harvard educational review 66.1: 60-92.
Available at: http://eps415gse.pbworks.com/f/A_Pedagogy_of_Multiliteracies_Designing_Social_Futures.htm
EAL Teaching Strategies: http://www.eal-teaching-strategies.com/differentiation-strategies.html
Checkwitch, R. (2105). Green Star Lake Series (Jimmy Comes Home, Theresa’s Journey, Powerful Forces, Northern Lightning, Southern Dreams) www.greenstarlake.com/
Life After War - This document shares strategies for helping EAL students who come from war-torn countries. https://drive.google.com/file/d/0B-qBHSE_FKdXLUsybHM3M2ExMEk/view?usp=sharing
Sheltered Instruction Observation Protocol (SIOP). The SIOP model was initially developed as an assessment for EAL teachers. In Brandon School Division, it is used as an instructional framework to raise awareness of a variety of strategies and teaching methods that are effective in engaging EAL students. http://siop.pearson.com
Bonnie
Campbell Hill: Speaking/ Listening Continuum – This is a PDF file of a EAL
Listening and Speaking continuum. It
ranges from New to English to Fluent and outlines the skills students will have
in each stage. http://www.bonniecampbellhill.com/Handouts/EALcontinuums/EAL_BWWD.pdf
Saying hello
in different languages: http://www.wikihow.com/Say-Hello-in-Different-Languages
Multiliteracies101-
This site contains an exploration of how multiliteracies are currently used
within classrooms. www.multiliteracies101.weebly.com
New
Learning: Transformative Designs for Pedagogy and Assessment – This site
contains information on the theory of multiliteracies as well as videos that
explore the topic. www.newlearningonline.com
The Salty
Chip - Is a collaborative space where you can learn more about the Canadian Multiliteracies Collaborative www.thesaltychip.edublogs.org
World
Fact Book: Flags of the World https://www.cia.gov/library/publications/resources/the-world-factbook/docs/flagsoftheworld.html
