English as a Second Language, Enriched Programs

Print section

Introduction

The Progression of Learning for the Secondary Cycle One and Cycle Two Enriched English as a Second Language (EESL) programs reaffirms the crucial role that knowledge plays in the development of the three ESL competencies: Interacts orally in English, Reinvests understanding of texts and Writes and produces texts. The Progression of Learning presents in detail the knowledge included in the five sections of the Related Content in the EESL programs: Culture, Language Repertoire, Strategies, Processes and Texts. This document is a supplement to the EESL programs. It provides teachers with a framework to include the knowledge that students need to acquire for each year of secondary school when planning the development of the ESL competencies. To facilitate acquisition of this knowledge, students require a culturally rich learning environment in which they have access to a variety of human and material resources.

The secondary-level EESL programs build on the knowledge that students acquired at the elementary level. The ESL programs are based on the social constructivist theory of learning, the communicative approach, strategy-based learning, cooperative learning and the latest research in second language acquisition. Consequently, students need to be given numerous opportunities to practise and use the knowledge from the Related Content in meaningful contexts in order to develop the three ESL competencies.

EESL students are equipped to go beyond the Secondary ESL Core programs. They have successfully completed an Intensive English course at the elementary level or have had other enriching English experiences inside or outside of the school setting. They are confident second language learners who can converse with relative fluency. Due to their more developed communicative competence, EESL students are better able to focus on accuracy and notice and correct their own errors with increasing autonomy. They are better able to use strategies and resources on their own and can request and provide constructive feedback when reflecting on learning.

In the Progression of Learning charts, the letter E shows links between the elementary- and secondary-level ESL programs. The Progression of Learning for the Elementary ESL programs may be consulted to better understand these links. In the Functional Language chart, the first year of Secondary Cycle One may be starred or shaded even though there is no direct link to the elementary ESL programs. This is due to the knowledge of English that EESL students have acquired in other enriching language learning experiences, such as Intensive English. The final year at the secondary-level is largely a year of consolidation as indicated by the predominance of shaded boxes in the charts.

Throughout the Progression of Learning, italicized examples are provided as suggestions and are non-prescriptive.

. . . communicative competence should be the goal of language education,
central to good classroom practice.

S. J. Savignon