MELS Intensive ESL RREALS - RCCPALS February 2012 1 MELS Working Document 2012

MELS Intensive ESLRREALS - RCCPALS

February 2012

1MELS Working Document 2012

Agenda Intensive ESL Historical Perspective Annotated Bibliography MELS Support Document

Task 1Task 2Task 3

MELS Info-Update Sheet Questions


What is Intensive English?

Three main characteristics:1. Increased amount of time allotted to

the learning of English

2. Concentrated teaching time

3. Enrichment of the MELS elementary ESL program (Cycles 2 and 3)


What is the main goal?

To enable students to develop their oral interaction competency.

Reading and writing support the development of oral communication.


The Classroom

...offers a variety of meaningful language learning situations in an all-English environment

...is culturally rich and linguistically diverse

…provides a context that encourages spontaneous communication and allows students to ‘live’ the language


Intensive Historical Perspective

In the 60s Rapport Parent First French immersion project in St.

Lambert


Intensive Historical PerspectiveIn the 70s

CS des Mille-Iles French immersion Comparison between welcoming and immersion

classes Early immersion vs. late immersion

CS des Mille-Iles & Greenfield Park First Intensive ESL projects



In the 80s & 90s More Intensive ESL projects (in Quebec) More French immersion projects (in

Quebec and Canada)



1996 The State of Education in Québec (États

généraux sur l’éducation)



1997 L’école, tout un programme



2001 Rapport Larose

États généraux sur le français

Plan d’action pour les languesLire, écrire, communiquer…réussir!



Number of Intensive ESL classes in:

2002-2003: 175 2010-2011: 257 (36 school boards)


Annotated Bibliography

Overview of research from the late 70s to now: Intensive ESL and FSL Immersion

Available online at: www.mels.gouv.qc.ca


Who is involved?

MELS SPEAQ Publishers CPs Teachers


What about now?

2-3 months for Intensive ESL students to achieve end-of-cycle outcomes

No new ESL program (for now) MELS support document


MELS Support Document

The document will be:teacher-friendly (i.e. simple, clear, useful)

connected to the ESL programsuccinct


Task 1: Table of Contents

What essential information should be included in the MELS support document in order to help teachers effectively use and go beyond the current ESL Cycle 3 program?

Brainstorm with your team.

Write down all your ideas and suggestions on the team sheet.

Two examples have been provided for you…Student Exit Profile & Teacher’s Role


Task 2: Student Exit Profile

What should ESL students be able to do at the end of an intensive project?

Consider C1-C2-C3 and other observable behaviours.



Refer to the elementary ESL Cycle 3 program (e.g. end-of-cycle outcomes) and POL, as needed.

Individually, write down your ideas.



C1

Can communicate with an English speaker with increasing fluency

C2

Listen to, read and view a variety of texts on familiar and unfamiliar themes with support as needed

C3

Write longer stretches of writing with increasing accuracy (able to apply language conventions)

Other

Work well in teams

Sample observable behaviours:



Share your ideas with your team and compile them on the team sheet.

Compare the items on your team sheet with the information found on the sample Student Exit Profile.

Are any ideas similar? If so, cross off the similar ideas on both sheets.


Task 3: Teacher’s Role

In the MELS support document, the Intensive ESL teacher's role will be defined.

Read each statement. Determine if it is clear or unclear (). Provide your comments and suggestions underneath each statement.


Task 3: Teacher’s Role

Table Tents:

Letter A = 1-10

Letter B = 11-20

Letter C = 21-30


Final Words

MELS Info-Update Sheet

Questions?


Documents

MELS Intensive ESL RREALS - RCCPALS February 2012 1 MELS Working Document 2012