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English as an Additional Language
Students with English as an additional language (EAL) are identified as those from homes, communities, or countries where a language other than English is the first spoken. EAL students possess varying degrees of first language and English abilities. Many of these students begin school at the usual age but have limited exposure to English. Others have schooling in their first language equal to that of their English speaking peers.
Priorities for EAL students include development in reading, writing, speaking, listening, and academic competence to enhance the student’s ability to perform at the same level as their peers. Programming needs include: placement within regular classrooms with supports from the Student Support Services Teacher; a focus on enhancing student’s self-esteem; and an emphasis on instruction and activities to help the EAL student and peers understand and appreciate cultural differences.
The Student Support Services teacher is responsible for assessment of the EAL student’s performance in English development using the Common Framework of Reference (CFR) provided by the Saskatchewan Ministry of Education. Each school has been provided a copy. Additional copies are available from the Coordinator of Student Achievement and Supports.
Students with English as a second dialect (ESD) are those who come to school with English as their first language, but speak a separate dialect. In Saskatchewan, this may include First Nations students who speak a separate dialect of English. It is critical that the differences in language are understood as a separate dialect and are not mistaken for delays or disorders. Teachers must be aware that the differences in dialect and learning style can result in mistakenly identifying students with ESD as having learning deficits. First Nations students who speak a different language other than English will be considered EAL learners.