ESL in Alberta
In order to fully understand the need for ESL instructors, it is first important to look at the immigration statistics of people coming in to Alberta. According to Alberta Statistics on the government website, in 2011 there was a total of 248, 748 people who became permanent citizens of Alberta. Of these people, 56, 446 were of the family class. 156,128 were Economic Immigrants, 27, 872 were refugees, and 8, 306 were placed under the "other" category. Of these, almost 3,000 were children.
According to a PowerPoint provided by the Calgary Board of Education, there were 37, 300 ESL students in Alberta in 2006. This had grown exponentially since 1999 when there were 6, 803. The statistics of Alberta immigration show that approximately 3,000 new children arrive in the province each year. With this growth, it can be expected that more and more ESL students will be seen in classrooms each year requiring a further need for special instructors and further training.
In Alberta, funding is provided for all ESL students for up to seven years (Alberta Education, 2007). It is meant to support students who are not fluent enough in the language to be able to achieve expectations at their grade levels. Students who are "foreign-born" are provided with additional funding in order to provide support workers.
Not all schools are given support however. According to a brochure provided by Alberta Education
"How ESL students are supported depends on the needs of the students, the nature of the school’s programming and the number of ESL students in school."
This means that some students are given extra supports thanks to the needs of the entire school while others are simply left in the care of their teachers. In Alberta, there are several programs which may aid ESL students if they are given the opportunity to attend them. One of the largest is the LEAD (Literacy, English and Academic Development) program in Calgary (Calgary Board of Education, 2013). In this program, students are not placed into regular schools for up to 2 years. They are first given intensive language instructions in an ESL classroom and are then gradually integrated into inclusive classrooms. If given the opportunity for extra supports in the classroom rather than a pull-out program, it is imperative that it is provided within the first year or two. These are the critical years when students need extra support in order to help ease their transition into a new school, language and culture.
According to a PowerPoint provided by the Calgary Board of Education, there were 37, 300 ESL students in Alberta in 2006. This had grown exponentially since 1999 when there were 6, 803. The statistics of Alberta immigration show that approximately 3,000 new children arrive in the province each year. With this growth, it can be expected that more and more ESL students will be seen in classrooms each year requiring a further need for special instructors and further training.
In Alberta, funding is provided for all ESL students for up to seven years (Alberta Education, 2007). It is meant to support students who are not fluent enough in the language to be able to achieve expectations at their grade levels. Students who are "foreign-born" are provided with additional funding in order to provide support workers.
Not all schools are given support however. According to a brochure provided by Alberta Education
"How ESL students are supported depends on the needs of the students, the nature of the school’s programming and the number of ESL students in school."
This means that some students are given extra supports thanks to the needs of the entire school while others are simply left in the care of their teachers. In Alberta, there are several programs which may aid ESL students if they are given the opportunity to attend them. One of the largest is the LEAD (Literacy, English and Academic Development) program in Calgary (Calgary Board of Education, 2013). In this program, students are not placed into regular schools for up to 2 years. They are first given intensive language instructions in an ESL classroom and are then gradually integrated into inclusive classrooms. If given the opportunity for extra supports in the classroom rather than a pull-out program, it is imperative that it is provided within the first year or two. These are the critical years when students need extra support in order to help ease their transition into a new school, language and culture.
Resources
Alberta Education. (2007). ESL Brochure. Retrieved from Alberta Education: http://education.alberta.ca/media/718896/eslbrochure.pdf
Alberta Government Ministries. (2011). Immigration Publications and Statistics. Retrieved from Alberta Enterprise and Advanced Education: http://eae.alberta.ca/labour-and-immigration/betw.aspx
British Columbia Ministry of Education. (2009, October). Students from Refugee Backgrounds: A Guide for Teachers and Schools. Retrieved from www.bced.gov.bc.ca.
Calgary Board of Education. (2006). Building a Strong Community: Building a Strong Tomorrow. Retrieved from Calgary Board of Education: www.cbe.ab.ca/New/esl/100esl%5B1%5D.ppt
Calgary Board of Education. (2013). Teaching Refugees with Limited Formal Schooling. Retrieved from teachingrefugees.com
Alberta Government Ministries. (2011). Immigration Publications and Statistics. Retrieved from Alberta Enterprise and Advanced Education: http://eae.alberta.ca/labour-and-immigration/betw.aspx
British Columbia Ministry of Education. (2009, October). Students from Refugee Backgrounds: A Guide for Teachers and Schools. Retrieved from www.bced.gov.bc.ca.
Calgary Board of Education. (2006). Building a Strong Community: Building a Strong Tomorrow. Retrieved from Calgary Board of Education: www.cbe.ab.ca/New/esl/100esl%5B1%5D.ppt
Calgary Board of Education. (2013). Teaching Refugees with Limited Formal Schooling. Retrieved from teachingrefugees.com