DOCUMENT RESUME ED 354 762 FL 020 967 TITLE English or ...TITLE Framework for a Locally Developed Language Arts. Curriculum (ECS-Grade 12) for a Language Other Than English or French

DOCUMENT RESUME

ED 354 762 FL 020 967

TITLE Framework for a Locally Developed Language ArtsCurriculum (ECS-Grade 12) for a Language Other ThanEnglish or French.

INSTITUTION Alberta Dept. of Education, Edmonton. LanguageServices Branch.

REPORT NO ISBN-0-7732-0448-2PUB DATE 91

NOTE 45p.

PUB TYPE Guides Non-Classroom Use (055)

EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS Basic Skills; Behavioral Objectives; *Bilingual

Education Programs; Class Activities; CulturalAwareness; *Curriculum Design; CurriculumDevelopment; Early Childhood Education; EducationalObjectives; Educational Philosophy; EducationalTechnology; Elementary Secondary Education; ForeignCountries; Grade 3; Grade 6; Grade 9; Grade 12;*Language Arts; Language Skills; Second LanguageLearning; *Second Languages; Skill Development; StateLegislation; Student Evaluation; Transfer ofTraining

IDENTIFIERS *Alberta

ABSTRACTThe guide is intended for use by Alberta's (Canada)

local school authorities developing a language arts program in alanguage other than English or French. In these partial immersionprograms, instruction is provided in a language other than English orFrench for 25-50% of the school day. The first section describes thedevelopment of the curriculum framework and the learner expectationscentral to it. The second section outlines briefly how the frameworkis designed to be used. Section 3 expands on curriculum components:the rationale for offering such programs; 13 basic principlesconcerning the nature of language, child development, and thelanguage learning process that guide the curriculum design; thegeneral and specific learner expectations of a partial bilingualprogram; required and elective components; program organization;planning for instruction and evaluation; and planning for transfer oflanguage learning through existing student skills. Charts detailspecific skill expectations for each of four grade levels (3, 6, 9,and 12) for each of 6 general affective, language learning, andcultural awareness expectations. The relevant section of Albertalegislation regulating partial bilingual programs is appended.(MSE)

************************************************************************ Reproductions supplied by EDRS are the best that can be made *

* from the original document. ************************************************************************

FRAMEWORK FOR

A LOCALLY DEVELOPED

LANGUAGE ARTS CURRICULUM

(ECS -GRADE 12)

FOR A LANGUAGE OTHER THANENGLISH OR FRENCH

PERMISSION TO REPRODUCE THIS

MATERIAL HAS BEEN GRANTED BY

TO IHE EDUCATIONAL RESOURCES

;NFORMAIION CENTER iERIC1"

U.S DEPARTMENT OF EDUCATION

Othce 0 EgucabonalResearch and trnera,remen:

EDUCATIONAL RESOURCESINFORMATION

CENTER (ERICI

ev,s document has beenreproduced as

,e,red Irom the person ot orcontzaltOn

<,,t.nattng ttC m,r,G, changes have

been made in .rnhrose

reprOduChOn duality

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BEST COPY AVAlirr-r.

FRAMEWORK FOR

A LOCALLY DEVELOPED

LANGUAGE ARTS CURRICULUM

(ECS - GRADE 12)

FOR A LANGUAGE OTHER THANENGLISH OR FRENCH

Alberta Education1991

,0

ALBERTA EDUCATION CATALOGUING IN PUBLICATION DATA

Alberta. Language Services.Framework for a locally developed language arts

curriculum : (ECS - grade 12) : for a language otherthan English or French.

ISBN 0-7732-0448-2

1. Language and languages - Study and teaching - Alberta -Bilingual method. 2. Language arts - Alberta.

P57.C2.A333 1991 375.4

Copyright 0 1991, the Crown in Right of Alberta, as represented by the Minister of Education.Alberta Education, Language Services Branch, 11160 Jasper Avenue, Edmonton, Alberta, T5KOL2. All rights reserved. Additional copies may be obtained from the Learning ResourcesDistributing Centre.

ACKNOWLEDGEMENTS

Acknowledgements

This document has been developed through the cooperative efforts of manyindividuals.

The learner expectations section of this document is the result of a cooperative projectfor establishing outcomes, expectations and indicators for second language programs.The project was sponsored by Edmonton Public Schools and carried out jointly withthe Language Services Branch of Alberta Education. Staff of the Edmonton PublicSchools initiated and sponsored the project and permitted the results of our jointeffort to be used, in adapted form, as part of this framework.

The following staff of Edmonton Public Schools are gratefully acknowledged:

Director, Curriculum: Betty Davis

Second Language Consultants: Natalka DobroligeDenise BourassaGracia Bugeaud Brinkman

Language Arts Consultant: Carol Ann Engels

Curriculum Consultant: Lasha Rowe

The following permanent, seconded or contract staff of Alberta Education contributedto the development of this framework:

Associate Director, Second Languages: Dr. Walter Lazaruk

Program Manager, Bilingual Programs: John Sokolowski

Program Developer, Ukrainian Language Arts: Bohdan Boruszczak

Editor: Anita Jenkins

Editorial Advisor: Helen Czar

Desktop Publishers: Victoria ZukiwskyLouise Chady

The following classroom teachers and administrators are gratefully acknowledged forserving on the committee involved in developing this framework:

Bilingual Framework Committee:

iii

Marsh BahryJeanette LeeMarilyn ShortSoraya HafezYudit LelaKatarina Staub

TABLE OF CONTENTS

Table of Contents

Introduction 1

Part I: Development of the Framework 3

Part II: How to Use the Framework 5

Part III: Framework Components 7

A. Rationale 7B. Philosophy 9C. General Learner Expectations 17D. Specific Learner Expectations 17E. A Note on Required and Elective

Components 18F. Organizing a Language Arts

Program of Studies 19G. Planning for Instruction and

Evaluation 19H. Planning for Transfer of Learning 20I. Learner Expectations - Language Arts

in a Language Other Than Englishor French (ECS - Grade 12) 21

Appendix A: Legislation and RegulationsGoverning Bilingual Programs .... 31

V

INTRODUCTION

Introduction

This document is intended for use by local schoolauthorities who wish to develop a language arts programin a language other than English or French. Locallydeveloped bilingual programs are currently offered in fivelanguages: Arabic, German, Hebrew, Mandarin andPolish.

In Alberta, the term bilingual program is used to denote apartial immersion program in which instruction isprovided in a language other than English or French forfrom 25 per cent to 50 per cent of the school day. Suchprograms have been possible in Alberta since 1971 whenthe School Act was amended to permit any language to beused in Alberta schools as a language of instruction. Theregulations which accompany the School Act ensure thatstudents in a bilingual program will also receive part oftheir education in English. The appropriate sections of theSchool Act and regulations dealing with bilingualeducation are reproduced in Appendix A.

1

J

PART I

PART I

Development of theFramework

Since 1974, six bilingual programs have been establishedin Alberta schools; five of these are locally developed.Alberta Education has developed provincial curriculumand resources for the Ukrainian Bilingual Program, whichbegan in 1974 with more than 100 students at the grade 1level. To establish minimum provincial standards forbilingual education program development, AlbertaEducation has developed this service document for schoolboards: a framework for the local development of languagearts curricula for instruction in languages other thanEnglish or French.

The development of this framework has been coordinatedwith the revision and articulation of the Ukrainianlanguage arts programs for grades 1-6, 7-9 and 10-12.

In the fall of 1988, Edmonton Public Schools begandeveloping generic outcomes, expectations and indicatorsfor the language programs it offers. At the invitation ofthe Edmonton Public School Board, the staff of AlbertaEducation who were revising the Ukrainian language artsprogram and preparing this framework began workingwith the Edmonton Public Schools team.

Development of The result of this cooperative effort was a documentLearner entitled Learning Outcomes Languages Other ThanExpectations English. This work has served as the major source for the

general and specific learner expectations included in thisframework.

3

To define expectations for language programs, theEdmonton Public Schools/Alberta Education team firstlooked at the broad domains of learning which a languagearts program in a second language should include. Fivesuch domains were identified: communication, experience,culture, general learning and language accuracy.

Next, committees of teachers representing all levels of alllanguage programs offered by Edmonton Public Schools setabout identifying outcomes (general learner expectations)and specific expectations in each of the five domains. Thedevelopment team reviewed the results of the committees'work and used this information to develop genericoutcomes (general learner expectations) and specificexpectations. The team also chose indicators for thegeneric expectations that are applicable to a variety ofdifferent language programs.

PART II

PART II

How to Use theFramework

This framework is a service document, designed to assistlocal school authorities who are developing their ownlanguage arts curricula for bilingual programs.

The framework states, in generic terms, the components ofa language arts program in a language other than Englishor French. These components include: a rationale andphilosophy, general and specific learner expectations, andstatements on required and elective components, programorganization, planning for instruction and evaluation.These generic components are designed for adaptation tospecific programs. Local developers might choose to usethe general and specific learner expectations withoutadaptation, but indicators will still have to be developedaccording to the recommendations in the section entitled"Planning for Instruction and Evaluation." Teachers ineach bilingual program will likely require guidance in thedifficult matter of monitoring or planning for thedevelopment of accuracy in the target language. Toaddress this need, school jurisdictions may decide todevelop a teacher resource manual for each language artsprogram.

50

PART III

PART III

Framework Components

A. Rationale

Rationale for Offering a Language Arts Program in aLanguage Other Than English or French

Alberta Education's "Language Education Policy forAlberta" (November 1988) recognizes that language is theprimary form of human communication. The policy states:

Language is essential to the intellectualdevelopment and socialization of children andbasic to all learning. Language contributes topersonal growth and cultural enrichment. Itrepresents a major means of interpretingreality and expressing the unique experiencesof individuals and of different culturalgroups. In addition to serving as a source ofindividual, group and cultural identity,language is the major medium fortransmitting knowledge and pastachievements and ensuring contact betweengenerations. Languages share manyuniversal features which make all humanssimilar to each other and listinct from otherliving things. Skilled and proficient use oflanguage also contributes to economic andsocial success.

The policy states that the government of Alberta respectsthe multicultural nature of the province and acknowledgesthe wishes of parents who belong to a variety of culturalgroups. Therefore, Alberta Education providesopportunities for students to learn a variety of languages.

7

In the 1970s the Government of Canada initiated itsmulticulturalism policy which encourages ethnic groups inCanada to maintain and develop themselves as distinctgroups in Canadian society and to share their languageand culture with other Canadians. Section 27 of theCharter of Rights and Freedoms of 1981 affirms Canada'scommitment to the preservation and enhancement of ourmulticultural heritage. As well, Section 15 guarantees allCanadians equal benefit of the law without discriminationbased on race, national or ethnic origin, color, religion, sex,age or mental or physical disability. In 1984, theGovernment of Alberta also affirmed its commitment tomulticulturalism by passing the Alberta CulturalHeritage Act.

The 1989 Canadian Multiculturalism Act recognizedmulticulturalism as a fundamental characteristic ofCanadian society. The Act promotes the full and equitableparticipation of individuals and communities of all originsin Canadian society and seeks to preserve and enhance theuse of languages other than English and French whilestrengthening the status and use of the official languages.

In 1971 the Alberta School Act was amended to allow anylanguage, in addition to English, to be used as a languageof instruction in Alberta schools for up to 50 per cent of theschool day. Since then several bilingual programs havebeen established to serve the educational needs of nativespeakers of a particular language and of children who wishto learn that language as a second language. Bilingualprograms are not restricted to children of a givenbackground and thus give children of various origins anopportunity to share in the cultural life of a givencommunity and provide them with the key to anotherculture the language.

12

B. Philosophy

For children who speak a particular language, either bornin Canada or abroad, a bilingual program is a means ofdeveloping and maintaining their sense of self-worth andstrengthening their psychological ties and emotional bondswith their families and their community. The programfacilitates their transition from home to school, especiallyin the early years.

For children who do not speak the language, a bilingualprogram provides opportunities for personal developmentand possibly the economic advantages which languagelearning can provide. As well, students in bilingualprograms receive subtle metalinguistic, academic andintellectual benefits.

Children in a bilingual program receive at least half oftheir education in English, the predominant language inAlberta society, and have opportunities to learn French aswell.

Philosophy of Language Arts in a Language OtherThan English or French

The following fundamental principles (relating to thenature of language, child development, and the process oflanguage learning) provide the theoretical framework forthe development of language arts for a bilingual program.These thirteen principles are stated in question form.

1. Does the program aim for life-long applications?

The acquisition and development of language arts skillsin the target language broaden students' views, addnew dimension and flexibility to thinking through

9

exposure to a new cultural experience and valuesystem, and provide a new perception of the world aswell as an understanding of multiculturalism inCanada. The potential results for students include:enriched use of leisure time through the enjoyment ofliterature, theatre, radio broadcasts, cinema, publicspeaking and recorded music; fuller and more activeparticipation in community life; and, opportunities tobe active members or future leaders of theircommunities in Canada. The program supports furtherdevelopment of the cultural group's identity withinCanada's multicultural mosaic.

2. What are the purposes of a language program?

We use language to explore ideas and experiences, toconstruct meaning and to communicate ourunderstandings. An elfective language programrequires students to use the language to make sense oftheir world and communicate their findings. Studentsare challenged to engage in thinking at higher levelsabout meaningful topics and choices, including theirown strategies and processes of thinking. A balancedlanguage program promotes students' all-rounddevelopment (cognitive, affective, psychomotor), andassists them in coping with developmental changes byproviding opportunities for social, emotional, moral,intellectual and creative growth. A successfullanguage arts program harmoniously reflects theculture of the given community, as language andculture are closely interconnected. It guides students tounderstand ar..I appreciate the values, attitudes andbehaviors of that community, and encourages studentsto value cultural pluralism in a global society andappreciate diversity in thinking, acting and feeling.

10

3. Is the interrelatedness of language skills evident?

In language use viewing, listening, speaking, readingand writing are interrelated. Students come to realizethe unique function of each process as well as theirinterrelatedness by participating in language learningactivities which incorporate meaningful uses oflanguage and relate skills and content. Once readingand writing have been introduced, oral and writtenlanguage development become closely interrelated,each affecting the other.

4. Is "integration" being achieved?

Integration is a means for internalizing orincorporating new knowledge into the student'sexisting construct of knowledge. Language skills arelinked to each other in a meaningful way by cuttingacross subject matter lines and across the languagestrands (reading, speaking, listening, writing, viewing)to focus on the wholeness of knowledge and relatingstudies to personal experience. Language teachersconsider prior knowledge of the child and encouragefurther learning and growth. All content subjectaught in schools become opportunities for languagelearning.

5. Is interaction among students occurring?

Language acquisition occurs primarily through activeinvolvement in concrete situations. Group activities,effectively planned and monitored by the teacher,provide a means for interaction by allowing students toshare ideas and ask questions and by involving thewhole learner in the experience of language as anetwork of relations between people, things and events.

1 511

Through cooperative interaction in activities whichfoster initiative, through free, active exploration, andthrough cooperative intellectual effort, studentsformulate thoughts, feelings and ideas which developtheir language ability.

6. Are students given enough time to practice basicskills?

The development of higher level language skillsinitially requires controlled processing of basiclanguage skills. In controlled processes, the individualmak, use of information stored in short-term memoryto carry out a cognitive task. With sufficient practiceand application, communication skills becomeautomatic; they require less effort and language usagebecomes more accurate.

7. Do activities and resources provide for variation?

In learning a language, students need to acquire theability to vary their language appropriately whendealing with different people in different situations fordifferent purposes, and they need to gain confidence inusing the target language in a range of functions andcontexts. They need to become aware that differencesin geography and the social environment have fosteredthe development of various forms of a given language.Therefore, they must have the opportunity to hear anduse appropriate language forms in a variety ofsituations and when communicating about varioustopics requiring varied language functions, both withinthe classroom and outside of it. Teachers must acceptand respect the unique language development andlearning style of each student and provide for language

1h12

growth in a classroom environment characterized bymutual respect, acceptance and trust.

8. Do language activities take into account students'experiences?

Experience and language are closely interwoven in alllearning situations. Therefore, students need to haveopportunities to participate in experiences whichrequire use of the language both in the classroom andoutside of it.

As students enter into, comprehend and react to a widervariety of experiences presented in increasinglydifferentiated contexts, they gain in their ability to uselanguage. Authentic print and non-print materialsbroaden language experiences at school; field trips tostores, restaurants, museums and other communityfacilities where the language is spoken can expandstudents' experiences outside the school. Studentexchanges (with countries where the language isspoken) provide opportunities to live in an environmentwhere the language predominates in all aspects of dailylife.

Students' experiences are expressed through speechand writing. Using these forms of expression, studentslearn to organize, interpret and communicate.

As students develop concepts and understandings,there is a continuous building from concreteexperiences and discovery toward more abstract studyand learning, thus facilitating higher levels ofthinking. Language activities take into accountstudents' past experiences, reinforce them and providetotally new experiences.

. p.y! /

13

9. How are language skills being expanded?

Language expansion, especially. oral languagedevelopment, occurs primarily through activeinvolvement in meaningful situations. Thedevelopment of language skills, which is tied to thedevelopment of cognitive/thinking processes, isfacilitated through contextual support and teachermediation. Embedding learning in purposefulcontexts makes classroom learning meaningful.Through teacher mediation or guidance, students aredirected to higher levels of thinking and become awareof their own thinking skills. By stepping back andexamining all aspects of the language learningprocess, the student makes the language learningsituation as meaningful as possible.

10. When reading, are students interacting with thetext?

Reading is an interaction between the reader (withhis/her experiences, expectations and personal views)and the text. Students' experiences with reading andliterature facilitate languagt. acquisition, lead 1..opersonal growth and foster a greater appreciation ofculture and cultural differences among communitymembers. When students read silently, they focus onthe content: good readers sample the text; predict,confirm and reject possible meanings; question, lookfor answers, form new questions; and classifyinformation. Oral reading is most effective when donein small groups, or as choral reading. This removesthe anxiety about errors which is an obstacle tocomprehension.

Having students respond personally to what they haveread helps them relate the content to their own

14

experience and reflect upon what the selection inwhole or in part means to them. Such responses cancombine the interrelated processes of reading andwriting to nurture higher level thinking skills, whichdevelop when the student is actively involved andcognizant of the process.

11. Are writing skills developed through a systematicprocess?

Through writing, as through speech, students candevelop, express and share thought, emotion andexperience. Through personal writing, the childclarifies his own values, and shares them andcompares them with those of others. Through personalwriting, students further develop thoughts, emotionsand experiences obtained through viewing, listening,speaking and reading, and become sensitive todifferent purposes and audiences in communicating.

Transactional and poetic writing allow for thepolishing of well-developed thoughts, emotions andexperiences. Particularly in the higher grades,students' writing is a process which involves severalsteps (drafts), culminating in a finished product whichcan be shared with others. The ability to write well isbased on:

. ability to organize and convey information;knowledge of the rules of the language needed to-irga-iize and convey information well; and,

-z e of various techniques that facilitateLdentification and application of suitable content.

The students' ability to use reference tools fosters thedevelopment of writing and independent functioningin the language.

15

12. Is technology being used advantageously?

The use of technology in the classroom in practical,purposeful language-learning situations fosterslanguage development and language use. Studentslearn that the media (newspaper, radio, cinema, videoand recorded music) each present ideas in their owncharacteristic way. Activities using these types ofresources are integrated contextually into theprogram. Mass media literacy, which is developedthrough an intelligent exploration of the techniquesused for conveying ideas, allows students to react toand discriminately use authentic mass media.Computers, when used interactively, foster languagelearning.

13. Are students being evaluated through an ongoingprocess?

Evaluation is an ongoing part of instruction and isbest done through regular observation of students'performance in daily classroom activities. Sincelanguage learning occurs primarily through activeinvolvement in language situations, evaluationprovides for as much active involvement of students aspossible and is based on assignments which arise fromclassroom activities and students' personalexperiences.

Evaluation is needed to identify areas of strength orweakness and in planning for instruction. Formalmeans of evaluation, such as examinations andassignments, or informal recording of students'Jehavior, feelings and attitudes, can be used todocument student achievement.

16

C. General LearnerExpectations

D. Specific LearnerExpectations

Self-evaluation and peer-evaluation can also measureprogress and identify areas of strength or weakness.

The general learner expectations describe, in broad terms,what knowledge, skills and attitudes students should beable to demonstrate as a result of their learningexperiences in language arts in a bilingual program.

Six general learner expectations are proposed for languagearts in a language other than English or French.

1. Students will have the ability and desire to read, listen,and view for a variety of purposes.

2. Students will express thoughts and feelings for avariety of purposes and in a variety of situations.

3. Students will respond to literature and other art forms.

4. Students will appreciate and participate in the culture.

5. Students will use the language as a medium forcognitive, affective, and social learning.

6. Students will have the knowledge of the language andthe skills necessary to interpret and express ideas.

The specific learner expectations expand on each of thegeneral learner expectations. They are explicit statementsabout what students are expected to achieve. Twenty-four

17

specific expectations are proposed, with specific variationsfor the grades 3, 6, 9 and 12 levels, as benchmarks orstandards to indicate stages of students' development inlanguage arts skills in languages other than English orFrench. Each expectation is illustrated by at least onesample indicator - evidence that students have met anexpectation. Indicators are examples only.

To demonstrate growth at various grade levels, theexpectations are formulated in the context of expandingknowledge, skills and attitudes. The specific expectationsshow movement from the concrete to the abstract, fromcontrolled activity to spontaneous expression, from teacherdirection to self-direction and self-monitoring, and fromthe self to one's peers and society at large. The proposedGeneral and Specific Learner Expectations are presentedon pp. 21-30.

E. A Note on Requiredand Elective Components

It is proposed that at the secondary level the instructionaltime for language arts in a language other than English orFrench be allocated as follows:

80% required component20% elective component

The required component of the course should consist ofall the expectations of the course.

The elective component should permit the teacher to:remediate or reinforce concepts, skills and attitudes inthe required component;extend or enrich the program by introducing additionalconcepts, skills and attitudes appropriate to students'interests and their language development needs; and,

18

effectively individualize instruction to meet the needs ofboth native speakers of the language and studentslearning the language as a second language.

F. Organizing a LanguageArts Program of Studies

The framework proposes that a language arts curriculum(ECS-grade 12) for Alberta schools be organized aroundfour aspects of language learning:

1. communication/experience (general learnerexpectations 1 and 2);

2. culture (general learner expectations b and 4);

3. general learning (general learner expectation 5); and,

4. language accuracy (general learner expectation 6).

G. Planning for Instructionand Evaluation

The framework identifies expectations for students ingrades 3, 6, 9 and 12, and suggests indicators that may beused to assess whether or not the expectations have beenmet. These indicators are samples only. In using theframework to plan for instruction and evaluation, teachersshould identify indicators that are appropriate to theirstudents and their communities. If at all possible, teachersat each level (i.e., grades 1-3, 4-6, 7-9, 10-12) shouldidentify appropriate indicators as a group and agree uponthem as a staff. Such an approach will help to ensurecontinuity of growth within each level.

19 (-:

In identifying indicators for each grade, teachers can drawupon the following sources:

1. themes covered and skills developed in the learningresources which complement the language artsprogram;

2. the themes, topics, and skills developed in otherz ,ubjects taught in the language;

3. an appropriate outline of language content used toguide teachers in monitoring or planning for thedevelopment of language accuracy, e.g., AlbertaEducation's 1991 document entitled Elements of theUkrainian Language: A Teacher Resource Manual toAccompany Ukrainian Language Arts Program ofStudies (ECS - Grade 12).

H. Planning forTransfer of Learning

Studies have shown that although the surface aspects ofdifferent languages such as pronunciation and fluency areclearly separate, there is an underlying cognitive/academicproficiency whi. h is common across languages. Thiscommon underlying proficiency makes possible thetransfer of cognitive/academic or literacy-related skills.Thus, first and second language skills are interdependent;that is, when skills are developed in one language, theywill transfer to another. This principle is important inplanning for instruction. To avoid unnecessary duplicationof effort and to save instructional time, it is important toidentify the course content that is common to bothlanguage arts programs being studied in the bilingualprogram. This common content should be taught only inone of the courses and reinforced in the other.

20

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tly a

naly

ze a

n ad

EXPECTATION

GRADE 3

GROUP


GRADE 6


GRADE 9


GRADE 12


1.4

Follo

w a

sho

rt s

erie

s of

ora

l or

wri

tten

dire

ctio

ns o

r si

mpl

epr

oced

ures

.

Stud

ents

-fo

llow

inst

ruct

ions

in w

orkb

ook

1.5

Enj

oy th

e cr

eativ

e el

emen

ts o

fla

ngua

ge.

Stud

ents

read

a p

ictu

re b

ook

mem

oriz

e to

ngue

twis

ters

Follo

w a

ser

ies

of o

ral o

rw

ritte

n di

rect

ions

or

apr

oced

ure.

Stud

ents

-fo

llow

the

rule

s of

a g

ame

-ba

ke u

sing

a r

ecip

e

Rec

ogni

ze a

nd e

njoy

cre

ativ

eor

imag

inat

ive

elem

ents

of

lang

uage

.

Stud

ents

-di

stin

guis

h fa

ct f

rom

fic

tion

-re

act t

o a

pun

or jo

ke

Und

erst

and

wri

tten,

ora

l, an

dvi

sual

inst

ruct

ions

to c

arry

out a

com

plex

task

, with

teac

her

or p

eer

assi

stan

ce.

Stud

ents

use

wri

tten

and

visu

al c

lues

in a

trea

sure

hun

t

Und

erst

and

how

imag

inat

ive

tech

niqu

es c

ontr

ibut

e to

effe

ctiv

e ex

pres

sion

.

Stud

ents

-id

entif

y us

e of

imag

ery

in a

poe

m

Inde

pend

ently

use

wri

tten

inst

ruct

ions

and

inst

ruct

iona

ldi

agra

ms

in f

ollo

win

g a

proc

edur

e.

Stud

ents

-fi

ll ou

t a jo

b ap

plic

atio

nfi

ll ou

t a p

erso

nalit

y te

st

Use

imag

inat

ive

tech

niqu

esw

hich

con

trib

ute

to e

ffec

tive

expr

essi

on.

Stud

ents

-an

alyz

e th

e us

e of

imag

ery

in a

poem

Lan

guag

e A

rts

Gen

eral

Lea

rner

Exp

ecta

tion

2:St

uden

ts w

illex

pres

s th

ough

ts a

nd f

eelin

gs f

or a

var

iety

of

purp

oses

and

in a

var

iety

of

situ

atio

ns.

EXPECTATION

GRADE 3

GROUP


GRADE 6


GRADE 9


GRADE 12


2.1

2.2

Pres

ent i

nfor

mat

ion

ofE

ffec

tivel

y or

gani

ze a

ndC

onve

y in

form

atio

n on

Eff

ectiv

ely

orga

nize

and

pers

onal

inte

rest

with

in th

epr

esen

t inf

orm

atio

n of

pers

onal

and

soc

ieta

l top

ics

inpr

esen

t to

vari

ous

audi

ence

scl

assr

oom

.in

tere

st to

thei

r pe

ers.

stru

ctur

ed s

ituat

ions

.in

form

atio

n of

gen

eral

inte

rest

.St

uden

tsSt

uden

tsSt

uden

ts-

list f

amily

mem

bers

cont

ribu

te a

rtic

le to

sch

ool

-re

port

fac

ts a

bout

the

seal

hun

tSt

uden

ts-

oral

ly d

escr

ibe

a re

cent

fam

ilyne

wsp

aper

wri

te a

cur

ricu

lum

vita

e or

even

tco

rres

pond

with

pee

rs in

oth

ersc

hool

sre

sum

e fo

r an

app

licat

ion

prep

are

and

give

a s

peec

h

Shar

e pe

rson

al o

pini

ons,

idea

s, a

nd f

eelin

gs.

Stud

ents

Shar

e fe

elin

gs; s

hare

supp

ort i

deas

and

opi

nion

s.

Stud

ents

Ref

lect

upo

n an

d sh

are

idea

s,op

inio

ns, a

nd f

eelin

gs a

bout

pers

onal

and

soc

ial i

ssue

s.

Shar

e id

eas,

fee

lings

, and

opin

ions

, usi

ng a

ppro

pria

tefo

rm a

nd to

ne.

-su

gges

t a g

ame

-co

ntri

bute

to a

gro

up s

tory

2.3

Elic

it he

lp o

r co

oper

atio

nfr

om o

ther

s to

ful

fill

pers

onal

need

s.

Stud

ents

-pe

rsua

de o

ther

s to

pla

y a

gam

eas

k pe

rmis

sion

to b

orro

w

som

ethi

ng

-ge

nera

te r

ules

for

cla

ssro

ombe

havi

or-

keep

a jo

urna

l

Use

per

suas

ive

elem

ents

inla

ngua

ge.

Stud

ents

wri

te a

n in

vita

tion

toco

ncer

t

wri

te a

dver

tisem

ents

for

sch

ool

fund

-rai

ser

Stud

ents

-pr

esen

t a p

ositi

on o

n an

issu

e

Use

per

suas

ive

elem

ents

tosu

it in

tent

.

Stud

ents

-ro

le-p

lay

a re

al e

stat

e ag

ent

Stud

ents

-w

rite

a le

tter

to th

e ed

itor

-cr

itiqu

e a

film

Det

erm

ine

issu

es o

f re

leva

nce

to th

eir

peer

s an

d ot

hers

and

pres

ent t

hem

usi

ngap

prop

riat

e pe

rsua

sive

tech

niqu

es.

Stud

ents

-ca

mpa

ign

for

stud

ents

' cou

ncil

in a

moc

k tr

ial,

dete

rmin

e gu

ilt o

rin

noce

nce

of d

efen

dant

and

dete

rmin

e ap

prop

riat

e se

nten

ce

EXPECTATION

GRADE 3

GROUP


GRADE 6


GRADE 9


GRADE 12


2.4

Pres

ent s

impl

e or

al d

irec

tions

and

proc

edur

es.

Stud

ents

use

ritu

aliz

ed p

hras

es to

con

duct

an e

xerc

ise

brea

k

2.5

Use

lang

uage

cre

ativ

ely

inst

ruct

ured

situ

atio

ns.

Stud

ents

-pr

ovid

e an

alte

rnat

ive

endi

ng to

a

stor

y

Pres

ent d

irec

tions

and

proc

edur

es o

rally

and

inw

ritin

g.

Stud

ents

-w

rite

a r

ecip

e-

expl

ain

how

to c

are

fora

pet

Use

teac

her-

iden

tifie

dte

chni

ques

to e

nhan

ceex

pres

sion

.

Stud

ents

-w

rite

a p

arag

raph

usi

ng

exag

gera

tion

Com

mun

icat

e co

ncis

ein

stru

ctio

ns in

con

cret

e,st

ruct

ured

act

iviti

es.

Stud

ents

-de

velo

p a

gam

e an

d ex

plai

n th

eru

les

Use

sel

ecte

d im

agin

ativ

ete

chni

ques

to c

ontr

ibut

e to

effe

ctiv

e ex

prb.

,:ion

.

Stud

ents

-w

rite

a p

oem

in b

alla

d st

yle

Inde

pend

ently

wri

te o

r or

ally

pres

ent a

cou

rse

of a

ctio

n of

rele

vanc

e to

thei

r pe

ers

orot

hers

.

Stud

ents

prep

are

advi

ce o

n ho

w to

stu

dy f

or

exam

sex

plai

n ho

w to

pre

pare

for

a jo

b

inte

rvie

w

Use

a v

arie

ty o

f te

chni

ques

toen

hanc

e ex

pres

idon

.

Stud

ents

-w

rite

a s

hort

sto

ry il

lust

ratin

g th

eir

ony

of a

situ

atio

n

Lan

guag

e A

rts

Gen

eral

Lea

rner

Exp

ecta

tion

3:St

uden

ts w

ill r

espo

nd to

lite

ratu

re a

nd o

ther

art

for

ms.

EXPECTATION

GRADE 3

GROUP


GRADE 6


GRADE 9


GRADE 12


3.1

Res

pond

per

sona

lly to

liter

atur

e of

inte

rest

toch

ildre

n.

3.2

Stud

ents

-dr

aw a

pic

ture

in r

espo

nse

to a

poem

or

stor

y

Use

lite

ratu

re a

nd o

ther

art

form

s to

ref

lect

cre

ativ

ely

upon

per

sona

l exp

erie

nce.

Stud

ents

-w

rite

a p

oem

or

dory

mod

elle

d on

a pa

ttern

3.3

Rec

ogni

ze th

e pr

esen

ce o

flit

erat

ure

and

arts

in th

eta

rget

cul

ture

in th

eir

imm

edia

te e

nvir

onm

ent.

Stud

ents

-id

entif

y a

pict

ure

of a

fam

ous

artis

t

nv)

Res

pond

per

sona

lly to

ava

riet

y of

lite

rary

for

ms.

Stud

ents

-sh

are

pers

onal

mem

orie

s ev

oked

by a

poe

m

Use

lite

ratu

re a

nd o

ther

art

form

s to

ref

lect

cre

ativ

ely

upon

exp

erie

nces

of

gene

ral

inte

rest

.

Stud

ents

-w

rite

a p

rove

rb

Rec

ogni

ze th

e pr

esen

ce o

flit

erat

ure

and

arts

of

the

targ

et c

ultu

re in

Can

ada.

Stud

ents

colle

ct p

ictu

res

of b

uild

ings

in

Can

ada

show

ing

infl

uenc

e of

targ

et c

ultu

re

Inte

rpre

t per

sona

lly a

ndbe

gin

to a

naly

ze w

orks

of

art

and

liter

atur

e.

Stud

ents

-pr

esen

t a p

oem

thro

ugh

the

med

ium

of

chor

al r

eadi

ng

Use

lite

ratu

re a

nd o

ther

art

form

s to

ref

lect

cre

ativ

ely

upon

issu

es a

nd e

xper

ienc

esof

rel

evan

ce to

them

selv

esan

d th

eir

peer

s.

Stud

ents

-pr

oduc

e ca

ptio

ns f

or e

xist

ing

cart

oons

Rec

ogni

ze th

e lit

erar

y an

dar

ti3tic

for

ms

that

are

char

acte

rist

ic o

f th

e ta

rget

cultu

re.

Stud

ents

-co

mpa

re th

e fa

bles

of

Aes

op w

ith

the

fair

y ta

les

of th

e B

roth

ers

Gri

mm

Res

pond

cri

tical

ly to

a v

arie

tyof

lite

rary

for

ms.

Stud

ents

-di

scus

s ch

arac

ters

' mot

ives

and

actio

ns in

a li

tera

ry w

ork

Use

lite

ratu

re a

nd o

ther

art

form

s to

ref

lect

upo

n is

sues

of

univ

ersa

l int

eres

t.

Stud

ents

-co

mm

ent o

n a

cont

rove

rsia

l iss

ueus

ing

a va

riet

y of

for

ms

Rec

ogni

ze th

e co

ntri

butio

n of

the

targ

et c

ultu

re to

wor

ldlit

erat

ure

and

the

arts

.

Stud

ents

-re

sear

ch a

nd r

epor

t on

the

life

of a

prom

inen

t mus

icia

n

EXPECTATION

GRADE 3

GRADE 6

GROUP



GRADE 9


GRADE 12


3.4

Kno

w n

ames

of

som

e w

rite

rsan

d ar

tists

of

the

targ

etcu

lture

.

Stud

ents

-na

me

the

auth

or o

f th

eir

favo

rite

stor

y

Kno

w b

asic

fac

ts a

bout

som

eim

port

ant w

rite

rs a

nd a

rtis

tsof

the

targ

et c

ultu

re.

Stud

ents

wri

te a

bri

ef b

iogr

aphy

of

a

fam

ous

auth

or

Rec

ogni

ze th

at th

ere

is a

rela

tions

hip

betw

een

the

lives

and

times

of

auth

ors

or a

rtis

tsan

d th

eir

wor

ks.

Stud

ents

deve

lop

a ch

art c

ompa

ring

epis

odes

in a

lite

rary

wor

k w

ithco

ntem

pora

ry h

isto

rica

l inc

iden

ts

Rec

ogni

ze th

e ch

arac

teri

stic

styl

es o

f w

rite

rs o

r ar

tists

.

Stud

ents

wri

te a

poe

m in

the

styl

e of

a

part

icul

ar a

utho

r

Lan

guag

e A

rts

Gen

eral

Lea

rner

Exp

ecta

tion

4:St

uden

ts w

ill a

ppre

ciat

e an

d pa

rtic

ipat

e in

the

cultu

re.

EXPECTATION

GRADE 3

GROUP


GRADE 6


GRADE 9


GRADE 12

STUDENTS AIM EXPECTED TO:

4.1

Rec

ogni

ze a

nd b

e se

nsiti

ve to

char

acte

rist

ic c

ultu

ral

feat

ures

.

Stud

ents

-m

atch

sym

bols

with

hol

iday

s

4.2

Rec

ogni

ze th

e el

emen

ts o

f th

elif

esty

le o

f th

e ta

rget

cul

tura

lgr

oup

in th

eir

imm

edia

teen

viro

nmen

t and

per

sona

lex

peri

ence

.

Stud

ents

-pl

an a

trad

ition

al h

olid

ay m

enu

4.3

Exh

ibit

cultu

rally

appr

opri

ate

beha

viou

r in

stru

ctur

ed s

ituat

ions

.

Stud

ents

-gr

eet t

each

er a

ppro

pria

tely

3 7

Rec

ogni

ze a

nd b

e se

nsiti

ve to

diff

eren

ces

or s

imila

ritie

sbe

twee

n cu

lture

s.

Stud

ents

-pr

oduc

e a

mul

ticul

tura

l cal

enda

r-

resp

ect d

iffe

renc

es in

dre

ss a

ndfo

od

Rec

ogni

ze th

e co

ntri

butio

n of

the

lifes

tyle

of

the

targ

etcu

ltura

l gro

up to

the

wid

erco

mm

unity

.

Stud

ents

plan

a w

alki

ng to

ur o

f E

dmon

ton'

sC

hina

tow

n

Inde

pend

ently

exh

ibit

cultu

rally

app

ropr

iate

beha

vior

in f

amili

arsi

tuat

ions

.

Stud

ents

-us

e po

lite

form

of

addr

ess

Iden

tify

sim

ilari

ties

and

diff

eren

ces

in w

orld

vie

w o

fth

e ta

rget

cul

ture

and

oth

ercu

lture

s.

Stud

ents

-be

com

e aw

are

of h

ow c

ultu

res

cele

brat

e th

eir

holid

ays

Rec

ogni

ze th

e co

ntri

butio

n of

targ

et c

ultu

re to

Can

adia

nan

d W

este

rn c

ivili

zatio

n.

Stud

ents

iden

tify

orig

in o

f w

ords

of

targ

et

lang

uage

, e.g

., pl

ace

nam

espr

oduc

e a

mul

ticul

tura

lre

stau

rant

gui

de

Kno

w a

bout

beh

avio

rsap

prop

riat

e to

the

targ

etcu

lture

and

be

able

to a

pply

this

kno

wle

dge

beyo

nd th

ecl

assr

oom

.

Stud

ents

-pa

rtic

ipat

e in

trad

ition

alce

lebr

atio

ns in

the

com

mun

ity

Und

erst

and

the

impa

ct o

fcu

ltura

l cha

ract

eris

tics

onso

ciet

y.

Stud

ents

-de

bate

Sun

day

shop

ping

issu

e

Rec

ogni

ze th

at c

ultu

ral

dive

rsity

is c

hara

cter

istic

of

all s

ocie

ties.

Stud

ents

-re

port

on

com

mun

ities

of

thei

rta

rget

cul

ture

thro

ugho

ut th

ew

orld

Be

able

to f

unct

ion

and

cont

ribu

te to

the

life

of th

ecu

ltura

l com

mun

ity in

the

Can

adia

n m

ultic

ultu

ral

cont

ext.

Stud

ents

-or

gani

ze a

Chr

istm

as p

arty

for

seni

ors

3c.

Lan

guag

e A

rts

Gen

eral

Lea

rner

Exp

ecta

tion

5:St

uden

ts w

ill u

se th

e la

ngua

ge a

s a

med

ium

for

cog

nitiv

e, a

ffec

tive,

and

soci

al le

arni

ng.

EX

PEC

TA

TIO

NG

RA

DE

3G

RO

UP

STU

DE

NT

S A

RE

EX

PEC

TE

D T

O:

GR

AD

E 8

STU

DE

NT

S A

RE

EX

PEC

TE

D T

O:

GR

AD

E 9

STU

DE

NT

S A

RE

EX

PEC

TE

D T

O:

GR

AD

E 1

2ST

UD

EN

TS

AR

E E

XPE

CT

ED

TO

:

5.1

Acq

uire

con

cept

s an

d de

velo

ple

arni

ng s

trat

egie

s in

sub

ject

sta

ught

thro

ugh

the

lang

uage

in s

truc

ture

d si

tuat

ions

.

5.2

5.3

Stud

ents

-ex

plai

n co

ncep

ts a

bout

fam

ily in

eith

er E

nglis

h or

the

targ

etla

ngua

ge

Dem

onst

rate

con

fide

nce

byus

ing

the

lang

uage

inst

ruct

ured

situ

atio

ns.

Stud

ents

volu

ntee

r in

put i

nto

stor

ypr

oduc

ed b

y th

e cl

ass

Be

awar

e of

the

bene

fits

of

abi

lingu

al e

duca

tion.

Stud

ents

-en

joy

sing

ing

in b

oth

lang

uage

s

Prac

t:ce

a va

riet

y of

lear

ning

stra

tegi

es to

acq

uire

con

cept

sin

str

uctu

red

situ

atio

ns.

Stud

ents

brai

nsto

rm p

ossi

ble

sour

ces

of

info

rmat

ion

for

a so

cial

stu

dies

topi

c

Dem

onst

rate

con

fide

nce

byw

illin

gly

inte

ract

ing

in th

ela

ngua

ge w

ith p

eers

and

teac

hers

.

Stud

ents

-do

a s

mal

l gro

up a

ctiv

ity in

the

targ

et la

y ro

age

Dem

onst

rate

pri

de in

the

uniq

uene

ss o

f th

eir

bilin

gual

educ

atio

nal e

xper

ienc

e.

Stud

ents

-sh

are

a ce

lebr

atio

n w

ith th

e re

stof

the

scho

ol

Rec

ogni

ze s

trat

egie

s w

hich

they

app

ly to

lear

ning

.

Stud

ents

in a

gro

up, c

hoos

e an

app

roac

h to

wri

ting

a re

port

Dem

onst

rate

con

fide

nce

byus

ing

the

lang

uage

at s

choo

lan

d in

the

loca

l com

mun

ity.

Stud

ents

wri

te a

for

mal

lette

r to

an

emba

ssy

or c

onsu

late

enjo

y th

e pe

rfor

man

ce o

f a

play

Dem

onst

rate

a p

erso

nal

unde

rsta

ndin

g of

the

life-

long

valu

e of

a b

iling

ual a

ndm

ultic

ultu

ral e

duca

tion.

Stud

ents

-re

cogn

ize

that

cer

tain

car

eers

may

req

uire

two

lang

uage

s

Con

scio

usly

cho

ose

and

use

stra

tegi

es a

ppro

pria

te to

the

lear

ning

situ

atio

n.

Stud

ents

advi

se p

eers

on

how

to ta

ckle

a

diff

icul

t tex

t

Dem

onst

rate

con

fide

nce

byta

king

adv

anta

ge o

fop

port

uniti

es to

use

the

lang

uage

.

Stud

ents

-jo

in a

clu

b-

view

film

s in

the

lang

uage

App

ly th

e kn

owle

dge

and

skill

s ga

ined

thro

ugh

bilin

gual

edu

catio

n.

Stud

ents

-ta

ke p

art i

n a

stud

ent e

xcha

nge

4(1

Lan

guag

e A

rts

Gen

eral

Lea

rner

Exp

ecta

tion

6:St

uden

ts w

ill h

ave

the

know

ledg

e of

the

lang

uage

and

the

skill

sne

cess

ary

to in

terp

ret a

nd e

xpre

ss id

eas.

EXPECTATION

GRADE 3

GROUP


GRADE 6


GRADE 9


GRADE 12


6.1

Exp

ress

thou

ghts

ora

lly a

ndin

wri

ting,

usi

ng a

ccur

ate,

sim

ple

sent

ence

s.

Stud

ents

prov

ide

pers

onal

info

rmat

ion

6.2

Use

cor

rect

wor

d fo

rms

and

wor

d or

der

to f

orm

ulat

esi

mpl

e m

essa

ges

of p

erso

nal

inte

rest

in s

truc

ture

dsi

tuat

ions

.

Stud

ents

-w

rite

a s

ente

nce

mod

elle

d on

apa

ttern

pro

vide

d

6.3

Und

erst

and

impl

icitl

y th

em

eani

ng c

arri

ed b

y w

ord

form

, wor

d or

der,

and

indi

vidu

al w

ords

in s

impl

eco

ntex

tual

ized

ora

l and

wri

tten

stat

emen

ts.

Stud

ents

conn

ect p

rono

uns

with

the

noun

sto

whi

ch th

ey r

efer

4

Exp

ress

acc

urat

ely

thou

ghts

of p

erso

nal i

nter

est,

oral

ly o

rin

wri

ting,

usi

ng s

impl

e an

dco

mpl

ex s

ente

nces

.

Stud

ents

-in

thre

e se

nten

ces,

des

crib

e a

favo

rite

spo

rt

With

teac

her

guid

ance

, use

corr

ect w

ord

form

s an

d w

ord

orde

r to

for

mul

ate

mes

sage

sof

per

sona

l int

eres

t.

Stud

ents

-fo

llow

a m

odel

to ta

lk o

r w

rite

abou

t a f

avou

rite

pas

time

wri

te a

poe

m m

odel

led

on a

patte

rn

Use

thei

r kn

owle

dge

of w

ord

form

s, w

ord

orde

r, a

ndin

divi

dual

wor

ds to

unde

rsta

nd s

impl

e na

rrat

ives

and

conv

ersa

tions

.

Stud

ents

iden

tify

mea

ning

of

adve

rbs

from

know

ledg

e of

adj

ectiv

es

Use

sev

eral

con

nect

edse

nten

cea

to p

rodu

ceac

cura

tely

a c

ohes

ive

disc

ours

e.

Stud

ents

-w

rite

a p

arag

raph

on

UFO

s

Mon

itor

effe

ctiv

ely,

with

teac

her

and

peer

inpu

t, th

eco

rrec

tnes

s of

wor

d fo

rms

and

wor

d or

der.

Stud

ents

-ed

it an

d re

vise

a p

arag

raph

in a

grou

p

Use

eff

ectiv

ely

know

ledg

e of

wor

d fo

rms,

wor

d or

der,

and

indi

vidu

al w

ords

to o

btai

nan

d ve

rify

mea

ning

fro

m a

vari

ety

of w

ritte

n an

d or

aldi

scou

rses

.

Stud

ents

liste

n to

a ta

pe a

nd c

lass

ify

actio

ns a

s pa

st, p

rese

nt o

r fu

ture

Form

ulat

e th

ough

ts in

exte

nded

dis

cour

se u

sing

ava

riet

y of

con

nect

ive

devi

ces.

Stud

ents

-w

rite

a n

arra

tive

to p

rodu

ce a

cohe

sive

dis

cour

se

Mon

itor

inde

pend

ently

the

corr

ectn

ess

of w

ord

form

s an

dw

ord

orde

r.

Stud

ents

-ef

fect

ivel

y us

e a

gram

mar

refe

renc

e

Inde

pend

ently

mak

e ef

fect

ive

use

of w

ord

form

s, w

ord

orde

r,an

d in

divi

dual

wor

ds to

obta

in a

nd v

erif

y m

eani

ngw

hile

list

enin

g to

or

read

ing

auth

entic

lang

uage

.

Stud

ents

deco

de th

e m

eani

ng o

f un

fam

iliar

wor

ds b

y us

ing

know

ledg

e of

root

s, s

uffi

xes

and

pref

ixes

4 2

EXPECTATION

GRADE 3

GRADE 8

GRADE 9

GRADE 12

GROUP





6.4

Util

ize

lear

ned

voca

bula

ry to

conv

ey m

eani

ng.

Stud

ents

crea

te a

rid

dle

base

d on

a

mem

oriz

ed d

ialo

gue

1-}

a 1

Exp

and

thei

r vo

cabu

lary

toco

nvey

mea

ning

on

topi

cs o

fpe

rson

al a

nd g

ener

al in

tere

st.

Stud

ents

brai

nsto

rm li

st o

f sy

nony

ms

and

anto

nym

s

Em

ploy

kno

wn

voca

bula

ryan

d ac

cess

nee

ded

voca

bula

ryfr

om s

ourc

es id

entif

ied

by th

ete

ache

r.

Stud

ents

-re

fer

to a

per

sona

l voc

abul

ary

list

to e

nhan

ce w

ritin

g

Ens

ure

the

prec

isio

n of

mes

sage

s by

inde

pend

ently

acce

ssin

g ne

eded

voc

abul

ary.

Stud

ents

-ch

eck

wor

d us

age

in a

dic

tiona

ry

APPENDIX A

APPENDIX A

Legislation andRegulations GoverningBilingual Programs

School Act

Other Languages ofInstruction

Regulations

Languages Other ThanEnglish or FrenchRegulation

School Act (1988)

6 (1) A board may authorize the use of French or anyother language as a language of instruction.

(2) The Minister may make regulations governing theprovision of instruction in any language authorized undersubsection (1).

Alberta Regulation 38/39

Commencing program

1 A board may, by resolution, authorize a programthat offers instruction in any language other thanEnglish or French in a school and the board on passingsuch a resolution shall inform the Minister in writing.

Instructional time

2 (1) A board shall ensure that English is used as thelanguage of instruction for not less than 50% of eachschool day for each student or an equivalent amount oftime in a semestered program.

(2) Notwithstanding subsection (1), a board maycommence a 3rd language course if English is used for notless than 35% of each school day for each student or anequivalent amount of time in a semestered program.

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Documents

DOCUMENT RESUME ED 354 762 FL 020 967 TITLE English or ...TITLE Framework for a Locally Developed Language Arts. Curriculum (ECS-Grade 12) for a Language Other Than English or French