Churchill ELL Students
Background
"In recent years the number and diversity of ESL students in Alberta has increased significantly. Many families have (im)migrated to Alberta to find employment and the parents hope that their children will acquire English language proficiency and achieve a senior high school diploma” (Alberta Education, 2009, p. 1). This statement captures the essence of my observations of and interactions at Sir Winston Churchill High school. Churchill takes in ELL students from junior high ELL programs as well as international students, with more international students coming every year.
Aspirations & Family Influence
Most Churchill ELL students have a personal goal of attending university, either as a means to an end, or simply because of their (or their family's) perception of what a university education offers. Many parents don't understand how long it takes to acquire CALP, which is required for academic success in the classes their child is currently taking as well as what is required for graduation and possible university entrance. As a result, many parents have unrealistic and often impossible expectations of their child. Most easily and inexpensively, students can better ensure admission to universities by passing English 30-1, so many students seek entrance into the -1 (dash 1) stream as soon as possible, irrespective of whether the course requirements are in their zone of proximal development. International students have added stress of being away from family and of pressure from parents to graduate quickly, irrespective of their age and English literacy level upon arrival.
Relationship with ICT
Most students have quick and reliable access to computers and internet at home, not to mention personal smart phones and laptops or iPads. Students tend to be eager and undiscriminating users of communications technology hardware and software.They also use the library, which is equipped with many computers and collaborative workspaces, during morning tutorials, spares, lunch hours, and after school. It is very common for ELL students to use translation apps and electronic dictionaries, as well as search engines (Google) to look up words and learn more about them. Many students, and often though not always from China, prefer to use ICT to assist with language learning rather than to ask for help from the teacher.
"In recent years the number and diversity of ESL students in Alberta has increased significantly. Many families have (im)migrated to Alberta to find employment and the parents hope that their children will acquire English language proficiency and achieve a senior high school diploma” (Alberta Education, 2009, p. 1). This statement captures the essence of my observations of and interactions at Sir Winston Churchill High school. Churchill takes in ELL students from junior high ELL programs as well as international students, with more international students coming every year.
Aspirations & Family Influence
Most Churchill ELL students have a personal goal of attending university, either as a means to an end, or simply because of their (or their family's) perception of what a university education offers. Many parents don't understand how long it takes to acquire CALP, which is required for academic success in the classes their child is currently taking as well as what is required for graduation and possible university entrance. As a result, many parents have unrealistic and often impossible expectations of their child. Most easily and inexpensively, students can better ensure admission to universities by passing English 30-1, so many students seek entrance into the -1 (dash 1) stream as soon as possible, irrespective of whether the course requirements are in their zone of proximal development. International students have added stress of being away from family and of pressure from parents to graduate quickly, irrespective of their age and English literacy level upon arrival.
Relationship with ICT
Most students have quick and reliable access to computers and internet at home, not to mention personal smart phones and laptops or iPads. Students tend to be eager and undiscriminating users of communications technology hardware and software.They also use the library, which is equipped with many computers and collaborative workspaces, during morning tutorials, spares, lunch hours, and after school. It is very common for ELL students to use translation apps and electronic dictionaries, as well as search engines (Google) to look up words and learn more about them. Many students, and often though not always from China, prefer to use ICT to assist with language learning rather than to ask for help from the teacher.