Sample School

English as an Additional Language Program

Policies and Procedures
Month Year

Draft Policy
To Be Reviewed Month Year

Compiled by Lisa Olding

Table of Contents
Policy Framework
Introduction
Definitions
Goals
Policy Guidelines
Background and Rationale
Categories of English Language Learners
Registration, Identification, and Assessment
Procedures for Welcoming English Language Learners
Credits for Graduation
Planning and Services for the Learner
Team Approach
Annual Instruction Plan
Reporting the Learners Progress
Standardized Testing
Transition Planning
Ending (Withdrawing?) Support (or Exiting the EAL Program? or Discontinuation of EAL
Support)
Roles of Staff and Parents
School Board Support for Implementation of the Policy
The Administrators Role
The EAL Coordinators Role
The Teachers Role
The Parents Role
EAL Support Staff Job Description and Responsibilities
Appendices
ELL Proficiency Levels*
Assessment Matrix
Works Consulted

Policy Framework
Introduction
Our school seeks to offer a quality education to all students, including those in need of
specialized supports and services. We believe that all students have unique gifts and all
students should have the opportunity to develop those gifts to their full potential.
This document sets out policies and procedures for the development and implementation of the
English as an Additional Language (EAL) program and other supports for English language
learners at Sample School. It is designed to promote good outcomes for English language
learners as they learn the language of instruction at the same time as they are working towards
meeting the curriculum outcomes. The program spans Kindergarten to Grade 12 depending on
individual students needs and abilities. The EAL program takes place in an environment that
works to bridge cultures and eliminate racism.
Our program views EAL students as unique, capable learners, and we view students learning of
languages as a resource, not a problem that needs to be fixed (Ruiz 1988). Students who are
learning English as an additional language already have the resource of their native language
and culture which they can share with their class and school community. Literature shows there
are benefits to encouraging EAL students to maintain and further develop their skills in their first
language as they acquire their second or subsequent language (Cummins et al., 2012).
Our school is committed to working collaboratively with parents and community partners to
enhance opportunities for success in school among English language learners.
Admission into our EAL program is subject to all of the policies and procedures which apply to
all students enrolling at Sample School and to the additional policies and procedures described
within.
In order to teach the whole child in our increasingly diverse school systems, we need to
connect with students lives outside of school and value the academic knowledge and cultural
experiences they bring to the school (p. 35).
Cummins et al., 2012

Definitions
1. Academic language: Also know as CALP (Cognitive Academic Language Proficiency): Studies
show it generally takes students a minimum of five years to develop academic English that
meets grade level requirements. This language includes knowledge of specialized vocabulary
and the ability to interpret and produce increasingly complex written texts.
2. Adaptations: Teaching and assessment strategies especially designed to accommodate a
students needs so he or she can achieve the learning outcomes of the subject or course and
can demonstrate mastery of concepts. Essentially, adaptations are best practices in teaching.
A student working on learning outcomes of any grade or course level may be supported through
use of adaptations.
Adaptations do not represent unfair advantages to students; rather the opposite could be
true. If appropriate adaptations are not used, students could be unfairly penalized for
having different learning needs, creating serious negative impacts to their achievement
and identity.
3. Additive Bilingualism: The process of adding a second language with no cost to the
development of the first (as opposed to subtractive bilingualism where L2 replaces L1).
Research shows no negative consequences on childrens academic, linguistic, or intellectual
development from additive bilingualism. In fact, evidence points to subtle benefits for bilingual
children.
4. Annual Instruction Plan (AIP): A documented plan developed for an English language learner
that describes areas for development and strategies used.
5. Assessment: A systematic process of gathering information in order to make appropriate
educational decisions for a student. It is a collaborative and progressive process designed to
identify the students strengths and needs, set goals, and results in the identification and
implementation of selected educational strategies.
6. Conversational language: Also known as BICS (Basic Interpersonal Communicative Skills).
Students generally gain conversational fluency in English in one to two years.
7. EAL (English as an Additional Language): The program to support a students language
learning needs.
8. ELL (English Language Learner): ELLs are students who may require language learning
support because their first language is a language other than English, or is a variety of English
(e.g. a dialect with different pronunciation, vocabulary, and sentence structure). These students
may be Canadian born or recently arrived from other countries. They come from diverse
backgrounds and school experiences and have a wide variety of strengths and needs.
9. L1: A students first language
10. L2: A students second or subsequent language
11. Parent: In the wording of the British Columbia School Act ...means, in respect of a student or of
a child registered under section 13, a) the guardian of the person of the student or child; b) the
person legally entitled to custody of the student or child; or c) the person who usually has the
care and control of the student or child.
(http://www.bced.gov.bc.ca/legislation/schoollaw/revisedstatutescontents.pdf)

Goals
By meeting the following goals, the Sample School EAL program aspires to enable students to
develop the social and academic language skills necessary to be successful students and
positive members of society:
1. Develop students increased proficiency in the English language in the areas of reading, writing,
speaking, and listening.
2. Provide opportunities for ELL students to achieve the expected learning outcomes of the
provincial curriculum by including them in the regular school program as much as possible.
3. Employ methods from additive bilingualism (Handscombe, 1994) to make use of students first
language resources to increase the possibility that they can leave school able to function as
educated users in each language community (e.g. read or create dual language texts, compare
and contrast aspects of the two languages, and continue speaking L1 at home).
4. Effectively assess and place students in the appropriate level of the EAL program.
5. Clearly report the progress of English language learners a minimum of three times per year.
6. Support families as they nurture self-pride and maintain self-identity in their childs linguistic and
cultural heritage.
7. Familiarize students with important aspects of Canadian culture and develop an understanding
of the similarities and differences between their home culture and Canadian culture.
8. Encourage participation in the school community (e.g. extra-curricular opportunities) and wider
community (e.g. volunteer work or clubs).

Policy Guidelines
Background and Rationale
Historically, English language learning was seen as a problem to be solved. ELLs were viewed
as deficient learners, and the use of the L1 in the home and classroom was often discouraged.
Current research shows that students academic knowledge and literacy skills is often encoded
in the L1, and teachers would be wise to embrace instructional practices that affirm ELL
students linguistic and personal identities as their L1 [can provide] a stepping stone to a more
accomplished performance in English (Cummins et al., 2012, p. 34). Language skills and
conceptual knowledge are generally transferable from one language to another. When required
to function in English only, the academic work ELL students produce in class may only show a
fraction of their true academic capabilities.
Research shows although most ELL students become fluent in conversational English (BICS) in
one to two years through exposure to English speaking peers, television, and school, it
generally takes four to seven years to catch up with their peers in academic language (CALP).
The language acquisition process is complex and gradual. It varies from student to student.
Unreasonable expectations by parents, teachers, or even students themselves can interfere
with language development. ELL students learn English better when instruction is authentically
connected to their everyday lives and when they receive specific language instruction.
Academic language is found primarily in the classroom and in printed text. In order to
accelerate ELL students academic language development, it is crucial to ensure that they
become strongly engaged with reading and writing (and ideally other forms of cultural
production, such as video creation) from the earliest stages of English acquisition in school
(Cummins et al., 2012, p.31). Because ELL students cannot always access the language of the
curriculum, teachers face a real challenge fostering literacy engagement. This active
engagement occurs more readily when teachers open up the classroom space to include
students L1 as a resource for learning. Teachers may choose to allow students to write in their
L1 and translate their ideas into English, read bilingual or L1 texts, create personal bilingual
dictionaries, use electronic translators, and many other strategies to help develop English
literacy skills and engagement. Implementation of effective instruction for ELLs is not only the
responsibility of the ELL Coordinator and ELL teachers; it is the responsibility of the entire
school.

Categories of English Language Learners

1. Canadian-Born English Language Learners
Many English language learners were born in Canada and raised in homes in which languages
other than English are spoken. For example, these learners may include Aboriginal students
whose first language is a language other than English and children born in immigrant
communities in which the primary language of communication is something other than English.
2. Newcomers From Other Countries
Newcomers arrive from countries around the world at various stages in their educational
careers. Depending on their age, country of origin, and reason for immigration, they generally
have had varying educational experiences. Students who arrive as part of a voluntary and
planned immigration process and are of school age have usually received some level of formal
education and may have studied English as a foreign language. However, children who arrive
in Canada as a result of war or another crisis in their home country have often suffered
traumatic experiences. They may not have had access to a formal education in their home
country or may have been in transit for a significant amount of time.
3. International Students
International, or study abroad, students pay higher fees to attend Sample School. They often
plan to attend a Canadian university. These students may or may not live with family depending
on their age. Because of the expense involved in sending these students to study in Canada,
they are often under a great deal of pressure to attain high standings and progress through the
program quickly. Some international students have studied English as a foreign language, but
many still have difficulty learning English and adapting to Canadian culture. See the
International Student Policy for more information.
One of the most frustrating experiences for newcomer students is not being able to
express their intelligence, feelings, ideas, and humour to teachers and peers.
(
(Cummins, 2007, p. 4)

Registration, Identification, and Assessment

1. Admission to the English as an Additional Language Program at Sample School is subject to all
of the policies and procedures which apply to regular admissions and to the additional policies
and procedures described within. These policies and procedures require a firm parental
commitment to the childs education and to Sample School.
2. For any student whose first language is not English or when the language spoken in the
students home is a language other than English an EAL assessment will be carried out. This
policy applies to students who are Canadian born and those who have arrived from overseas.
Initial assessments may include, but are not limited to, any combination of the following
approaches: a test of English language proficiency, oral interviews, reviews of students oral and
unedited written language samples, and assessments of students reading and listening
comprehension.
3. A completed application for the admission of the student in need of EAL support and services
should be received at the school office in order for a student to be considered for admission.
This application must include all relevant assessments and reports from previous schools. Any
documents that are written in a language other than English must be official translations and
must be signed by the school principal and affixed with the official school seal/stamp.
4. Parents are required to disclose accurate information about their childs language learning
needs and provide all available ELL reports and other professional assessments. Failure to do
so will jeopardize a students continued enrolment at Sample School.
5. Following the receipt of the application package, the EAL coordinator will meet with the student
to assess his/her English proficiency. The EAL coordinator or administrator may contact the
childs current school for required information to determine level and appropriate types of
support. The EAL coordinator will make a recommendation to the administrator.
6. An EAL admission meeting with the student, the parents, the administrator, and the EAL
coordinator will follow the assessment. The parents will be notified of a decision about
admission into Hope Lutheran School and the EAL program as soon as it has been made.
7. Enrolment in the EAL program will be dependent on class size, the number of students with EAL
needs already enrolled in the class, the dynamics of the class, resources available in the school,
and the availability of specialists and support personnel. Preference will be given to students
who are already enrolled in the program and whose siblings are currently enrolled at Sample
School.
8. If extra services or assessments, such as a psycho educational assessment, are required,
parents will be required to cover these additional costs as mutually agreed upon. Failure to
provide such assessments may jeopardize the students continued enrolment at Sample School.

Procedures for Welcoming English Language Learners

Whenever possible, information about courses, programs and activities, school policies, school
structure, and other pertinent information should be provided in the first language of the

students and their families. This provision may be carried out through written materials,
translators, websites, handbooks, and mentorships to connect newcomers with students already
attending Sample School.
It is important for the EAL program coordinator, teachers, and other school personnel to
schedule frequent check-ins with ELLs and their families during their transition to Sample
School to monitor their academic achievement, participation in extracurricular activities, and
social adjustment.

Translators
If services of a translator are required for school/home communication, it is up to the family to
arrange for a trustworthy translator to be available. Students should not be translating for their
parents when sensitive or confidential information is being discussed. If a family is unable to
find an appropriate translator, the school will make an attempt to arrange for a translator; any
resulting costs must be covered by the family.

Initial Assessment
An initial assessment will be carried out to determine the English language proficiency of all
ELLs. The assessment procedure will include an assessment of oral communication skills
(listening and speaking), an assessment of reading comprehension, an assessment of student
writing, and an assessment of mathematical knowledge and skills.
Where appropriate and possible, at least part of the initial assessment should be conducted in
the students first or dominant language to gather information about overall literacy development
and academic background.
If information from the students home country, from the initial assessment, or from early teacher
observation indicates that the student may have special education needs, the student will be
referred to the Special Education coordinator. Any psycho-educational assessments should be
linguistically appropriate (e.g. in students dominant language or with the assistance of an
interpreter). The development of an Individual Education Plan (IEP) for an ELL needs to take
into consideration both needs related to language learning and needs related to the students
exceptionality.
International students may also be required to complete a language proficiency assessment
online before coming to Canada. If their level of proficiency upon arrival is significantly lower
than originally communicated, their enrolment at Sample School could be jeopardized.

Placement
Students will be placed in the EAL program based on their assessment. The program will have
three levels: Beginner, Intermediate, and Advanced. EAL level classes may be comprised of
students of various ages who will benefit from the same instructional strategies. Students will

move to the next level when demonstrated learner proficiency (e.g. by assessments and teacher
observations) warrants.
A students level of English proficiency will not influence the choice of grade placement. Initial
placement will be provisional; students will have the opportunity to demonstrate their knowledge
and skills, and the school will have the opportunity to evaluate their placement.
In the elementary program, students will be placed in an age-appropriate group. In the
secondary program, students will be placed in a grade or in specific subjects that are
appropriate upon consideration of the students prior education, background in specific subject
areas, and long-term aspirations. When appropriate, secondary classes may be offered
specifically for ELLs (e.g. English 10 for ELL students or Canadian Studies 10 to introduce
students to Canadian geography, history, and politics).

Credits for Graduation

Students may apply 12 credits from EAL classes to their graduation program requirement.
International students arriving in Canada in high school should expect to take more than the
standard amount of time to complete the graduation requirements as some level of English
proficiency is required for senior level course work.

Planning and Services for the Learner

The EAL program at Sample School is designed as an inclusive program. Sample School
understands that inclusion refers to the goal of creating a supportive school environment that
meets the needs of all its members. Inclusion requires the school to function as a community in
which all students and staff support each other and are, in turn, supported by the community at
large.
An inclusive school integrates students requiring specialized resources within their age-peer
classrooms to the greatest extent possible. Decisions on levels of integration are based on the
education goals and needs of the student and the class.
Although integration is a goal within our EAL program, we also recognize that meeting the
needs of some students may require pull-out times to effectively support learning, especially
with beginner students in the upper grades. Because CALP typically does not develop for five
to seven years, students will likely require some form of support for English academic learning
for several years after conversational fluency is attained.

Appropriate adaptations for ELLs include:

a variety of accommodations related to instructional strategies (e.g., extensive use of visual
cues, graphic organizers, peer tutoring, strategic use of students first languages);

a variety of learning resources (e.g., use of visual materials, simplified texts, and bilingual
dictionaries);
accommodations related to assessment strategies (e.g., granting of extra time; alternative forms
of assessment such as oral interviews, learning, or portfolios; and the use of simplified language
and instructions).
In addition to support during the day, either in-class or as pull-out, students may participate in
EAL class(es) after school as determined by the EAL teacher.
Staff who coordinate and instruct in the EAL program will be qualified teachers and/or those who
hold appropriate specialist qualifications in English as an Additional Language (e.g., TESL,
TESOL, TEFL, CELTA, and/or post-graduate studies in a related field).

Team Approach

Each Student enrolled in the EAL program is served by a school team, which may include these
members:
The students parents
The EAL Coordinator
The classroom teacher
EAL support staff
The Principal and/or Vice-Principal

Annual Instruction Plan

Each student enrolled in the EAL program will have an annual instruction plan (AIP) developed
specifically for that learner that describes areas for development and strategies used to
enhance learning. The AIP will be created by the beginning of October. For evaluation
purposes, the AIP will be reviewed a minimum of two times during the school year. The AIP
serves as a working document, which can be modified to meet the changing needs of the
student. All teachers who work with the student will have a copy of the AIP for easy referral.
An annual review of the AIP with members of the students team will occur each June. If the
annual review shows that the student is not making progress in language development, it may
be necessary to conduct further assessment and to adjust EAL services accordingly. A more
extensive assessment of student strengths and needs should be conducted to determine any
needs beyond the scope of language development.

Reporting the Learners Progress

The reporting requirements for English language learners who are following the provincial
curriculum for a course, subject, or grade are the same as for other students enrolled at Sample
School. Students may not have the language proficiency to demonstrate new learning,
especially early in the year or semester; however, they may be learning more than it appears as
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they absorb language and content. In evaluating the performance of ELLs, it is necessary to
take into account more recent evidence of achievement. Teachers should consider basing the
final evaluation on the last few weeks of work, which are likely to reflect the students current
performance level more accurately.
Regular reporting procedures (e.g. performance scales, percentages, and letter grades) are
appropriate for ELLs where they are capable of meeting the provincially prescribed learning
outcomes for a particular subject, or the learning outcomes for a Board/Authority Authorized
course. When a student is not yet able to meet the curriculum goals because of his or her
language proficiency, and is therefore, not following the learning outcomes, the written report
must contain comments describing what the student can do, areas in which he or she requires
further attention or development, and ways of supporting his or her learning. An anecdotal
report can be made after a consultation between the EAL teacher, classroom teacher, and
administrator.
Parents will receive a formal report of students progress in the EAL program at the end of each
school term (elementary - three times a year; secondary - four times a year). There are also
opportunities for informal progress reports during parent-teacher interviews and student-led
conferences.

Standardized Testing
Students must be able to minimally meet grade level expectations before being included in any
school-based standardized tests not specifically normed for ELL students.

Transition Planning
In order to increase ELL students success during transitions (e.g. moving from elementary
school to middle school, middle school to secondary school, and/or secondary school to
postsecondary destinations), the EAL Coordinator will work with the necessary individuals to
develop a transition plan.

Discontinuation of EAL Support

The length of time it takes an ELL to develop the level of English proficiency needed to support
academic success varies. Students will receive EAL support until they have acquired the level
of proficiency required to learn effectively in English with no EAL support. The decision to
discontinue EAL support is made by the principal in consultation with the student, the parents,
the classroom teachers, and the EAL coordinator.
Students who are no longer participating in the formal EAL program may still need classroom
adaptations (e.g. activity scaffolding and assessment accommodations) to be successful. In
addition, a student may be referred to the EAL program in the future if support is required (e.g.

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moving from middle school to high school). Students may or may not be enrolled in the
program in consecutive years depending on need as determined by Sample School staff in
conjunction with parents.

Roles of Staff and Parents

School Board Support for Implementation of the Policy

To help the administration and staff implement this policy, the school board will
Develop EAL policies and procedures;
Allocate appropriate staffing and resources to be used for the benefit and support of English
language learners;
Encourage classroom teachers to acquire knowledge and skills related to teaching English
language learners;
Provide focused support for professional development/training to help new and experienced
teachers work effectively with English language learners;
Provide assessment tools and criteria for tracking students development of proficiency in
English over time;
Support the provision of accommodations and/or modifications that some English language
learners may need to achieve academic success; and promote effective practices for teaching
English language learners based on current research.

The Administrators Role

Promote and facilitate the goals and strategies that allow for an inclusive education in the school
(recognizing that pull-out may be necessary and providing alternative space)
Promote an environment that values diversity, bridges cultures, and works to eliminate racism
for students, their parents, and staff
Lead admission meetings for ELLs
Ensure that educators assigned to oversee and deliver ELL services are appropriately trained
and have the necessary skills;
Provide opportunities for professional development for support staff and teachers
Facilitate the collaboration among all educators providing ELL services
Keep informed of developments in the EAL program

The EAL Coordinators Role

Serve as a resource person for teachers and EAL support staff including providing professional
development opportunities.
Collaborate with classroom teachers to effectively adapt curriculum and assessment for ELLs
Create the AIP for students in the EAL program
Supervise the EAL support staff and coordinate EAL services
May teach students (push-in, pull-out, or after-school EAL class)
Assess, evaluate, and report on ELLs language proficiency and improvement

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Administer and/or supervise specialized testing or make recommendations for the parents to
contract these services
Maintain student files with adequate safeguards for confidentiality, consistent with Freedom of
Information and Protection of Privacy Act, and ensure that EAL evaluations/assessments are
current
Attend professional development workshops and in-service opportunities on a regular basis in
order to be aware of current trends, technologies, and resources available
Participate in admission meetings for ELLs
Make recommendations to the administration and/or school board regarding admissions or
continued enrolment of ELLs

The Teachers Role

Work in conjunction with the EAL coordinator and EAL support staff to include ELLs as
meaningfully as possible in the classroom
Plan for effective instruction to allow for the inclusion of EAL students (e.g. using visual aides
and clear language during instruction).
Develop report cards that include an evaluative summary of the students performance in class
(may or may not include letter grades depending on English language proficiency - see section
titled Reporting the Learners Progress).
Attempt to include ELLs first language and culture into classroom activities in meaningful ways
(e.g., allowing use of electronic translators, bilingual texts, bilingual dictionaries, planning in L1
for writing assignments, and inviting parents in as guest speakers)
Work with the EAL Coordinator to develop, implement, and update the AIP.

The Parents Role

Supply all relevant documents to the EAL coordinator

Support the staff in their attempts to achieve the goals stated in the AIP
Inform the school of all factors surrounding the language learning needs of their child and any
other special needs
Work with teachers to support the learning of their child (arrange for a translator to be present if
necessary)

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Appendices
ELL Proficiency Levels*
Level 1 - Starting
At L1, students initially have limited or no understanding of English. They rarely use English for
communication. They respond nonverbally to simple commands, statements, and questions. As their oral
comprehension increases, they begin to imitate the verbalizations of others by using single words or
simple phrases, and they begin to use English spontaneously. At the earliest stage, these learners
construct meaning from text primarily through illustrations, graphs, maps, and tables.
Level 2 - Emerging
At L2, students can understand phrases and short sentences. They can communicate limited information
in simple everyday and routine situations by using memorized phrases, groups of words, and formulae.
They can use selected simple structures correctly but still systematically produce basic errors. Students
begin to use general academic vocabulary and familiar everyday expressions. Errors in writing are
present that often hinder communication.
Level 3 - Developing
At L3, students understand more complex speech but still may require some repetition. They use English
spontaneously but may have difficulty expressing all their thoughts due to a restricted vocabulary and a
limited command of language structure. Students at this level speak in simple sentences, which are
comprehensible and appropriate, but which are frequently marked by grammatical errors. Proficiency in
reading may vary considerably. Students are most successful constructing meaning from texts for which
they have background knowledge upon which to build.
Level 4 - Expanding
At L4, students language skills are adequate for most day-to-day communication needs. They
communicate in English in new or unfamiliar settings but have occasional difficulty with complex
structures and abstract academic concepts. Students at this level may read with considerable fluency and
are able to locate and identify the specific facts within the text. However, they may not understand texts in
which the concepts are presented in a decontextualized manner, the sentence structure is complex, or the
vocabulary is abstract or has multiple meanings. They can read independently but may have occasional
comprehension problems, especially when processing grade-level information.
Level 5 Bridging
At L5, students can express themselves fluently and spontaneously on a wide range of personal, general,
academic, or social topics in a variety of contexts. They are poised to function in an environment with
native speaking peers with minimal language support or guidance. Students have a good command of
technical and academic vocabulary as well of idiomatic expressions and colloquialisms. They can
produce clear, smoothly flowing, well-structured texts of differing lengths and degrees of linguistic
complexity. Errors are minimal, difficult to spot, and generally corrected when they occur.
* Used with permission from Pre-K-12 English Language Proficiency Standards, copyright 2006 by
TESOL International Association. All rights reserved.

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http://www.tesol.org/advance-the-field/standards/prek-12-english-language-proficiency-standards

15

Works Consulted
British Columbia Ministry of Education (2013). English language learning policy and guidelines.
Retrieved from the Government of British Columbia website:
http://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade12/english-language-learners/guidelines.pdf
Cummings, J. (1989). Empowering Minority Students. Sacramento, CA: California Association
for Bilingual Education.
Cummins, J. (2007). Promoting literacy in multilingual contexts. The Literacy and Numeracy
Secretariat Research Monograph What Works?, 5.
Cummins, J., Mirza, R., & Stille, S. (2012). English language learners in Canadian schools:
Emerging directions for school-based policies. TESL Canada Journal, 29(6), 25-48.
Fairfield Area School District (2005). Fairfield area school district ESL/ELL handbook. Retrieved
from http://www.fairfieldpaschools.org/page/188
Genesee, F. (1994). Educating second language children: The whole child, the whole
curriculum, the whole community. New York, NY: Cambridge University Press.
Handscombe (1994). Putting it all together. In F. Genesee (Ed.), Educating second language
children: The whole child, the whole curriculum, the whole community. (pp. 331-356).
New York, NY: Cambridge University Press.
Ontario Ministry of Education (2007). English language learners ESL and ELD programs and
services: Policies and procedures for Ontario elementary and secondary schools,
Kindergarten to Grade 12. Retrieved from the Ontario Ministry of Education website:
http://www.edu.gov.on.ca/eng/document/esleldprograms/esleldprograms.pdf
Ruiz, R. (1988). Orientations in language planning. In S. McKay and S. L Wong (Eds.),
Language diversity: Problem or resource? (pp. 3-25). New York: Newbury House
School District 43 (Coquitlam) (n.d.). English as an additional language. Retrieved from
http://www.sd43.bc.ca/Programs/esl1/Pages/default.aspx

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