ESL Instruction

School boards are inconsistent in setting standards for explicit ESL instruction in ESL classrooms, and in providing criteria for differentiation and modification of instruction in content classrooms. Though ESL learners require explicit ESL instruction to acquire cognitive academic language proficiency, many receive minimal, if any, direct ESL instruction. For instance, the Calgary Board of Education, though recognized as a flagship in ESL services, allocates 1 certified ESL teacher to at least 115 ESL learners.

Tracking of Progress (Language Proficiency and Academic Performance)

There is no provincial tracking system for language proficiency and academic performance of ESL learners. The current provincial achievement tests are severely limiting as a tracking tool, as many ESL learners are exempted from such exams. Furthermore, school boards do not have centralized mechanisms in place to track language proficiency and academic performance of ESL learners. Without designated tracking structures, it is impossible to evaluate and improve ESL services, and to hold schools accountable for outcomes of ESL services.

ESL Programs of Study

Currently, Alberta Education has created only a program of study for ESL at the senior high level. This program of study has not been revised since 1997. There are no programs of study for kindergarten, elementary and junior high levels. Without programs of study in place, schools and school boards cannot be held responsible for providing consistent, explicit ESL instruction.