Société des établissements du baccalauréat international

du Québec

English (Language B) Enrichment Programme

Membres du comité : Marcel CharroisSuzanne GagnéBruno GattusoJennifer HunteBarbara MerrillCarolyn Young

Responsable : Dora Saeva

Longueuil (Québec)

Mai 2007

TABLE OF CONTENTS

INTRODUCTION............................................................................................................................................ 1

1. The SÉBIQ English (Language B) Enrichment Programme............................................................3

1.1. Language Learning as a Continuum.........................................................................................41.2. Language Aims and Objectives.................................................................................................51.3. Factors Contributing to the Learning Process.........................................................................6

2. Practical Suggestions........................................................................................................................ 8

2.1. Language Development..............................................................................................................8

2.1.1. Oral Communication....................................................................................................82.1.2. Writing.......................................................................................................................... 82.1.3. Reading Comprehension and Text Interpretation...................................................102.1.4. Grammar.....................................................................................................................122.1.5. Vocabulary and Idiomatic Expressions...................................................................122.1.6. Language Register.....................................................................................................122.1.7. Style............................................................................................................................ 13

2.2. Student Groupings and Pedagogical Approaches.................................................................13

2.3. Resources.................................................................................................................................. 14

2.4. Activities..................................................................................................................................... 16

Annex I English (Language B) Enrichment Programme...................................................................17

Annex II English (Language B) Enrichment Programme- Example..................................................18

Annex III: Comparative Table of MELS and IB Expectations...............................................................19

LIST OF ABBREVIATIONS......................................................................................................................... 20

BIBLIOGRAPHY.......................................................................................................................................... 21

INTRODUCTION

The SÉBIQ English (Language B) Enrichment programme is meant for all schools in Québec which

offer the foundation, standard, or advanced MYP certification levels, whether within the core or enriched

MELS programmes.

It offers a framework that takes into consideration regional and cultural diversity as well as the

variety of approaches to language learning. The intensity and frequency of exposure to English being so

varied, the committee aimed at making a broad, open, and flexible programme that would take these

differences into account.

Given that language acquisition is a spiral rather than a linear process, and that students take their

own path and develop at different rates, both the MELS and the IB programme consider second language

learning a process rather than a goal. Both programmes take into consideration that students should be

well-equipped with knowledge and efficient strategies in order to function effectively in a constantly

changing world and become life-long learners. (see Annex III)

“At the end of the ESL secondary school program, students will be able to communicate in English

in order to meet their needs and pursue their interests in a rapidly evolving society1”.

The primary aim of language B in the MYP is to encourage students to gain competence in a

modern language other than their mother tongue, with the long-term goal of balanced bilingualism.

The IBO acknowledges that learning additional languages greatly contributes to the holistic

development of students. Proficiency in a second language gives students access to a broader range of

input, experiences and perspectives, and is believed to raise achievement in other subject areas, as well as

giving the students the enjoyment of being able to communicate in a language other than their mother

tongue. The study of MYP language B aims to encourage in a student a respect for and understanding of

other languages and cultures, and to provide a skills base to facilitate further language learning2.

1 English as a Second Language, Core Program, Programme de formation de l’école québécoise, 2004, MELS, p. 1732 MYP Guide, Language B, 2006, p.8

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Schools can vary enormously in terms of their geographical, cultural and social environment,

school organization or educational beliefs and requirements. This variety in specific school contexts

requires careful local planning in order to ensure the language-learning continuum, as well as the

development of all aspects of the learners' personality, as presented in the IB learner profile 3.

The following document contains a theoretical section, a non-exhaustive list of practical

suggestions, and a form that must be completed by each school to reflect the school-specific enrichment

programme for the teaching of English as a Language B (See Annexes I and II). Schools must organize

and follow their own program in order to ensure the exposure of English language learners to a wide variety

of resources and experiences, which will ultimately lead to the development of their full potential.

3 IB learner profile booklet, IBO, 2006

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1. The SÉBIQ English (Language B) Enrichment Programme

The SÉBIQ Enrichment Programme is open and flexible. Through a wide range of topics, activities, resources, skill development and teaching approaches, which allow for individual needs and preferences, it offers multiple ways of enriching the students’ experiences in the ESL classroom.

The Programme presented below involves three aspects of language learning, which should be considered in their entity: the development of the IB learner-profile oriented competencies and skills; the acquisition of specific linguistic competencies and skills; and factors that enhance the learning process. All these are interrelated and contribute to the development of active, open-minded and curious learners. The Program consists of a theoretical section and another more practical one, in which specific examples and suggestions have been given. These examples and suggestions are non-prescriptive and should be used to trigger the teachers’ creativity and imagination.

It is the responsibility of each school to establish its own enrichment programme that takes these three aspects into account, meets both the MELS requirements and the MYP objectives, and is realistic to achieve within the specific school context. For students to develop their language skills, they must be given opportunities to experience a variety of learning situations that are linguistically and academically challenging. Smooth progression along the language-learning continuum may be achieved through careful planning within the language department as well as across subject areas.

Vertical planning is an important step towards the achievement of the MELS and IB final objectives. It involves departmental meetings in which teachers discuss subject progression from years 1 to 5. Vertical planning ensures that the language content given at any level of the MYP be adapted to the students’ needs and abilities and provide a sound base for further language learning. It also facilitates the students’ development as life-long learners by equipping them with appropriate social and personal skills and reinforcing these from one year to another. Teachers select the appropriate content that will be taught at each grade level, the objectives that will be aimed at, the enrichment activities and themes, and approach them from the perspective of the MYP fundamental concepts and areas of interaction.

Horizontal planning involves discussions among the teachers of a particular grade level about making meaningful connections across the subjects by means of the areas of interaction and the development and reinforcement of skills. Horizontal planning ensures a holistic approach to learning and opens the path to interdisciplinary work and activities.

We are confident that the SÉBIQ English (Language B) Enrichment Programme will prepare our students for learning in the 21st century.

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1.1. Language Learning as a Continuum

Language learning is a process that begins before formal instruction and does not end with it. Children use various strategies while learning their mother tongue and they should be made aware that these same strategies will help them in learning other languages; for example, gesturing, repeating, and rephrasing. They should be encouraged to take risks and feel confident to experiment with the English language. Over time, students will assemble a personal repertoire that reflects individual language experiences and abilities. They will continue to build and refine their repertoire while developing their skills. Students should also use reflection to improve and refine their work habits and strategies. By learning to seek help from peers and teachers, students understand the techniques that will help them become life-long learners. This acquisition of various skills and resources can be used and transferred across subject areas. Ultimately, students will become independent learners, curious and well-equipped with strategies, willing to take risks and continue their second language development.

The IB learner profile reflects the qualities that all subject areas develop by means of the Areas of Interaction and the Fundamental Concepts. Below is the contribution that language learning, and English (Language B) learning in particular, makes in building the qualities reflected in the IB learner profile.

Learner-Profile4 Oriented Competencies/Skills

Learning English as a second language enables Québec students to communicate orally and in writing with English speaking people in Québec, Canada, and elsewhere in the world. It enables them to understand themselves, other cultures, and the world in general.

Students become knowledgeable when they have access to magazines, newspaper articles, poems, short stories, novels, information and communication technologies (ICT), in written, audio and video format. By reading, exploring concepts and analyzing them critically, they also become thinkers.

Students should be exposed to various writing styles, and should be given opportunities to apply them in contexts that are appropriate to their level, yet challenging. Students should also be exposed to different opinions and by learning to analyze and interpret them, become open-minded inquirers.

Communication in English should include formal and informal exchanges in pairs or in groups aiming at spontaneous, genuine and meaningful interaction. Students become communicators and risk-takers, ready to learn, understand and express ideas.

Oral and writing activities should be varied and purposeful and should allow students to express their opinions, values, ideas and emotions applying elements of style and writing for a specific audience. They should be encouraged to be caring and respond with empathy to their peers’ work.

4 IB learner profile booklet, IBO, 2006

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Teachers should teach their students how to avoid plagiarism and equip them with relevant strategies, thus helping them become principled, balanced and responsible human beings.

Students should be given opportunities to analyze their learning experiences, to try out new skills and strategies and develop and reinforce the ones already acquired. When students become reflective of their learning as a process in terms of strengths and weaknesses, they will most likely become successful life-long learners.

1.2. Language Aims and Objectives

Aims

The study of English aims to: Enable the student to use language effectively as a means of practical communication,

providing a sound base of communication skills necessary for future study, work and leisure

Enable the student to understand the nature of language and the process of total language learning, which comprises the integration of linguistic, cultural and social components

Enable the student to develop an appreciation of a variety of literary and non-literary texts Offer insight into the cultural characteristics of the communities where the language is

spoken Encourage an awareness and understanding of the perspectives of people from other

cultures Promote involvement with different communities Provide access to varied sources of information Foster curiosity, a lifelong interest and enjoyment in language learning5.

Objectives

At the end of the course students should be able to: Communicate information, ideas and opinions Demonstrate comprehension of specific factual information and attitudes, expressed in

spoken and written contexts Identify main ideas and supporting details and draw conclusions from spoken and written

texts Understand and appropriately use structures and vocabulary Request and provide information in both spoken and written contexts Engage actively in oral production using comprehensible pronunciation and intonation Take part in formal exchanges related to the areas of interaction and to cultural and

international issues6.

5 MYP Language B guide, 2006, IBO, p.196 Ibid, p.20

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These are final MYP objectives and will be achieved by the learners at different levels throughout their language studies. Therefore, schools must write their own intermediate objectives for the years preceding the final one by means of departmental vertical planning. These school-specific objectives must ensure a smooth progression for the students through the language-learning continuum and be challenging to them, yet attainable.

1.3. Factors Contributing to the Learning Process

Cultural Environment

The English language is a vehicle by which students learn and come to understand the larger English culture that exists around them and throughout the world. “Culture encompasses the beliefs, values, traditions, customs and daily life practices of a given community 7”. Any view of culture should include access to sources from around the world as well as English cultures in Quebec and Canada. Exposure to another language and culture teaches students to understand and respect diversity and gives them an appreciation of their own culture. A study of culture helps students understand and communicate appropriately when interacting with English speakers and exposes them to the rich diversity of culture in all its facets, for example, music, cinema, dance, and customs. “Students’ awareness of linguistic, cultural and societal similarities and differences should be developed through the learning of the language8”.

Student Groupings and Pedagogical Approaches

Communication is an essential goal in second language acquisition. Students should work on a regular basis with partners, in teams and in small groups in order to practice their second language. Responding and reacting in an informal setting gives students opportunities to use functional language and take risks in their language learning. As students learn to contribute in group task situations, they become aware of their responsibility to others and also to themselves as independent learners. Sharing ideas and opinions encourages students to learn from one another and to practice important communication strategies that will be used in other subject areas.

There are a number of pedagogical approaches that can be used in the language classroom; for example, guiding questions, projects, co-operative learning, and strategic teaching. It is important to vary these approaches and combine them. Using a combination of pedagogical approaches caters to the different learning styles of students and encourages tolerance as students recognize their strengths and weaknesses while completing tasks. Interdisciplinary teaching helps students to apply their knowledge in other subjects and ensures holistic learning.

7 Enriched English as a Second Language, Programme de formation de l’école québécoise, secondaire 2e cycle (version approuvée), 2006, MELS, p. 548 MYP Language B guide, 2006, IBO, p.10

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Resources

The choice of resources available to enhance second language acquisition should be varied and should involve literary and non-literary texts, the work of classical and contemporary authors, materials that reflect different perspectives and use a variety of media, oral, written, visual as well as ICT. Reference material should also be available in the form of dictionaries, grammar books and others.

Strategies for using resources appropriately should be taught explicitly and modeled by the teacher.

Activities

A variety of in-class and out-of-class activities further expand the linguistic and social contacts of second-language learners. They also enhance student motivation by providing real-life opportunities for them to interact in meaningful situations.

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2. Practical Suggestions

2.1. Language Development

2.1.1. Oral Communication

All communication in the English language classroom must take place in English. Students need to be constantly reminded not to resort to their mother tongue when they have difficulty finding a word or expressing an idea. Teachers need to provide students with a wide-range of functional language so they can build a repertoire that will allow them to communicate. Simple activities, conversations, role-plays and games allow students to use English regularly in formal and informal situations while learning to take into account audience and purpose. Students develop their fluency, accuracy and confidence through regular interaction with peers and teachers. By taking risks and using resources to improve language, students improve the accuracy and structure of their communication. The emphasis should be placed on sustained effort and the quality of language.

As students move through the MYP, they refine their language and adapt it to specific situations. They are able to express opinions, feelings and share ideas on more complex and abstract topics. In contributing regularly, students gain confidence and are able to interact spontaneously. They communicate with ease using a variety of vocabulary and idiomatic expressions.

Oral communication can be developed through a number of activities and should take the audience and purpose of communication into consideration. For example, students can give and follow instructions; describe and explain a course of action or a sequence of events; give explanations and ask for clarification; argue a point; agree and disagree politely; use formal and informal register appropriately; make reports or deliver coherent presentations; use rhetorical devices to convey tone and mood; narrate, persuade, inform, analyze.

2.1.2. Writing

Students are required to write in the target language from very early in the acquisition of the language. Depending on their proficiency level, students may be asked to write shorter or longer texts for a specific purpose and audience, using the appropriate level of formality (register). They should be encouraged to progress through all the stages of the writing process and apply strategies for brainstorming, free-writing, drafting, revising, editing and publishing or sharing with their peers.

Attention should be focused on sentence structure and sentence types, paragraph structure with topic sentences and supporting details and examples, text structure, sequencing and text types. Language conventions and writing skills should be taught explicitly. Specific attention should be given to the appropriate use of resources and to the neatness and legibility of presentation.

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Students should become familiar with different types of written text (memos, notes, e-mail, journals, narrative, informative, descriptive, persuasive, comparative, expository, poetic, etc). ICT should also be used to develop the students’ word processing skills.

Teachers should not assume that students know how to write texts but rather teach and model the different phases of the writing process. This includes the presentation by the teacher of an exemplar of the finished product in order for the students to understand what is expected and to use it as a resource. In addition, students must understand that the writing process is not a one-way street. They can go back and forth between phases.

The Writing Process9

Pre-Writing: It refers to what is done before writing the draft. Students should be taught different ways of finding inspiration, such as looking into magazines and other media, drawing a picture, recalling dreams or experiences, brainstorming, free-writing, discussing or responding to literature. They will as well be taught to organize their thoughts, from making a list of ideas or vocabulary words that pertain to the topic to using graphic organizers, such as chains of events, timelines, spider maps, 5Ws charts, compare/contrast charts, character maps, Venn diagrams etc. They will research topics, use various sources and draw upon personal memories. They must reflect on their target audience and the intended effect before constructing the outline of their text.

Writing the draft: Students look at their notes and write the rough copy. They should let the ideas flow and leave the revising and editing for later. Students are encouraged to only select their best ideas and frequently refer to their outline. If the text is too short, students should then go back to the pre-writing phase in order to get more ideas and details. The teachers will have previously determined the format and the required length according to the level of the students.

Revising: Students often skip this most important phase. They need help in order to learn how to rethink what has been written.

An interesting activity could be done in pairs, studying and annotating anonymous texts from other students. A checklist could be used to help with this phase. It would provide tips for the students to observe (e.g. Is the text on or off-topic? Is it clear? Is the vocabulary varied? Are the ideas repetitive?)

Revising can be done individually but peer-editing can be more effective. As students share their work with classmates, they learn how to take feedback into consideration. They will eventually learn how to rework their drafts by adding, substituting, deleting and rearranging ideas and words.

9 http://www.angelfire.com/wi/writingprocess/index.html (12 March 2007)

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Editing: Students focus on the technical aspect of language. Here again, a checklist can be helpful. Students could be asked to read their text backward, sentence by sentence. They should try to use idioms and cohesive devices. They should have constant access to dictionaries, thesaurus, grammar references, and be encouraged to consult with peers and the teacher.

Publishing: This phase is optional. A polished copy could be shared with the intended audience using a suitable format. Teachers will previously have set the requirements for the final copy.

The Production Process: Students will try their hands on the production process. Through the pre-production, the production and the post-production phases, they will experiment the actual production of media and thus become more critical from a consumer’s perspective.10

2.1.3. Reading Comprehension and Text Interpretation

It is important to choose texts that are appropriate in difficulty and subject matter for the student. They should be exposed to a variety of written, audio and video texts, progressively increasing in length and complexity. Texts should be authentic, both fiction and non-fiction (comic strips, letters, articles, essays, poetry, short stories, novels, drama, etc.) and should come from different sources (on-line, magazines, newspapers, books, billboards, video, etc). School libraries should ensure a good choice of supplementary reading materials in the second language.

In learning to construct the meaning of texts, students should be reminded of some basic reading strategies to help them. When having students read, it is helpful to explain the context in advance or to discuss what they can expect to retain or learn from the text. It is important for teachers to establish a specific purpose for reading and teach skills and strategies. Among others, these include skimming and scanning for information, using table of contents, headings, captions and charts to locate information. Students should be taught to identify main ideas and supporting details, make predictions, identify opinions and implied meaning, refer to previous knowledge, look for clues and key words and expressions, reread, take notes, ask clarification questions, make judgments and draw conclusions, differentiate between relevant and irrelevant information, use cognates, etc. They should understand and interpret aspects of style (tone, voice, register, point of view, figurative language, etc).

Students will use the response process making personal links to the texts in order to reach a deeper and more meaningful understanding. By reflecting on the text, taking others’ responses into account and generalizing beyond the text, students will learn to be open-minded.

10 Enriched English as a Second Language, Core Program, Programme de formation de l’école québécoise, secondaire 1e cycle (version approuvée), 2004, MELS, p. 192, p.218

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Students should have opportunities to read silently or aloud, individually or in teams, to read for pleasure or in order to accomplish a specific task, to respond to their reading in writing or discuss it with others. They should also be encouraged to reflect on the skills and strategies that they use and their effectiveness.

Teachers should take into consideration multiple intelligences when designing the course curriculum. Referring to Bloom’s Taxonomy when planning lessons will ensure that students will not merely recall and report knowledge but will transform the information by analysing, synthesizing and evaluating it. The aim is for the students to develop the full range of their thinking skills.

As an example, here are different ways to approach the study of The Outsiders by S.E. Hinton.

Adapted from Gardner’s Multiple Intelligences:

Word Logic and Maths Space and Vision

Body Music People Self Nature

Write a letter to Ponyboy

after the death of his friend

Johnny.

Design a timeline of events that

shows how the ending of the

story relates to the beginning.

Make a comic strip about an episode from the book that

had an influence on

the personality of a character.

Act out a meeting between the two

gangs that would occur

after the end of the

book.

Find a modern song that

relates to the themes

(friendship, loneliness,

etc.) and make some links.

Discuss the differences between the film and the book with

team-mates.

Reflect on the cliques in your school and in

your classroom.

Draw a beautiful

sunset and explain the meaning of

sunsets in the story.

Adapted from Bloom’s Taxonomy:

Remembering Understanding Applying Analysing Evaluating Creating

Suggestions:List NameIdentifyRecognize Recall

SummarizeExplainDescribeCompareDemonstrate

SolveIllustrateUseInterpretModify

AnalyseOrganizeDeduceCompareDiscuss

EvaluateChooseDefendCriticizeEstimate

Justify Support DesignWriteReport

Make a list of 10 elements from the

novel that are characteristic of the

1960s.

In pairs, describe the sounds you would hear in a section of

your choice and read it aloud making

sound effects.

Write a diary making links between the

characters from the book and yourself.

Complete a graphic organizer about the differences between

the Socs and the Greasers.

Write a review of the book and explain why you would recommend this

book or not.

Create a collage that illustrates your

comprehension of the book. Justify

your choices.

For more examples, see K. Torrisi, Investigate a book11, based on Bloom’s Taxonomy and Gardner’s Multiple Intelligences.

11 http://www.kurwongbss.eq.edu.au/thinking/Bloom/investigate%20a%20book%20the%20blooming-smart%20way.doc (April 2, 2007)

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2.1.4. Grammar

Basic grammatical concepts should be introduced at the very beginning of second-language learning and be reinforced constantly. There are various techniques for the teaching of grammar. Along with the traditional ones, new communicative approaches are being used. These include grammar on demand, taught as the need arises, content-based teaching, or through games which reinforce the students’ knowledge of grammar through play. Short lessons followed by practice can be given on forming questions, use of gerunds, grammar in idiomatic expressions, use of auxiliaries or other notions the students need to know in order to complete a task correctly. The grammatical knowledge is then used for a specific purpose and becomes more meaningful rather than learning or memorization.

The grammatical concepts covered are described in the vertical planning for each level. These give the teachers an advantage in lesson planning in making them aware of the notions that the students have covered and those that need to be. Given that language learning is a process and is not acquired by all learners at the same rate, it is natural that teachers will repeat and review various concepts from one level to another, depending on the students’ mastery.

2.1.5. Vocabulary and Idiomatic Expressions

Vocabulary is generally taught in context. Some examples for vocabulary expansion are: homophone activities, taking notes of new words that students hear or read, vocabulary lists and gradual transition to using unilingual dictionaries as opposed to a bilingual one. Collaborative work to construct meaning is to be encouraged.

One of the most effective ways of increasing students’ vocabulary is insisting on English being invariably the language of communication both between the teacher and the students and among the students themselves.

The teaching of idioms remains a difficult but essential notion for beginners. Once the student has attained a certain level of mastery, the acquisition of idioms is promoted and enriched by everyday language use. Teaching of idioms in the classroom context can take many forms. They can be introduced in the context of a subject area; for example, food-related idioms when doing a unit on food. When reading any text or novel, idioms are omnipresent. Students should be encouraged to use them as much as possible.

2.1.6. Language Register

Register refers to the degrees of formality in spoken and written language. Students learn to use a level of language, both written and oral that is appropriate to the situation, target audience and cultural setting.

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The context in which it is used can be varied and entail familiarity with the different levels of language: formal, informal, colloquial, and slang. Students learn to recognize and apply forms of register that are appropriate to different situations and audiences. Target audiences include friends, relatives, peers, and people in positions of authority.

2.1.7. Style

Students should be made aware of the importance of manipulating language depending on the context and the intended purpose.

The following are some elements of writing style that should be considered in both literary and non-literary texts: sentence structure; vocabulary; figures of speech; pacing; tone; voice; foreshadowing and flashbacks; rhymes and meter in poetry; character development, the use of dialogue and monologue, point of view, chapter and paragraph structure, and time sequencing in narrative texts.

Depending on the students’ proficiency level, elements of style can be identified within a piece of writing and their effect on the reader can be discussed. Varied styles are used in a variety of genres and may be compared; students can be encouraged to experiment with their own style, both oral and written, in a variety of contexts. For example, a Shakespearean sonnet can be compared to a rap song in terms of tone, voice, figurative language, sentence structure, and vocabulary.

2.2. Student Groupings and Pedagogical Approaches

Teachers can organize their classroom environment in different ways to facilitate language learning. Students can work individually, in pairs, in smaller or larger groups; they can participate in whole-class interaction and teacher-led discussions.

Various pedagogical approaches are important to facilitate the learning experiences of students. For example, guiding questions provide students with a point of departure to express themselves in oral and written form. Project-based activities give students the opportunity to be responsible for their learning while at the same time benefiting from and appreciating the input of peers. In project-based activities different types of evaluation: peer, teacher and self, ensure regular feedback. Interactive activities involve all students in discussions, debates and role-play. Skits, presentations, and other interactive activities can be audio or video recorded.

Co-operative learning is a pedagogical approach whose emphasis is placed on group work. Students work as a team to reach a common goal. Co-operative learning calls upon the contribution of each member of the group. It encourages more constructive interpersonal relations based on mutual help, confidence and encouragement. It also develops a more positive image of oneself by highlighting individual strengths. The teacher’s role in co-operative learning is that of an observer, guide, and facilitator. Students being responsible for the final outcome become more autonomous and more active participants in the learning process.

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The use of ICT in the classroom provides opportunities for the students to acquire and develop skills in a different medium. Teachers can post activities to which students can have access. They can encourage students to keep electronic portfolios, exchange e-mail, or create web-sites.

2.3. Resources

Materials in the ESL classroom provide an excellent opportunity to integrate the areas of interaction and the IB fundamental concepts. Literature, current affairs and documentaries provide starting points to discuss and investigate issues that are at the heart of the MYP.

Non-literary resources and examples of popular English literature are easily accessible. They provide high interest materials for second language learners that are familiar and popular, for example, music and magazines.

Information and communication technologies (ICT) are important to language learning. They provide valuable examples of authentic English culture and language that can easily motivate students. Students learn to become skillful in using communication technologies which gives them additional opportunities to acquire knowledge about the world. Video and audio texts should be explored in the English language classroom. They can be combined with oral activities preceding or following them, like predictions, discussions, reviews, etc. Writing can also be explored in the form of scriptwriting in teams, changing the perspective or point of view, writing a critique, adding a new character, writing the idea for a sequel, etc. ICT can be applied to produce video-clips to advertise the movie or documentary, web-pages containing the students’ work on it, news reports, and interviews with spectators who have watched it, etc.

Resources

Literature – novels Most classic novels are available in adapted form for the early years of the MYP. However, enriched students should eventually be able to understand original versions. Popular teenage literature (The Outsiders, The Pigman) still prove relevant, while contemporary classics are also excellent (Diary of Anne Frank, To Kill a Mockingbird, Animal Farm). A variety of literature: fantasy, mystery, adventure, historical, and most adult literature is suggested including authors from English Canada. Choices for novel studies can be made from a wide range of award-winning literature Governor-General Awards, Canadian Literature Awards, Newbury Awards and many literary websites.

Short stories Short stories are an excellent way to introduce literature in the classroom. Both Canadian and international writers offer themes that involve the areas of interaction. Short story collections are available for classroom use at different levels of difficulty. On-line stories can also be found on numerous websites.

Poetry An introduction to poetry can be started in the ESL classroom. Simple forms of poetry like limericks, haiku, and free verse create opportunities to play with language. Reading and analysing poetry introduces vocabulary, style and form. Poetry anthologies exist that include a variety of time

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periods, forms and nationalities.

Theatre Drama can be used throughout the MYP to develop and practice language skills. Simple role plays, improvisation, and readers’ theatre give students a chance to take risks while practicing their second language. Studying authentic plays, from Shakespeare to contemporary authors, provide teachers with an enriching and challenging body of work to develop learning situations and class projects.

Magazines & Newspapers

Written media offer opportunities to introduce current affairs and global issues. Newspapers are readily available and often free to educational institutions. The teaching of text analysis and critical thinking skills through media issues encourages opportunities for discussion as well as models for writing and producing texts.

Video, Documentary – Film

The visual medium of film and documentary is an excellent tool to use in the classroom. However this medium must be used in context with specific learning objectives. Students will learn to use critical perspective while understanding the process of media production.

Animation, Comics A highly popular form of text, comics are an excellent way to reach students who are reluctant readers. Animation and the highly popular anime encourage reading and opportunities for students to produce their own texts.

Miscellaneous Resources for the classroom are infinite and depend on the themes developed. Any text, written or visual, can prove useful in the classroom: songs, recipes, letters, games, emails, posters, surveys, radio, and advertisements.

Dictionaries

Students should have access to bilingual dictionaries (French-English, English-French) but as they progress in the mastery of the language, they are encouraged to use unilingual dictionaries (English-English). The advantage of this approach is simple; it allows the language-learners to expand their vocabulary and accelerates the development of the students’ ability to think and reflect in the target language.

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The use of a thesaurus is equally enriching for students, giving them a wide range of vocabulary options, allowing them to avoid over-used words and expressions.

2.4. Activities

Learning goes beyond the classroom and therefore resources in and outside of the school can be used effectively to teach ESL. By including the community into the classroom teachers can explore a multitude of learning opportunities. Activities in the ESL classroom can create openness and foster a positive learning atmosphere.

Activities

Guests in the classroom There is a wide range of interesting people that are willing to come into the classroom and speak about their passions and professions. This is an invaluable resource that can be used in the class. Examples: local groups (SPCA, HEMA Quebec), food banks, church groups, cultural groups, international organizations (Amnesty International, Oxfam), parents, former students, volunteers, etc.

Visits and Trips Organized activities and trips are excellent ways of enriching the classroom curriculum and emphasising the areas of interaction. Students become active, co-operative learners when exposed to real life learning experiences. Exposure to new cultures and issues create open-minded and caring individuals. Examples: museums, parks and memorials, cultural and religious institutions, municipal and provincial installations, etc.

Activities Thematic projects and activities organised by teachers and classes create a rich learning atmosphere. These activities give a sense of community in which everyone co-operates and collaborates. Many projects can be used as cross-curriculum links and integrate the areas of interaction. Examples: display booths; job fairs; festivals; historical, cultural and international recreations; celebrations of holidays, religious and cultural events, etc.

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Annex I English (Language B) Enrichment Programme

School: __________________________________ Date: __________________

MYP Year

Resources/Topics

Language content/ Competencies/

Skills developed

Pedagogical approaches/

Activities

Expectedoutcomes

Assessment Links

FC AOI IB Learner Profile

1

2

3

4

5

Notes:

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Annex II English (Language B) Enrichment Programme- Example

School: _____École Internationale_______ Date: ___1 April 2222______

MYP Year

Resources/ Topics

Language content/ Competencies/ Skills developed

Pedagogical approaches/ Activities

Expected outcomes

Assessment Links

FC AOI IB Learner Profile

4

Romeo and Juliet, by Shakespeare

Storybook version, Cassette

C1: Interacts orally in English

C2: Reinvests understanding of text

CCC9:Communicates appropriately

Guiding Questions: What is love? What are the consequences of hidden relationships?

Students will learn the narrative style and rewrite the story in a modern context. They will interact orally on the guiding questions.

Students will be able to reflect on hidden relationships and share their opinions.They will be able to use their knowledge of the narrative style and the story of Romeo and Juliet and adapt it to a modern setting.

C1: MYP Criteria A and B

C2: MELS evaluation of production

Communication

Health and social education

Reflective

Knowledgeable

Uses of animals by people throughout the ages

C1: Interacts orally in English

C2: Reinvests understanding of textC3: Writing and Producing textsCCC 4: Uses creativity

Project:Production of an ad or a pamphlet on animal rights. Students will use the writing and the production process.ICT

Students will be able to research and make their opinion on this subject.They will use different means to produce their ad.

C3: Rubric Cultural awareness

Homo FaberEnvironment

InquirersRisk-takers

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MELS IBOAims

o Construction of World-Viewo Identityo Empowerment

Fundamental concepts Holistic Learning Intercultural Awareness Communication

Broad areas of learningo Health and Well-Beingo Environmental Awareness and

Consumer Rights and Responsibilitieso Citizenship and Community Lifeo Media Literacyo Personal and Career Planning

Areas of interaction Health and Social Education Environment Community and Service Approaches to Learning Homo Faber

Role of the student12

o Speaks English in all classroom situations

o Takes risks with language and ideaso Interacts respectfully and cooperates

with otherso Participates in maintaining a positive

learning environment.o Develops an attitude of respect and

openness to English cultures.o Participates in some decisions

regarding topics, tasks and ongoing evaluation.

o Carries out tasks with as much regard for the process as for the product.

o Demonstrates individual accountability when working with others.

o Requests, provides, and integrates feedback from others.

o Seeks to learn from the teacher’s and peers’ use of language, processes, strategies and resources.

o Regulates own competency development

o Supports other students’ learning

IB learner profile Inquirers Knowledgeable Thinkers Communicators Principled Open-minded Caring Risk-takers Balanced Reflective

Annex III: Comparative Table of MELS and IB Expectations

12 Enriched English as a Second Language, Programme de formation de l’école québécoise, secondaire 2e cycle (version approuvée), 2006, MELS, p.14

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LIST OF ABBREVIATIONS

AoI Areas of Interaction

EESL Enriched English as a Second Language

ESL English as a Second Language

FC Fundamental Concepts

IB International Baccalaureate

IBO International Baccalaureate Organization

ICT Information and Communication Technologies

MELS Ministère de L’éducation, des Loisirs et du Sport

MYP Middle Years Programme

SÉBIQ Société des établissements du baccalauréat international du Québec

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BIBLIOGRAPHY

English as a Second Language, Core Program, Programme de formation de l’école québécoise, secondaire 1e cycle (version approuvée), 2004, MELS

Enriched English as a Second Language, Programme de formation de l’école québécoise, secondaire 2 e

cycle (version approuvée), 2006, MELS

IB learner profile booklet, IBO, 2006

K.Torrisi, Investigate a book. http://www.kurwongbss.eq.edu.au/thinking/Bloom/investigate%20a%20book%20the%20blooming-smart%20way.doc (2 April 2007)

MYP Guide, Language B, 2006

The writing process. http://www.angelfire.com/wi/writingprocess/index.html (12 March 2007)

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