Issues in Education for English as a Second Language Learners

Identification 

    As a result of no provincial standardized instruments and procedures for identification of ESL learners, there is an inconsistency across school boards. Without standardized instruments, school personnel can easily overlook ESL learners who are conversationally competent, but struggle with cognitive academic language proficiency. Additionally, there is no clarity or agreement on coding of ESL learners. The current coding system only reports Canadian-born or foreign-born statuses and neither capture the needs of ESL learners nor facilitate meaningful tracking of progress among the diverse ESL populations (Coalition for Equal Access to Education, n.d.).

ESL Funding

    ESL funding is provided to students, Kindergarten to Grade 12, who have a lower proficiency level in English. Although the federal government is responsible for immigration, provincial governments are responsible for the education of these ESL students. School boards receive funding for English as a Second Language based on the number of students born in a country where English is not the first or standard language, and who have been in Canada for four years or less. Funding for English as a Second Language programs has increased slightly but, despite repeated recommendations, the province has not changed its ESL funding practices to ensure that the funding reaches the ESL students who need it. Although boards are not required to spend their ESL funding on ESL programs, this funding assists these students to achieve grade level expectations in all curriculum subject areas. Funding is provided for a maximum of seven years for each eligible ESL funded student. Additional funding, however, is available for all foreign-born students to provide enhanced support (People for Education's Annual Report on Ontario's Schools, 2011).