Students who are learning English as an additional language (EAL) require programming and instructional supports to develop English fluency, achieve grade level expectations in English and other subject areas and reach their full potential. For information on coding and funding for students who are learning EAL, refer to the Funding Manual for School Authorities.
Senior high schools with students who are learning English as an additional language should refer to Organizing for EAL Instruction for Senior High Schools located on the Supporting English as an Additional Language Learners web page. School authorities may also offer English as an Additional Language or locally developed courses to address the needs of EAL learners.
Annual language proficiency assessments and ongoing monitoring and documentation of students’ language proficiency development is required to inform instructional planning and the provision of timely and appropriate learning supports.
A child/student who was born outside of Canada and has entered Canada as a refugee will typically require EAL or Francisation supports as well as significant additional supports and services to address considerations such as limited or disrupted formal schooling experiences and possible exposure to traumatic events while adjusting to an unfamiliar language and culture.
The Alberta K–12 English as an Additional Language Proficiency Benchmarks (Benchmarks 2.0), located on the Supporting English as an Additional Language Learners web page has been developed to guide EAL programming and to support teachers in assessing and reporting the progress of students' English language development.
For more information, see the English as an Additional Language Policy or email [email protected].