English 
                          as a Second Language
                                                                                                                                     Common Introduction to the
                                                                                                                                     Two ESL Programs: Core and Enriched
                                                                                                                                     There are two Secondary Cycle One ESL programs: C o r e                                                      situations  with  relative  ease. Core  ESL  students  begin
                                                                                                                                     ESL and Enriched ESL (EESL). These programs have been                                                        t o   develop  fluency  and  accuracy, while  EESL  students
                                                                                                                                     designed to better meet the needs of different students and                                                  continue to develop the fluency and accuracy they have
                                                                                                                                     to provide them with a challenging learning environment.                                                     already acquired. They reflect on their personal language
                                                                                                                                     While Core ESL students continue their progression from                                                      d e v e l o p m e n t , and manage s t r a t e g i e s and resources more
                                                                                                                                     the regular elementary program, EESL students are equip-                                                     autonomously than Core ESL students.
                                                                                                                                     ped to go beyond the Core ESL program. Most EESL stu-                                                        In both programs, students explore authentic 
                                                                                                                                     dents have completed an intensive English program at the                                                                                                                                   t e x t s : p o p u-
                                                                                                                                     elementary level or have had other enriching experiences                                                     l a r, literary and information-based.Core ESL and EESL stu-
                                                                                                                                                                                                                                                  dents listen to, read and/or view 
                                                                                                                                     in English.                                                                                                                                                         t e x t s that are appropriate
                                                                                                                                                                                                                                                  to their age and interests. Because EESL students have
                                                                                                                                     Core ESL students focus on their language development in                                                     attained a  higher  level  of  language development, t h e y
                                                                                                                                     order to improve their ability to communicate in situations                                                  exploit a much broader range of text types and demon-
                                                                                                                                     that correspond to their age, needs and interests. Th e s e                                                  strate their understanding of t e x t s through more complex
                                                                                                                                     students need considerable guidance from the teacher to                                                      responses and tasks.
                                                                                                                                     interact in English. EESL students, h o w e v e r, are already                                               Core ESL and EESL students use p ro c e s s e s to write and
                                                                                                                                     confident second language learners. They focus on using                                                      produce texts. They experiment with these p ro c e s s e s a n d
                                                                                                                                     English with increasing fluency and accuracy to explore a                                                    personalize them over time. Core ESL students progress
                                                                                                                                     wide variety of issues and to exploit response, writing and                                                  from using models to write and produce texts to creating
                                                                                                                                     production p ro c e s s e s more fully.                                                                      their own original texts. EESL students have a more exten-
                                                                                                                                     Students in both programs continue to develop the three                                                      sive language re p e rt o i re which allows them to expand
                                                                                                                                     ESL competencies found in the elementary school program–                                                     their use of the p ro c e s s e s, and to focus on their creativity
                                                                                                                                     interacts orally in English, reinvests understanding of texts,                                               and personal style. Students in both programs reflect on
                                                                                                                                     and writes and produces texts.                                                                               their  learning  throughout  the  p ro c e s s e s. EESL  students,
                                                                                                                                     Oral interaction is essential for learning English. Core ESL                                                 because of their communicative competence, are better
                                                                                                                                     students build a basic language re p e rt o i re while carrying                                              able to notice their own errors and offer corrective feed-
                                                                                                                                     out tasks and sharing their ideas,feelings and opinions.E E S L                                              back to their peers.
                                                                                                                                     students already have the basic language they need to
                                                                                                                                     converse in English;they continue to expand their 
                                                                                                                                                                                                                        l a n g u a g e
                                                                                                                                     re p e rt o i re and participate in a variety of communicative
                                                                                                                                                                                                                                                                                                                                                       Chapitre 5
                         Programme de formation de l’école québécoise                                                                Domaine des langues                                                                                                                        English as a Second Language
                        English as a Second Language,
                              Core Program
             Making Connections: English as a Second Language, Core Program                                                                                                                                                          582
             and the Other Dimensions of the Programme de formation
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                            produces texts                                                                                                                                                                  in English
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                    Aims of the Programme de formation                                                         y
                    Broad Areas of Learning
                    Cross-Curricular Competencies
                    Subject Areas                                                                                                                                Reinvests
                   Subject-Specific Competencies in ESL                                                                                                  understanding of texts
                 Programme de formation de l’école québécoise