English Additional

Language Club
Meghan Oliver
Mission Statement
The purpose of the EAL Club is to further support and teach
English Language Learners and newcomers in a safe and
welcoming place as they learn English and navigate their new
community outside of the classroom while building meaningful
connections.
 The Need
According to Statistics Canada, 52,000 immigrants
settled Winnipeg between 2011 and 2016. They
project that there would be a rapid increase in the
ethnocultural diversity indicators relating to an
immigrant’s “birthplace, generation status,
languages, visible minority status and religion”
(Statistics Canada, Immigration and Diversity, 26)

The immigrant population in Winnipeg is projected

to increase from 20.7% from 2011 to 29.2%-
40.5% by 2036 (surpassing the Canadian average
in the ethnocultural diversity indicators)
The Need
2011: 21% of
2036: Manitobans having a
Mother Language Manitobans had a
mother tongue other than English
Other English or mother tongue other
or French is projected to increase
French than English or
between 27- 35 %
French.

Visible Minorities 2011: 13% of 2036: Manitobans being a visible

(non white or Manitobans were Minority is projected to increase
Visible Minorities
Indigenous) between 30- 40%

2011: 5% of By 2036: Manitobans having a

Non-Christian Manitobans were not non-Christian religion is projected
Religions Christians to increase between 8- 11 %
The Need
Low Level Or Interrupted
Education
Education levels between
newcomer students and their
parents differ. Some parents
face
→ and connecting back to
First Language
Learning a new language is
difficult so it is important use
the student’s L1 and culture as
they learn English to make
connections.
No Voice or Control
Refugee students learning a
new language and who are
traumatized need a sense of
control and direction in their
life and education → give
more diverse way of learning
culture.
Trauma
Students that have faced
trauma have unique
needs and it is important
to acknowledge that their
trauma does not define
them and their support
and coping may look
different.
Isolation
Building a community of
empathy in the school
between the teachers,
staff, students, and the
newcomers creates a
place where the students
can feel safe and
welcomed.
Staff
Need for compassionate
individuals who can assist
students who are living with
trauma is crucial since students
can display hyper-arousal,
avoidance, withdrawal or
disassociation when triggered →
need for coping development. No
learning can take place if students
are trapped by trauma.
 Targeted Needs Writing Comprehension

Grammar Skills, Spelling, Word

Recognition, Sentence
Speaking Comprehension
Structuring, and Making
Connections.
Pronunciation, Articulation, Wr
itin
Contextual Understanding, g

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Reading Comprehension

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Phonemic Awareness,

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Grammar, Vocabulary Word Recognition,

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Development, and Contextual Understanding,

Reading
Conversational Skills Making Connections,
Making Inferences, Asking

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Questions, and

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Distinguishing Text
Importance

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Community and Social

ity
Development a
Traum Mental Health Support
Familiarity with the School
Community and Empathetic Trained SafeTalk
Neighbourhood Community, and Trauma Informed Care
Making Connections with Staff Who Can Help Redirect
Peers Triggers & Support Students
Needs.
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Posters

Info: Goal:
- Using visuals help
Who?
further understanding
What?
about what the clubs
When?
strives to do.
Where?
- Using the word welcome
Why?
in different languages to
&
show the inclusive and
How?
diverse representation
of the school.
Connections to Curriculum

English English Social Studies Arts

Additional Language Arts & History Curriculum
Language Curriculum Curriculum
Curriculum

❏ Linguistic ❏ Speaking
❏ Exploring ❏ Making
Competency ❏ Reading
different ❏ Creating
❏ Contextual ❏ Writing
cultures and ❏ Connecting
Applications ❏ Viewing
values. ❏ Responding
❏ Intercultural ❏ Listening
❏ Leadership
Competency ❏ Representing
❏ Connection to
❏ Global
individual,
Citizenship
Community
❏ Language and
and Society.
Learning
Strategies
Barriers to Inclusion Students coming in from a
reserve or have interrupted
Cultural Awareness, learning will benefit from extra
Teaching English, & one on one help with English,
Familiarizing them with making connections &
the Canadian School familiarizing themselves with the
Systems & Society. urban setting.
FREE! No cost to the
students and it is during
lunch hours (if students
have to go home to look
after their siblings or
have jobs they can still
benefit)

English Language Cognitive & Physical

Indigenous LGBT2SQ+ Low Income
Learners Exceptionalities

The Club is held on the first Is a safe welcoming space where

floor so there is no
accessibility restraints and the
usage of Augmentative and
Alternative Communication
can assist students with
Cognitive Exceptionalities
students from diverse ethnic
backgrounds can feel safe
expressing their identity and learn
about inclusive language (while
teaching grammar introduce
they/them as singular.)
Logistics
● Commitment: Low, Drop Ins
● Three Days a Week (Monday, Welcome
Time ●
Tuesday, Wednesday)
During Lunch Hour from 12:03- 1:08
● Sign In Sheet: Record the Number of
Students → Project How Many Will
Come

● In My Classroom on the First Floor

Space (Room 120)
● Accessible for All Students

● Teachers, Educational Assistance, ● Students with Cognitive Exceptionalities

Volunteers (10:1) should have some form of AAC or
Resources ● White Board foundation for communication (visuals).
● Activity Books ● Different Types of Chairs

For Miscellaneous School Supply Fundraising For Events or Projects

Budget, Fees & Resources. ● Mom’s Pantry
● Laura Secord Chocolates
Fundraising ●
●
$200.00
No Membership Fee ● Cultural Food Sale

● Media Release ● Meet with parents to talk with them one

● Walking Field Trip Forms on one about the forms at an info night.
School Use Forms ● Personal Device Use Form ● Safe Food Handling Requirements
● Fundraising Forms Document
School Forms
Fundraising Forms
Schedule
Monday Tuesday Wednesday Thursday Friday

25 Topic: 26 27 Topic: 28 1 Topic: Occupations

Occupations Occupations Activity: Reading
Activity: Sharing Activity: Hangman w/ Books and Game Show
Interview w/ Sentences Sentence Frames Quiz
Focus on Speaking Focus on Reading and
Focus on Writing
Comprehension: Listening
Comprehension:
Pronunciation, Comprehension:
Vocabulary &
Vocabulary & Connect to Vocabulary &
Structure
L1 Inferences

4 Topic: Grammar 5 6 Topic: Grammar 7 8 Topic: Grammar

Activity: Noun, Verb, Activity: Writing Activity: Reading and
Adjective Charades Grammar Books Identifying
Focus on Writing Focus on Reading
Focus on Speaking Comprehension: Comprehension:
Comprehension: Grammar, Word Grammar & Text
Grammar & Recognition & Connect Importance
Vocabulary to L1 Structure
Short Term Goals
● Get regular attendees.
● Have students feel safe and welcome while they
familiarize themselves with the space.
● Work on introduction statements and improve
vocabulary of the parts of speech.
● Have conversations together about their interests
and lives.
● Learn how to write the alphabet, learn the tenses
of words, and sentence structures.
● Articulate and recognize phonemes while
reading.
● Listen and making connections while talking with
others → ask questions.
● Improve academic success.
● Increase student’s self-esteem and confidence.
Long Term Goals
● Increase student’s self-esteem and confidence.
● Create lasting connections with each other and
the community.
● Bring in community and cultural leaders and
families to help support and celebrate the
students’ progress.
● Foster a passion for reading, speaking, and
writing in English through diverse mediums.
● Improve academic success.
● Teach life skills.
● Have students feel safe to share and overcome
their traumas in their own time.
● Demonstrate their learning and identity through
student driven and idea representations (e.g.
Multilingual Community Mapping Book).
● Transition leadership from teacher generated to
student generated to further address the
students’ needs and interests.
 Example of a Student Interest Project
Multilingual Community Mapping
Book:

- Created by two boys who I

worked with every day from
Tuesday- Friday for two months
to improve their English
comprehension skills.
- Goal: to use their English skills,
reflect on their experience in
their community, and to find
places to help future newcomers
arriving in their community
while learning English.
Questions ??
References
https://benchmarkeducation.com/best-practices-library/comprehension-strategie
s.html

https://www.cbc.ca/news/canada/%20manitoba/teachers-challenges-refugees-1.
3910348

https://cdn.shopify.com/s/files/1/0934/3884/files/mp_en_infokit_2018_2019_v1.p
df

https://cdn2.sportngin.com/attachments/document/6057-1633212/MEDIA_RELE
ASE-2019-2.pdf

https://www.edcan.ca/articles/a-culture-of-care-and-compassion-for-refugee-stu
dents/

https://www.edcan.ca/articles/the-peaceful-village/
References
https://www.edu.gov.mb.ca/k12/cur/arts/drama/poster.pdf

https://www.edu.gov.mb.ca/k12/cur/arts/visual/poster.pdf

https://www.edu.gov.mb.ca/k12/cur/ela/docs/s2_framework/s2_fulldoc.pdf

https://www.edu.gov.mb.ca/k12/cur/eal/framework/section4c.pdf

https://www.edu.gov.mb.ca/k12/cur/socstud/foundation_gr9/grade_overview.pdf

https://www.fluentin3months.com/reading-writing-speaking-and-listening/

https://www.mastersinesl.org/teaching-esl/best-practices-for-teaching-esl-speaking
-reading-and-writing/
 References
https://www.pembinatrails.ca/WhatWeOffer/SafetyHealthandEnvironment/Health/Docu
ments/Food%20Safety/School%20Requirements/Safe%20food%20handling%20requir
ements%20for%20parents.pdf

http://www.readingrockets.org/article/english-language-learners-and-five-essential-co
mponents-reading-instruction

https://static1.squarespace.com/static/530e32e2e4b02e9cbe11317b/t/540626bee4b0a
8b3682d500c/1409689278995/WALKING+FIELD+TRIP+PERMISSION+FORM+2014-
15.pdf

https://www.teachingenglish.org.uk/article/english-clubs

https://www.teslontario.org/uploads/news/CaringforSyrianRefugeeChildren.pdf

https://www150.statcan.gc.ca/n1/en/pub/91-551-x/91-551-x2017001-eng.pdf?st=kF8ql
Xcq