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When organizing for instruction, the goal is to match each English language learner to the most appropriate program or class and ensure teachers have access to the support and resources they need to meet the student’s learning needs. Instructional supports need to be responsive to the student’s academic and language learning abilities, needs and interests and these supports should be revisited and adjustments made, as necessary, as student needs change.

Reflecting on School Practices: Organizing for Instruction

1: not evident, 2: emerging, 3: evident




The levels of the Alberta K12 ESL Proficiency Benchmarks inform organizational decisions.

Differentiated instructional practices are used with English language learners to support the acquisition of academic language necessary to access curricular content.

Opportunities are provided for small group instruction for students at Levels 1, 2 and 3 for part of the day.

Within the larger classroom, English language learners at Levels 1, 2 and 3 receive explicit language instruction appropriate to their proficiency levels.

School staff collaborates to plan intervention and support for individual students who are having difficulties.

Appropriate support is provided to students who have a background of limited formal schooling.

Staff are organized to best meet the needs of English language learners in the classroom.

Collaborative relationships with relevant community partners have been established to provide support to students and their families.

Library and classroom materials reflect multiple perspectives and cultural and linguistic diversity.

Library and classroom materials have curricular resources at a range of reading levels and appropriate interest levels.

Home language supports, such as dual language materials or translation resources, are available.

Access is provided to technologies, such as language learning software, text/speech tools and online resources.