English as an Additional Language
Aboriginal English as an Additional Language (EAL) Background and Initiatives
The Manitoba ESL Program Review and the resulting ESL Action Plan (2005) drew attention to the need to develop a strategy to address the experiences and needs of Aboriginal EAL learners in Manitoba. The change to the more inclusive and comprehensive term “English as an additional language” is a positive beginning, as it suggests learners of English may already speak a number of languages and dialects, which is often the case for many Aboriginal learners. The term “EAL” also reflects an orientation to language learning that values and encourages linguistic diversity and sees the teaching of English as an additive process.
Several other general initiatives that are relevant to Aboriginal EAL learners in K-12 also came about in response to the Action Plan:
- Enhancement of the EAL Student Support Grant
- Actions to address ethnocultural equity by improving Manitoba’s capacity to respond appropriately to school and community diversity and to enhance anti-racism education
- Development of an EAL Curriculum Framework, projected for release in 2009.
- Establishment of a full-time EAL consultant position
- Establishment of accountability measures through the Categorical Grant Review process
More specifically, Action 2 of the ESL Action Plan highlighted the Department’s intent to work collaboratively with schools, Aboriginal organizations, and communities to address the linguistic diversity needs of Aboriginal learners by:
- researching and studying the linguistic diversity of Manitoba’s Manitoba’s Aboriginal student population and English as a Second Dialect (ESD) issues
- developing a teacher support document on Aboriginal linguistic diversity and best instructional and programming practices
- developing culturally appropriate and relevant EAL programming resources and supports
- encouraging and supporting school divisions in developing initiatives to address the EAL, ESD, and Aboriginal languages learning needs of Aboriginal learners
MECY began a period of study and consultation in order to develop a common understanding among Manitoba educators of the linguistic diversity of Aboriginal learners and their needs and of what is considered appropriate EAL programming and supports for Aboriginal K-12 EAL learners. A review of literature related to the teaching of Standard English (SE) dialect to Aboriginal learners was initiated. This review was originally prepared as a background and information piece for The Ways We Speak, a provincial symposium on EAL and Aboriginal learners, which was held on February 22-23, 2007. The final version includes additional information and literature accessed following the symposium.
While the review is primarily aimed for the Canadian Prairie context, particularly Manitoba and Saskatchewan, it also has relevance to those teaching dialect/vernacular speakers in other parts of Canada and in other countries, particularly regarding marginalized or disempowered groups.
