In December 2004, the Department launched the development of an English as an Additional Language curriculum framework that would provide a common base for EAL programming in Manitoba.
A draft version of English as an Additional Language (EAL) and Literacy, Academics, and Language (LAL) , Kindergarten To Grade 12, Manitoba Curriculum Framework of Outcomes was released for consultation and review in 2006. Following extensive feedback from the field, the refined and revised document is currently expected to be published in fall 2011. The current draft, retitled Manitoba Kindergarten to Grade 12 Curriculum Framework for English as an Additional Language (EAL) and Literacy, Academics, and Language (LAL) Programming is available here for review and feedback. Contact Diana Turner or Jayesh Maniar for further information.
The specific sections of this document are available for download as PDF files .
Section 1: Overview (1.15 MB)
The overview sets out the goals and principles for EAL/LAL programming in Manitoba schools, as well as a description of the students, the EAL/LAL Stages, the relationship of the Framework to other provincial curricula, programming models, and practical information related to welcoming and planning for new students who are learning EAL.
Section 2: Connecting Theory and Practice (845 KB)
This section summarizes theoretical approaches and research informing the development of the EAL/LAL curriculum framework. It includes important theories and principles of second language acquisition, general learning, and intercultural education that provide the foundations for the EAL curriculum framework. Also discussed are the expansion of the concept of communicative competence to include academic language proficiency and implications for the classroom.
Section 3: Domains of EAL Learning (1.10 MB)
The four domains of EAL learning are comprised of four areas of knowledge, skills, strategies, and attitudes that students need to become proficient in the use of the English Language for social and academic purposes and to become an interculturally competent citizen. The four domains are: Linguistic Competence; Contextual Applications; Intercultural Competence and Global Citizenship; and Strategic Competence. Clusters and strands identify components of each domain. The domains are complementary and overlapping elements of a comprehensive curricular approach. The EAL domains are based on the assumption that the learner has near age-appropriate schooling experiences and have strong literacy skills in one or more language. For students with disrupted schooling, see the adaptation of these domains in Section 5.
Section 4a: Early Years EAL Acquisition Continuum (772 KB)
The clusters and strands of each domain are described at each stage of an Early Years student's acquisition of EAL.
Section 4b: Middle Years EAL Acquisition Continuum (868 KB)
The clusters and strands of each domain are described at each stage of a Middle Years student’s acquisition of EAL.
Section 4c: Senior Years EAL Acquisition Continuum (930 KB)
The clusters and strands of each domain are described at each stage of a Senior Years student's acquisition of EAL.
Section 5: Domains of Middle and Senior Years LAL Learning (647 KB)
The EAL domains have been adapted to focus on Literacy, Academics, and Language (LAL) for Middle and Senior Years students who have not had the opportunity to develop strong literacy skills and necessary schooling foundations in any language.
Section 6: Middle and Senior Years LAL Acquisition Continuum (4.57 MB)
The EAL clusters and strands of each domain have been adapted for students moving through two phases of Literacy, Academics, and Language (LAL).
Section 7: Assessment of EAL andLAL Learners (800 KB)
This section sets out the policies and practices relevant to assessment of EAL learners. It draws on general assessment policies and practices, as well as research and effective practices concerning EAL, bilingual education, and additional-language learning. Effective practices concerning the initial reception, assessment, and ongoing monitoring of progress of EAL and LAL learners are discussed in detail. The student-specific planning process as it relates to EAL learners is described and a sample template provided. The section also includes information about the "EAL" or "E" Senior Years course designation.
Also available in the final document: suggested templates for initial assessment and individual educational planning; glossary; and references.
Feedback Form ( 128 KB)
Manitoba Education welcomes your response to this document and invites your feedback.