English+as+an+Additional+Language+(EAL)


 * ENGLISH AS AN ADDITIONAL LANGUAGE (EAL)**


 * //Description of special needs-//**

English as an Additional Language (EAL) can be defined as “students whose primary language is not English and who are limited in their abilities to use oral or written English [and] are attending [English] schools (Peterson and Hittie 2003, pp. 195).” In the past, these students were referred to as English as a Second Language (ESL) Learners, however, it is becoming more common that these students may know more than one language prior to learning English, hence the change from “Second” to “Additional” ([|Manitoba Education]).
 * Definition:**

Assessment of EAL learners before they enter the classroom is essential for a teacher and school to accurately plan a program for the student to reach their potential. It is important to know the student’s educational background including their achievements as well as their ethnicity and first language. All these things will help the teacher tailor a program that the student will feel comfortable in. It is advantageous for the teacher to know something about the culture from which the student is from. This will hopefully help the teacher to be more culturally sensitive. EAL students will feel less anxious about their new classroom setting, if the teacher is aware of the students’ culture. Initial language assessment can be done partially in the student's primary language. How a student adapts to school as an EAL student depends greatly on their language abilities in their first language. Students should feel that they belong in the school and that their language is valued by the fellow students and teachers.
 * Initial Assessment:**

[|Qualifications and Curriculum Authority]

There are a number of ways a teacher can assess EAL learners. No one method of assessment should be solely used. It is essential to use a variety of assessment tools in order to get a properly evaluate the student's improvement. Many students go through a ‘silent period’ and just absorb information. Many need to become familiar with the class and the structure of the school and its dynamic before they feel comfortable participating in the class. Instructions should be explained using a variety of commands. Visual supports as well as written and oral instructions are beneficial to an EAL learner. Be conscious of students’ abilities when making groups. Allow EAL learners to use self evaluation and to use their first language for reflection and self-assessment
 * Assessment:**

Two of the broad primary assessment methods are:

1) Assessment //for// Learning- classroom assessment to improve learning.

2) Assessment //of// Learning- the measure of what a student can do.

//Assessment for learning// is a very useful form of assessment. In Assessment for learning, teachers conference with students and set appropriate goals that should be strived for. There should be ongoing feedback so the student knows what to do in order to improve their language skills. A teacher must never think that a student has reached a plateau. It must always be expected that a student can improve no matter what their abilities or background. Students review and reflect on their work and achievements. Students need to participate in their own evaluations and constantly raise their level. It is important for students to understand that they are capable of learning and progressing. This will help their self-esteem, confidence and motivate them to reach further goals. Assessment for learning is an essential part of a solid teaching and learning strategy.

//Assessment of Learning// shows what level a student has achieved or what they can do. An example of this is a test or exam.

[|Qualifications and Curriculum Authority]

Portfolios A Portfolio is an array of student work that represents their learning progress in all areas. This could be in the form of audio recordings of readings and presentations. Students can hear if their speech is not hinderd by their accent, increasing vocabulary or if they are becoming more fluent. Tests and quizzes can also be in their portfolios along with reading and reflection journals, which can be partly written in first language. Primary language reflection is beneficial to EAL learners to link English to their primary language. A teacher can’t expect to know every language spoken in the classroom but there are great online resources that a teacher can use to help students such as bilingual quizzes, tests and activities.

Language Portfolios A language portfolio is an array of the student’s work that shows learners improvement in English. The work shown in the portfolio is a selection that has been chosen together by the teacher and the student. For an EAL learner a language portfolio should probably contain works in reading, writing, speaking and listening in English.

[|Collaborative Portfolio Assessment in Adult ESL]

"Demographic trends and immigration factors determine the number of students that are eligible for the EAL support grant.The majority of EAL learners are found in urban centres, though they are spread through out the province. Approximately 60% of all EAL learners were residing in Winnipeg during the 2004-2005 school year. Around 400 public schools reported having students eligible for EAL support" (Manitoba Education, Citizenship and Youth, 2008)
 * Incidence and Trends:**



__Note: FTE is an abbreviation //for full time equivalent//. Students registered in Kindergarten, French Immersion, and Français schools count as .5 FTE__

[|Manitoba Education, Citizenship and Youth]

Most immigrants coming to Manitoba in 2004 were from The Philippines, followed by Germany, Korea and India and of the total number of immigrants in 2004, 6.99% reported English as a first-language (Manitoba Immigration and Multiculturalism, 2004).

[|Manitoba Immigration and Multiculturalism]

Based on the assumption that the majority of EAL students are immigrants, below is a graph showing the increased influx of immigration into the province of Manitoba for school-aged or near to school-aged children.

[|Manitoba Education]

[|Manitoba Immigration and Multiculturalism] (pg 23)


 * Characteristics:**

According to Elizabeth Coelho (2004), the following are some of the characteristics of EAL students: Accents, Diverse Backgrounds and English language proficiency, Silent Period, Adjustment Period, Good Receptive Competence, First Language as a Component of Identity, and Well-developed first language vs. non well-developed first language Accents EAL students will all speak with an initial accent at first. Those who learn English before puberty will probably speak it with no noticeable accent. Conversly, those who learn it after puberty will probably always speak with an accent. This is because they have already refined their sound production to match the language environment where they first learned to speak. Therefore they most likely will have difficulty recognizing and producing some sounds of the new language. Accents are thought to be interesting parts of a person's speech that can be considered sophisticated or cute. Though, pronounciation practice and instruction should be provided when an accent interferes with communication and comprehension.

Diverse Backgrounds and English language proficiency EAL students have a variety of different backgrounds and circumstances. Here in Canada, many of our immigrants come from places of war or civil conflict, political or religious oppression and other human rights abuses. Also, they may come from places of where there were poor social or economic conditions, lack of educational or career opportunities. Some EAL students may have arrived last week, last year or even longer ago. The majority intend on staying, though those who arrive as international or visa students will probably leave once their education is completed. A second category of EAL students are the native-born ones. These students were born in Canada but speak a first language other than English. Consequently, they encounter English for the first time once they enter school. Some examples here in Canada of native-born EAL students would be some Mennonites, Aboriginals, French speaking communities, etc.

The diversity in backgrounds, circumstances, and levels of English proficiency mean EAL students need different kinds of English-as-a-second-language support.

Silent Period This is a phase that is seen most often in younger EAL students. It can last anywhere from a few weeks to a few months or even longer. During this phase students say very little, and what they do say usually consists of memorized phrases, not original statements or expressions. Though if this phase lasts unusually long, there could be a deeper issue such as a learning disability and the child should be assessed.

Adjustment Period For many EAL students and their families, this period of becoming familiar with a new land and a new school system is difficult. Those who come to a new school from a different country may be coping with feelings of loneliness, homesickness, displacement, and worry. Even if a family has been planning a move for a long time, once they arrive in a new country it is often a shock for adults and children.

Good Receptive Competence Most EAL students will initially have better RC (receptive competence, understanding oral and written) than PC (productive competence,their speaking and writing). For example, they can understand a phrase if they hear it but if asked to write down what they just heard they may misspell it and miss words.

First Language as a Component of Identity a) Some students may reject their first language and culture. As they enter an English language school, development may stop in their in their first language. Many children start to use English at home, and with time become less and less able to discuss ideas and experiences with their family members. This can cause negative effects on students' relationships with relatives and other members of their cultural community. b) Some students may be opposed to acquiring English if they believe that doing so will threaten their sense of identity or self-esteem. For them, their first language is a very important component of their identity and a source of cultural pride. Students who feel left out in their new school and in their society may reject opportunities to develop English and bond only with members of their linguistic and cultural group.

Well-developed first language vs. non well-developed first language EAL students who have a well-developed first language consistently went to school in their native country and came to Canada well-educated. Non well-developed EAL students come from places such as refugee camps or a background of broken education.

Families may be required to learn English due to an uprooting, which could be voluntary, such as moving for economic reasons to an area where the families primary language is not spoken, or involuntary, such as becoming a refugee of war or political agendas. Another reason for learning English as an Additional Language is the lack of use of the language in the home. Families may practice other languages in the home, and use English outside the home, making the learning and comprehension of English more difficult for the children. Children may also be exposed to informal English dialects at home, and find the formal use of the English language in school damaging to self-esteem (Faltis 1997 in Peterson and Hittie 2003, pp 195). For example, a teacher may inadvertaintly make the students feel inferior for utalizing informal English language, by not taking the time to explain that there is a time and place for informal language, while at home, and a time and place for formal language, during school hours. International Adoption could provide one instance where young children would need to learn English. As all international adoptions occur after the age of 6 months (Canada Adopts, 2008), depending on their age, some of the children may have already started to speak in their native tongue. As “overseas adoptions account for the majority of adoptions in Canada today. ([|Canada Adopts])."The Intensive English Program (IEP) at the University of Manitoba attracts non-English speakers from Quebec and all over the world. After students’ skill in English is determined, they are placed in IEP courses that will be beneficial to them. This program is meant to immerse students in English ([|University of Manitoba]).
 * Causes:**


 * Issues:**

EAL Learners from War Affected Backgrounds An increasing number of EAL learners in the province of Manitoba are from War affected backgrounds. This is a very difficult issue to deal with and must be taken into account when developing lessons and school programs. A program must be tailored that fits their experiences and background. The more schooling that was achieved in their first language the greater the chance that they would be successful in learning a second language.

[|Manitoba Education]



Drop Out Rates

Beginners drop out at a rate of almost 95% Intermediate drop out at a rate of 70% Advanced students drop out at a rate of 50%

The ability in the first language is a big indicator of how well the student will acquire an additional language. Students from war affected backgrounds need a lot more intervention support services. Extended EAL programs helped students reach higher academic levels and lowered the rate of drop outs.

[|Manitoba Education Citizenship and Youth]

Culture Shock Almost all immigrants experience culture shock in some form. The definition of culture shock is "a state of bewilderment and distress experienced by an individual who is suddenly exposed to a new, strange, or foreign social and cultural environment

[|Dictionary.com]

There are many symptoms of culture shock and different people will experience different symptoms. Some will pass quickly and some will last longer.

//Symptoms//: Anxious, depression, homesick, frustration, disorientated, irritable, immune system decline and highly critical of the new culture to name a few. Anxiety is often caused by being surrounded by the unfamiliar such as words, gestures, idioms, facial expressions, food etc. There are many micro-cultures in society and one that an EAL student will have particular difficulty with is the classroom culture.

Classroom culture Many EAL students will probably be more accustomed to formal learning environments. They may feel uncomfortable talking with teachers and working in groups and expressing opinions. Those students from war affected backgrounds who have had pauses in their schooling will also need time to adapt to the culture of the classroom. Things were probably done very differently in their old classrooms.


 * //Connection to learning-//**


 * Impact on development and learning:**

There are many theories on language learning. Some studies have shown that there is a ‘critical moment’ to learn a second language, other studies have shown this to be false. It is believed that children’s brains are more flexible and adults’ brains have lost the ability to ‘fully’ learn a language. This has promoted the belief that children learn languages easily. Because many people including teachers think children learn languages quickly they often expect outstanding results. They should be under the belief that it is as difficult for a child to learn a language as an adult. Any adult that has ever tried to learn a language knows that it is a frustrating endeavor. Children also do not have the memory techniques and strategies to acquire language and grammar rules. Teachers must be sensitive to the fact that children are just as embarrassed as adults when making mistakes when using a foreign language.

Another often presumed theory is that all students learn language the same way. There are many cultural and individual differences when taking into account a person’s learning style. Some teachers assume that when a student has mastered spoken English that they have mastered the entire language. However full language acquisition runs much deeper than just speaking. Just because a student has command of spoken English it should not be assumed that they have mastered all aspects of the language. The students need to know what nouns, verbs, adjectives, synonyms etc. are.

[|United States Department of Education]

Coelho (2004) identifies the following as useful strategies for EAL instruction: Cooperative learning Cooperative learning groups provide opportunities for EAL students to practice their English and to receive feedback that promotes language learning. In addition, there is evidence that suggests that students from some cultural backgrounds may be more comfortable in a classroom that balances more collaboration with less competitive activities and individual tasks. By focusing on the process as well as the product of group work, cooperative learning causes students to work effectively with others from various cultural backgrounds, to develop friendships that may not happen otherwise, and to experience helping others. Cooperative learning is an ideal strategy for integrating English learners into a mainstream classroom, where all the students can benefit to further their understanding and develop their problem solving skills through talking. Some examples cooperative learning activities: a) KWL Chart (shat we **Know**, what we **Want** to know, what we **Learned**) b) Think-pair-share c) Three-step interview d) Jigsaw groups e) Cooperative projects
 * Strategies:**

Providing comprehensible instruction Providing comprehensible instruction is important to second language acquisition. Input (language) is comprehensible when students can use their prior knowledge, visual support, or context to try and understand the meaning of new words and expressions. Arabic numbers, for example, are used in most of the world with only some slight differences. Seeing the numbers and hearing them named allows English language learners to use their prior knowledge to make connections the numbers and their English names. If they have a chance to watch and listen as you demonstrate addition, for example, on the chalkboard as you say each step (e.g., "three //plus// nine //equals// 12"), they will also learn the words that describe the process of addition. Lessons can be made more comprehensible for second language learners by becoming more aware of how language is used in the classroom and by providing additional extra for comprehension. Some examples of comprehensible instruction: a) //Teach key words before the lesson.// Select a few words from the textbook or the lesson that may cause difficulty and teach their meaning by providing a picture, using gestures, giving the word in the students' languages, providing synonyms, using the word in a sentence, or drawing an analogy. b) //Repeat and rehearse new words.// When you introduce a new word, say it clearly. Say the word again as you write it on the chalkboard or point to it on the word wall. Instruct students to repeat it and add the word, as well as an example of its use, into their notes. c) //Recover new words// by using them in a new setting or use recently learned words to introduce or expand a concept the students are learning about. To remember the meaning of new words, students need to hear and use the words several times in a highly useful context. d) //Provide plenty of concrete and visual support// such as models, toys, math manipulatives, pictures, charts, flash cards, vocabulary lists, posters and banners. Demonstrate using these supports and provide hands-on activities. e) //Use key visuals to present key concepts.// Key visuals are graphic organizers used by teachers such as T-charts, Venn diagrams, flow charts, concept maps, and timelines. Key visuals are used to lower the language barrier, allowing students to see relationships among ideas and to develop thinking skills, such as classifying, connecting cause and effect, following sequence, and comparing or contrasting information. f) //Simplify sentence structure.// When making classroom presentations or speaking to students individually, it is important to use direct, personal language and to avoid complex sentences and passive verbs as much as possible. For example, rather than saying "The homework must be completed and handed in by Monday," tell students: "You must finish the work and give it to me on Monday". g) //Give clear instructions//. Because EAL students may be unable to understand oral instructions quickly enough, tell all students to rehearse instructions in their group before they being a task. Provide clear instructions for homework and projects, and write page numbers on the chalkboard as you say them. Language learners may not recognize numbers when they are said quickly and may have trouble distinguishing between numbers such as //fourteen// and //forty//. Without a written representation, they may completely misinterpret simple instructions. For example, when you say "Do questions 1 to 6", they may hear this as "Do questions 1, 2, 6" or "Do question 126". h) //Be aware of figurative and idiomatic language//. When you say "Run that by me again," or "Take a stab at it!" some students may translate these expressions literally and be very confused. Avoid the use of idiomatic expressions with students who are in the early stages of learning English. Once students have developed some competence and confidence in using English, they can be taught the meaning and the use of idioms. Explain the idiom-or encourage other students to explain- and post a list of the week's idioms on the bulletin board so that they are often in sight. i) //Reduce anxiety levels.// English language learners are adjusting to a lot. At the same time as they are learning the content of their courses, they are also learning the language of instruction. They will understand more if they are not worrying. Focus less on the content and more on key concepts and skills, and acknowledge progress in language learning as well as content-based skills and knowledge. j) //Emphasize key ideas and instructions.// Pause before making an important point, make sure that all the students can see you, use gesture, raise the pitch and volume of your voice, and repeat or ask a student to do so. Give students an opportunity to go over the information orally in small groups by telling them to take one minute to make sure that everyone in the group understands what to do next or you can conduct checks to make sure that everyone in the group understands. k) //Check often for comprehension.// If you ask, "Do you understand?" some students may say yes simply to avoid more questions about what they do not know or why they do not know it. Instead, test their understanding by conducting random checks. Say, "Tell me what you have to do next," or "Show me the pages that you have to read for homework." Make all group members responsible for ensuring that everyone is on track if the students sit in groups.

Developing Reading and Writing Skills in English To understand how English text is organized and to learn to use specific reading strategies, EAL students as well as many native speakers of English- need a teacher's support and guidance. Though immersion in fiction and non-fiction helps students develop their vocabulary and knowledge of sentence structure, reading alone won't enable students to become fluent in reading. English language learners are eager to keep up with their peers, and most are in mainstream classrooms for at least part of the day. As a result, reading instruction should cover the curriculum requirements by using textbooks and other classroom resource material. EAL students need guidance and practice in how to learn and how to produce the various types of writing for specific audiences and purposes- and this instruction should be provided through guided writing activities. From a students' point of view, this model of teaching and learning can be summarized as a four-step process: 1. Show me what it is 2. Show me how to do it 3. Help me do it 4. Let me do it on my own


 * __Services and Supports:__**

Supports and Services for EAL education fall into three main categories: Family Services and Supports, Student Services and Supports and Teacher Services and Supports. The below chart indicates examples of where each category can be found, however, a more comprehensive list of supports, following the chart, with a brief write-up of each.

ENTRY Program 4th Floor – 259 Portage Avenue Winnipeg, Man. R3B 2B3 Phone: 204-943-9158 E-mail: ep_director@mts.net Website: http://www.gov.mb.ca/labour/immigrate/eal/students/entry.html

Description: Entry Program is an orientation program geared to newly immigrated people. It is a free program that is run by the Government of Manitoba. Class are grouped based on proficiency in English, which is tested by the Entry Program. The lessons focus on employment, daily tasks, immigrant special services, Canadian laws, health, and computer access.

Winnipeg English Language Assessment and Referral Centre 4th Floor – 275 Portage Avenue Winnipeg, Man. R3B 2B3 Phone: 204-943-5387 E-mail: __info@welarc.net__ Website: __[|www.gov.mb.ca/labour/immigrate/eal/students/assess.html]__

Description: Provides free assessment of English skills for qualified persons (which is defined on the website. This assessment determine the class or the free “English as an Additional Language” classes.

Locations for free English Classes for those who qualify, can be found at the following links:

http://www.gov.mb.ca/labour/immigrate/eal/students/programswpg.html http://www.gov.mb.ca/labour/immigrate/eal/students/programsrural.html http://www.gov.mb.ca/labour/immigrate/eal/students/work.html http://www.gov.mb.ca/labour/immigrate/eal/students/academic.html

or by calling the Adult Language Training Branch at 204-945-3162.

International Centre of Winnipeg 2nd Floor – 406 Edmonton Street Winnipeg, Man. R3B 2M2 Phone: 204-943-9158 E-mail: info@international-centre.ca Website : __[|www.international-centre.ca]__

Description: The International Centre of Winnipeg is a non-profit organization, “dedicated to providing a comprehensive range of services and programs that support and facilitate the integration of immigrants to Winnipeg…. [Its mission,] the provision of innovative and responsive client-centered services and programs. The gateway to mainstream and immigrant serving organizations, it is also a catalyst for citizenship promotion and education.”

Jewish Child and Family Services 123 Doncaster Street Winnipeg, Man. R3N 2R2 Phone: 204-477-7430 E-mail: jcfs@aspercampus.mb.ca Website: [|http://www.jewishwinnipeg.org]

Description: The Jewish Child and Family Services offers an opportunity for immigrants to be sponsored by the Jewish community to come to Canada. Once these sponsored immigrants arrive in Canada, the Jewish Child and Family Services centre provides EAL classes, as well as other programs to help the immigrants integration into Manitoban culture.

Welcome Place Manitoba Interfaith Immigration Council 397 Carlton Street Winnipeg, Man. R3B 2K9 Phone: 204-977-1000 E-mail: sysadmin@miic.ca Website: [|www.miic.ca]

Description: "The Manitoba Interfaith Immigration Council is a voluntary association of faith communities and individual Manitobans that ... exists to welcome and extend hospitality to all refugees/immigrants." One of the programs that the council provides in conversational EAL.

Needs Centre for War Affected Families 251-A Notre Dame Avenue Winnipeg, Man. R3B 1N8 Phone: 204-940-1260 E-mail: __info@ needsinc.ca__ Website: __[|www.needsinc.ca/index.html]__

Description: “The Needs Centre for War Affected Families provides accessible services and support to refugees, war affected adults, children and youth, victims of torture and their families.” The Centre provides: Family Programs Social Groups English Language Lessons Counseling Programs Work Training Community Outreach Programs

TEAL Manitoba. 2008. E-mail: info@teslmanitoba.ca Website: http://www.teslmanitoba.ca/links.html

Description: A network of professional EAL workers, with links to sources and resources to support the teaching of EAL students. TEAL puts on the EAL Cafe, which is an opportunity for TEAL members, and other people who are interested get together to discuss problems, in an informal setting. Non TEAL members are welcome.

English-Zone.Com Website: english-zone.com

Description: A for a fee ($30.00 USD), a mainly members only site with good games for EAL students, teachers guides, worksheets and handouts.

REGIONAL MANITOBA Westman Immigrant Services 729 Princess Street Brandon, Man. R7A 0P4 Phone: 204-727-6031 E-mail: __wesls@mts.net__ Website: __[|www.wesls.com/index.htm]__

Description: The Westman Immigrant Services is a Government of Manitoba funded organization “whose mission is to provide settlement integration services and adult English as a Second Language training to all immigrants in the Brandon Area.” The EAL classes work with the immigrants on everyday and workplace English.

Portage la Prairie International Agency 97 Saskatchewan Avenue East Portage la Prairie, Man. R1N 2G2 Phone: 204-239-8326 E-mail: mgalarneau@city-plap.com Website : [|www.plapia.com/]

Description: This agency provides a variety of supports to help newcomers integrate into Portage la Prairie. The primary function of this organization is to help people settle. Tours of the city are offered to show people around the town. They help with healthcare, housing and English classes to name a few. The website has lots of information about Portage la Prairie including shops, services and extra-curricular activities such as mini-golf.

Steinbach Chamber of Commerce; District Immigrant Settlement Program 10 Chrysler Gate Steinbach, Man. R0A 2A0 Phone: 204-326-6609 E-mail: sisp@mts.net Website: __[|www.steinbachchamberofcommerce.com/]__

The Steinbach Chamber of Commerce is a support to new immigrants when they settle into the area. In addition to helping them with employment services, it also offers access to English language programs and translation services.

South Central Settlement Chamber of Commerce; Employment Services 100 – 571 Main Street Winkler, Man. R6W 1G3 Phone: 204-325-4059 E-mail: **__scses2@mts.net__** Website: [|www.pembinavalleyonline.com/]

This site connects you to The South Central Settlement resource in Winkler, Manitoba.

=__**Works Cited**__= Canada Adopts. 2008. Adopting in Canada. http://www.canadaadopts.com/canada/overseas.shtml. January 29, 2008.

Coelho, E. (2004). //Adding English: A guide to teaching in multilingual classrooms.// Toronto: Pippin Publishing Dictionary.com. 2008. Culture Shock**.** http://dictionary.reference.com/browse/Culture%20shock. January 24, 2008

English-Zone.Com 2008 [| http://english-zone.com] January 31, 2008

ENTRY Program (2008) http://www.gov.mb.ca/labour/immigrate/eal/students/entry.html January 31, 2008

International Centre of Winnipeg 2008 __[|www.international-centre.ca]__ January 31, 2008

Jewish Child and Family Services 2008 [|http://www.jewishwinnipeg.org] January 31, 2008

Manitoba Education, Citizenship and Youth. 2006. Guidelines for the Intensive Newcomer Support (INS) Grant. http://www.edu.gov.mb.ca/k12/docs/support/ins_grant/grant.pdf. January 23, 2008.

Manitoba Education, Citizenship and Youth. 2007. Diversity and Equity in Education. http://www.edu.gov.mb.ca/k12/cur/diversity/eal/background.html. January 18, 2008

Manitoba Education Citzenship and Youth. 2008. Building Hope ppt. http://www.edu.gov.mb.ca/k12/cur/diversity/eal/hope.ppt January 24, 2008

Manitoba Education Citizenship and Youth. 2008. Changing Terminology from ESL to EAL. http://www.edu.gov.mb.ca/k12/cur/diversity/eal/changing_terminology.pdf. January 26, 2008

Manitoba Immigration and Multiculturalism. 2004. Manitoba Immigration Facts. http://www.gov.mb.ca/labour/immigrate/asset_library/en/resources/pdf/mif_web.pdf January 30, 2008

Manitoba Immigration and Multiculturalism. 2008. Collaborative Portfolio Assessment in Adult ESL. http://www.gov.mb.ca/labour/immigrate/asset_library/en/eal/pdf/lang_portfolio_assess_faq.pdf .January, 28, 2008

Manitoba Immigration and Multiculturalism 2008 http://www.gov.mb.ca/labour/immigrate/eal/students/academic.html January 31, 2008 http://www.gov.mb.ca/labour/immigrate/eal/students/programswpg.html January 31, 2008 http://www.gov.mb.ca/labour/immigrate/eal/students/programsrural.html January 31, 2008 http://www.gov.mb.ca/labour/immigrate/eal/students/work.html January 31, 2008

McLaughlin, Barry. 1992**.** Myths and Misconceptions about Second Language Learning. http://www.ncela.gwu.edu/pubs/ncrcdsll/epr5.htm. January 22, 2008

Needs Centre for War Affected Families 2008 __[|www.needsinc.ca/index.html]__ January 31, 2008 Peterson, J.M., and Mishael Marie Hittie (2003). //Inclusive teaching: Creating effective schools for all learners.// Pearson Education. Boston.

Portage la Prairie International Agency 2008 [|www.plapia.com/] January 31, 2008 Qualifications and Curriculum Authority. 2008. Initial Assessment. http://www.qca.org.uk/qca_7146.aspx. January 18, 2008

Qualifications and Curriculum Authority. 2008. Assessment for Learning. http://www.qca.org.uk/qca_5067.aspx. January 18, 2008

South Central Settlement **Chamber of Commerce;** Employment Services 2008 [|www.pembinavalleyonline.com/] January 31, 2008 Steinbach **Chamber of Commerce**; District Immigrant Settlement Program 2008 __[|www.steinbachchamberofcommerce.com/]__ January 31, 2008

TEAL Manitoba. 2008. http://www.teslmanitoba.ca/links.html. January 28, 2008.

University of Manitoba. 2008. Extended Education. http://umanitoba.ca/extended/english/. January 29, 2008.

Welcome Place 2008 [|www.miic.ca] January 31, 2008 Westman Immigrant Services 2008 __[|www.wesls.com/index.htm]__ January 31, 2008  Winnipeg English Language Assessment and Referral Centre (2008) __[|www.gov.mb.ca/labour/immigrate/eal/students/assess.html]__ January 31, 2008