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Running Head:Transition-Focused (TF) ESL Syllabus in Transitional Education
Transition-Focused (TF) ESL Syllabus
For International High School Student Transitional Education
Paul Pu
Department of Leadership, higher and Adult Education
The Ontario Institute for Studies in Education of the
University of Toronto
Transition-Focused (TF) ESL Syllabus in Transitional Education 2
Transition-Focused (TF) ESL Syllabus in Transitional Education
Abstract
International high school students who study in Canada face a number of critical transitions in
their educational journey. This study examines two of the most critical transitions, namely
transitioning from an overseas high school to a Canadian high school, and then from high school
to a Canadian university. The challenges facing these students and their teachers can be
overwhelming. This study examines:
• socialization and settlement,
• effective communication and language proficiency,
• and mainstream course study.
Additionally the student must pass a number of language-related hurdles that are part of the
university admission process. International students are almost universally under pressure, both
self-imposed and parentally imposed, to take a "fast track" toward their academic goals. ESL
classes take on a significant role in the students transition because they must demonstrate English
language proficiency to be admitted to a Canadian university. This study explores an ESL
syllabus that is effective in facilitating the process of transition in a manner that also encourages
student engagement and motivation.
The primary goal of this proposed Transition-Focused (TF) ESL Syllabus concept, and the
associated conceptual framework TF Syllabus construct is to assess the effectiveness of the
Transition-Focused ESL Syllabus as applied to a specific international school (Toronto Central
Academy) and similar schools.
Transition-Focused (TF) ESL Syllabus in Transitional Education 3
Keywords: TF Syllabus, ESL, Transitional Education, High School Student. International
Student, Syllabus Goals, Principal Syllabus, Learner-Generated Contents, Comprehensible Input
Optimized, ESL and mainstream courses integrated, Social Culture Connected.
Transition-Focused (TF) ESL Syllabus in Transitional Education 4
Introduction
Transitional education refers to key points between and within education systems when students
move from one education system to another or from one education level to another such as from
high school to university. Transitioning students often experience considerable academic, social
and emotional challenges that can negatively affect their learning performance.
Secondary school international students in Canada make up a special learning community that
may cope with at least two significant transitions in their educational journey. One is from an
overseas culture and school system to one based in Canada, and the other is from a Canadian
high school to a university in Canada. These are issues and difficulties which do not affect
students raised in Canada. We propose to examine learning practices that will improve outcomes
for international students and then go on to recommend how these teaching and learning
strategies can be implemented.
As transitional students move from one education system to another it is to be expected that they
will feel overwhelmed by having to acquire a second language, adapting to an unfamiliar culture
with confusing social customs, adjusting to different teaching and learning styles with unfamiliar
academic expectations, as well as negotiating unaccustomed relationships with classmates and
teachers. On average, in a three-year period, students are expected to overcome deficits in
language, culture and education in order to be ready for their university studies. The inevitable
culture shock may lead to anxiety, frustration, homesickness and a desire to avoid and withdraw.
Toronto Central Academy (TCA) is an international high school which provides grades nine to
twelve high school credit courses. Most students come from non-English speaking countries such
as China. Typically they will study at TCA for two to three years. During this short period, in
addition to credit courses, they will be expected to also succeed in two additional Ontario
Transition-Focused (TF) ESL Syllabus in Transitional Education 5
mandated requirements in their educational journey. These involve achieving a province-wide
standard in academic literacy, and fulfilling community involvement requirements in order to
earn an Ontario Secondary School Diploma. Concurrently they will be completing a number of
ESL classes before they qualify to take mainstream English courses. They must also prepare
themselves to demonstrate the English proficiency level required for admission to their chosen
university.
As prescribed by the Ontario curriculum, ESL courses are composed of five levels, namely
ESLA, ESLB, ESLC, ESLD and ESLE. New students admitted to TCA receive an initial
language assessment to determine their English language proficiency so that they may be placed
in the appropriate ESL course. Due to the complexity and diversity of each student’s background
and learning ability, the school needs to:
1. Implement an effective process to assess a student’s ESL level.
2. Employ techniques that increase students’ engagement and motivation.
3. Balance and integrate ESL into mainstreams courses such as Math and Science.
4. Recognize and utilize each learner’s cultural and human capital.
5. Relate the ESL curriculum to standard English proficiency exams (ex. TOEFL, IELTS).
6. Use each student’s native language to advantage them in their ESL instruction.
7. Encourage teachers to work together to integrate mainstream and ESL courses.
The following examples are opinions, suggestions, feedback and complaints that were obtained
from members of TCA’s school community:
Vice-Principal: We have too many Chinese students. Mandarin becomes the dominant language.
We should not allow Chinese to be spoken at school.
Transition-Focused (TF) ESL Syllabus in Transitional Education 6
ESL Coordinator: The improvement in spoken English for most students is so slow because
students only communicate in Chinese. The English-only rule should be enforced throughout the
school.
Principal: We should encourage our students to speak English, but not force them. Students can
use the concepts and knowledge developed in their first language to make the second language
input more comprehensible.
Bilingual Math Teacher: After returning from a two month vacation, I found that our school
atmosphere is depressed. Students told me that they feel down because they cannot communicate
effectively without Chinese and the school does not allow them to speak Chinese in class.
Student counselor: ESL teacher told me that one student sat in class and did nothing. I spoke to
the student and he said that he did not understand what teacher asks him to do. He said, “My
English level is lower than my classmates. I wanted to ask help from one classmate in Chinese
and teacher stopped me by saying: No Chinese! I am totally lost in that class”.
Student: My ESL class is so easy and boring. My teacher keeps teaching the grammar that I have
learned in China. It wastes my time.
ESL teacher: That student still makes many mistakes in grammar. He needs to be more serious in
class.
English teacher: I asked one student “How do you feel about me”? The student did not respond
to me. This student’s English level is so low. Why was he put in my class?”
Math teacher: Some of my students do not know basic math vocabulary. Students should develop
basic math vocabulary in their ESL classes.
Student: My IELTS score is 7.0 which meets the university language proficiency requirement
(6.5), why still put me in an ESL class?
Transition-Focused (TF) ESL Syllabus in Transitional Education 7
The above problems are common to many international high schools. As the director of Toronto
Central Academy and also a former international student and ESL learner, I intend to explore
these issues through the lens of both an insider (an education director) and an outsider (not an
ESL teacher) from the following perspectives:
1) How to encourage engagement and motivation in early language learners (ELL)?
2) How can each student’s cultural capital and human capital assist in their learning?
3) How we can prepare students to meet university entrance language and academic
requirements?
4) What aspects of an ESL syllabus can be most effective in helping high school ESL learners
acquire English language proficiency?
Literature review
Types of ESL Syllabus
Robinson (2011, p.294) states that syllabus design is the compilation of decisions regarding units
and a sequence of performance. Murphy (2017, p.2) further points out that a well-written
syllabus demonstrates the teacher’s pedagogical beliefs.
Most teachers use the textbook contents to simplify the task of syllabus design. Murphy (2017,
p.3) emphasizes that textbooks cannot be converted into an instant syllabus because most
textbooks do not provide assessment protocols and specific methodologies. A textbook writer
tries 'to please all the people all the time' (Young, 1990 p.77) to insure the best sales.
Among the many ESL syllabi that have been researched and applied are:
1) the grammatical syllabus,
2) the notional-functional syllabus,
Transition-Focused (TF) ESL Syllabus in Transitional Education 8
3) the lexical syllabus,
4) the task-based syllabus,
5) the content-based syllabus.
The grammatical syllabus, also known as the structural syllabus, is the most common and
traditional type of syllabus. Its design is based on language structure itself. Murphy (2017) states
that it has long been the standard in language teaching. It is easy to implement, especially for
novice teachers due to the transparent pragmatic approach (p. 8). The effectiveness of the
grammar-based syllabus has been questioned (Lightbown and Spada, 1999) because of its focus
on language accuracy instead of proficiency. The grammar-based syllabus decreases students’
engagement and motivation because it separates learning from real life contexts, so that the
language function is often lost (Widdowson, 1988).
A notional-functional syllabus is a kind of communicative syllabus which organizes teaching
materials based on the usage or functions of language. Wilkins (1976) claims that a functional
syllabus is a communicative syllabus which may promote learners’ motivation due to its
communicative feature. Wilkins's claim is also supported by Finocchiaro & Brumfit (1983, p.17)
who clarify that a functional syllabus can implement more realistic learning tasks and social
cultures. Murphy (2017, p.11) states that the functional syllabus lacks a focus on accuracy,
making it more difficult to implement and assess. White (1988) raises questions about a corpus-
derived syllabus, questions such as: in what order should grammar be taught for students to be
able to apply it to selected functions of language ,and when selecting grammatical subject matter
which forms should be applied to these functions?
A task-based syllabus is based on task-based learning, an approach where learners carry out tasks
such as solving a problem or planning an activity. The language learned comes out of the
Transition-Focused (TF) ESL Syllabus in Transitional Education 9
linguistic demands of the activity. A task-based syllabus is structured around a series of these
tasks. Murphy (2017, p. 18) maintains that the task-based syllabus gives serious consideration to
the cognitive processing and development of students, and is therefore closer to reality. The task-
based syllabus employs a more conscious focus on meaning via interaction instead of grammar
and language structure (Skehan, 1996, pp. 18–19).
Murphy (2017, p. 18) counters that it is difficult to facilitate task-based syllabus learning due to
the lack of standard answer sheets or solutions on which to rely, especially for unexperienced
teachers. Moreover, Edwards and Willis (2005, pp. 27–28) remark that teachers familiar with a
grammar-based syllabus may be unwilling to switch to a task-based syllabus learning approach
due to the lack of control over language usage and linguistic outcomes. Long (2014, p.7) also
believes the task-based syllabus is an extremely complex methodology and therefore presents a
challenge for most teachers.
The content-based syllabus according to Nunan (1988) is the teaching of content in the language
being learned with little or no direct teaching of the language itself. Brinton et al (1989, p. vii)
describe t content-based instruction as the "integration of content learning with language
teaching aims. More specifically, it refers to the concurrent study of language and subject matter,
with the form and sequence of language presentation dictated by content material.” Larsen-
Freeman et al. (2011, p.144) describe that content-based instruction can be an effective way for
students to learn language when students’ interests are considered in content selection, thus
promoting student engagement and motivation. The content-based syllabus is strongly supported
by Krashen's Theory of Second Language Acquisition. (Krashen, 1988). According to Krashen,
second language acquisition requires meaningful interaction in a relatively anxiety-free
environment with the conditions similar to those present in first language acquisition, allowing
Transition-Focused (TF) ESL Syllabus in Transitional Education 10
sufficient opportunity to engage in the meaningful use of that language. The current movement
in second language education at all levels of instruction is toward content-based approaches
(Snow & Brinton, 1988, p. 572).
ESL in Secondary Schools
A great deal of research has been done in connection with ESL students at the secondary level.
This has yielded many models and program designs for ESL instruction. Carrasquillo and
Rodriguez (2002) describe four such program types:
• Free-standing ESL programs,
• Intensive remedial ESL programs,
• ESL/bilingual education programs
• “Pull-out” ESL programs.
Snow and Brinton (1988) described and investigated the effectiveness of the adjunct model
(content-based) in which English/ESL courses that are linked with content courses better
integrate the reading, writing, and study skills required for academic success in institutional
settings. Snow and Brinton believe that the adjunct model offers multiple pedagogical strengths
that can be adapted to fit different institutional settings and populations (p. 572).
Rossen-Knill (2011) describe principles and strategies for teaching theme-based writing courses
across disciplines that include students in academic conversations. Theme-based sheltered
instruction is widely used to integrate language learning and content. In high school,
“sheltered” social studies, mathematics, or science courses designed to cover academic content
are normally reserved for ESL students (Duff, 2005, p. 49). Carrasquillo and Rodrigues (2002)
Transition-Focused (TF) ESL Syllabus in Transitional Education 11
describe the approaches to facilitate language and content integration and instruction in social
studies, math and science.
Roessingh and Field (2000) state that, "The pattern of integration is typically initiated with
mathematics and science where there is more contextual support for deriving meaning and
developing English language proficiency, moving on to social studies, and finally English
literature (p. 18)". Roessingh and Field (2000) further conclude that the key to academic success
for newly arriving high school ESL learners is wise timetabling decisions which integrate ESL
and content within the academic sequence of courses in a two to three-year time frame.
Duff (2005) states that ELL students and their parents often seek expedited mainstreaming. Due
to low English proficiency, ELL students experience frustration and disappointment with lower-
than-expected achievement and social isolation once they are mainstreamed. Wealthy parents
rely on after-school tutors to help ensure their children’s success. Unfortunately poor families
have fewer options for their children’s success (p. 57). Duff (2005) further states that.“feelings of
frustration and marginalization in mainstream environments contribute to high rates of dropout
or attrition among minority-language students.” (p. 57). Regarding ESL class content, Hartman
and Tarone (1999) conclude that teachers need to focus more on the content and structure of
students' writing, and not primarily on grammar and vocabulary. Furthermore, they need to
spend more time on engaged literacy instruction before students are mainstreamed.
Many secondary level programs do not provide adequate content-based language and literacy
instruction for students, resulting in difficulties for them once they are mainstreamed. Students
often experience extreme social isolation and disappointment with their academic and linguistic
development, often because their own expectations or those of their family and school are overly
ambitious (Duff, 2005, p.50). Several research papers emphasize the importance of affirming
Transition-Focused (TF) ESL Syllabus in Transitional Education 12
students’ cultural backgrounds and building on their existing knowledge, Walqui provides “ten
principles of effective instruction for immigrant students,” (2000, p. 1–2) which may also apply
to the language syllabus for international students:
1. The culture of the classroom fosters the development of a community of learners, and all
students are part of that community.
2. Good language teaching involves conceptual and academic development.
3. Students' experiential backgrounds provide a point of departure and an anchor in the
exploration of new ideas.
4. Teaching and learning should focus on substantive ideas that are organized cyclically.
5. New ideas and tasks are contextualized.
6. Academic strategies, socio-cultural expectations, and academic norms are taught explicitly.
7. Tasks are relevant, meaningful, engaging, and varied.
8. Complex and flexible forms of collaboration maximize learners' opportunities to interact while
making sense of language and content.
9. Students are given multiple opportunities to extend their understanding and apply their
knowledge.
10. Authentic assessment is an integral part of teaching and learning.
Transition-Focused (TF) ESL Syllabus and its Conceptual framework
The place of the Transition-Focused Syllabus
Krashen (1982) describes three approaches that are integral to syllabus design:
1. second language acquisition theory,
2. applied linguistics research,
Transition-Focused (TF) ESL Syllabus in Transitional Education 13
3. ideas and intuitions from experience.
Krashen's theory of second language acquisition has influenced the development of integrated
instruction at every level. One of the true causative variables in second language acquisition
derives from the comprehensible input that the acquirer receives and understands. Acquisition is
more important than learning. Comprehensible input is the true foundation of second language
acquisition. Krashen believes that more comprehensible input results in more second language
acquisition. Therefore, the main function of the second language teacher is to make input
comprehensible. The key to syllabus design is comprehensible input. The Transition-Focused
Syllabus is optimized with comprehensible input for high school ELL students. Larsen-Freeman
et al. (2011, p.144) conclude that a content-based approach can be an effective way for students
to learn language because basing content on students’ interests promotes engagement and
motivation. This statement is strongly supported by Krashen's theory. The Transition-Focused
Syllabus is built on a content-based approach. Insights and observations from the experience of
language teachers and practitioners play an important role in the design of the Transition-
Focused Syllabus. To study the way individuals transition, Schlossberg establishes the 4S
Transition Model. The 4S’s refer to Situation, Self, Support, and Strategies. The model
acknowledges the resources for each of the 4S elements that are available to an individual in
their transitioning process (Krashen, 1982).
High school ELL learners are older, in contrast to children who arrive at an earlier age. They are
under pressure, both self-imposed and parentally imposed, to "fast track" toward their academic
goals. They have language deficiencies and need to develop language proficiency and academic
skills to the degree required for university entrance in an average two to three years’ time frame.
Four aspects of language instruction, namely, second language acquisition theory, applied
Transition-Focused (TF) ESL Syllabus in Transitional Education 14
linguistics research, ideas and intuitions, and the 4S transition model, are applied to the design of
the Transition-Focused Syllabus for high school ELL learners.
The Transition-Focused Syllabus is a learner-oriented, content based, intensive, actionable
syllabus which applies principles of second language acquisition theory, applied linguistics
research, ideas and intuitions from experience, and Schlossberg’s 4S Transition Theory.
Ten Principles of a Transition-Focused Syllabus
● Learner-Oriented
Empowerment is "the opportunity and means to effectively participate and share
authority." (Simon, 1987, p. 374). Student oriented learning applies both constructivist
learning theory and self-determination theory. Students are given ownership of the
Transition-Focused (TF) ESL Syllabus in Transitional Education 15
syllabus by empowering them to select their interest and connected topics. In this way the
curriculum becomes more responsive to the needs of the learner. In this context, students
use materials which engage their interest because these materials can connect to them on
a personal level. The teacher will learn alongside the students and become more of a
leader and facilitator, and the individual’s behavior is more self-motivated and self-
determined. International students come from all over world. They have different
backgrounds, cultures, interests and religions. The Student-Oriented Transition-Focused
Syllabus works within this environment. For instance, in reading class students may
choose an art book, a history book or a technology book - any book, which appeals to
their interests. The teaching function is simply to lead and support when the student
requests or appears to need assistance. Alexander et al (1995) conducted a one-and-a-half
year experimental study in Mount Jefferson Junior High School that confirmed that the
"student-oriented curriculum translates into effective learning." (p.51)
● Socio-Cultural Connected
International students bring a variety of cultures to the classroom. Culture influences a
wide range of behaviours. Teachers need to accept differences, but at the same time, they
need to foster student awareness and facilitate adjustment through sensitive explanations
and models of new cultural behaviours. In effective classrooms, teachers and students
working together construct a culture that values the strengths of all participants and
respects their interests, abilities, and languages. ESL course content should be rich in
socio-cultural connections. For example, in an ESL class consisting predominately of
Chinese students, Canadian and Chinese culture related content becomes the foundation
of the curriculum. Grammar and vocabulary would be derived with this in mind instead
Transition-Focused (TF) ESL Syllabus in Transitional Education 16
of being taught in an isolated context. For instance, the story of Norman Bethune which
is a time-honoured part of the curriculum in Chinese schools, might be applied in the
Canadian ESL classroom.
● Blended Learning Based Syllabus
The Transition-Focused Syllabus relies on a blended learning experience that focuses on
the transitional situation and considers the learning characteristics of high school age ESL
students. It is a blend of a content-based syllabus and a task-based syllabus with learner
generated content to help learners meet their own educational goals and objectives more
effectively than has been possible when following a traditional syllabus. It combines the
best aspects of classroom instructor-led learning, online learning and service learning,
provided in a one-on-one or small-group instructional setting. The content is carefully
designed and customized to allow learners to have flexible access and allows them to
work at their own pace. The content is chosen to combine teacher and learner generated
content. A learner’s engagement and motivation is boosted because they feel empowered
using their own learner generated content. The core and root of the Transition-Focused
Syllabus is content rather than grammar and vocabulary. It is expected that grammar and
vocabulary will be naturally acquired through meaningful content and information.
● Technology Based
Technology provides resources of rich comprehensible content that are available to
learners from outside of the classroom walls. Today the use of technology has become an
important part of the learning process in and outside of the classroom. Technology
enables teachers to enrich and develop classroom activities in order to enhance and
provide authenticity to the language learning process. Technology plays an important role
Transition-Focused (TF) ESL Syllabus in Transitional Education 17
in stimulating non-traditional activities for learners and has a significant effect on
teachers’ teaching methods. Alsaleem (2014) concludes that WhatsApp improved
learners' writing and reading skills in his study. Godzicki, Godzicki, et al (2013) found
that students were more engaged when technology was used in classroom. Lin and Yang
(2011) state that the Wiki app improved learners’ writing skills in his study.
Through technology the whole world becomes accessible from students’ laptops. Most
international students come from wealthy families who provide them with the latest in
personal technology devices. For example, using WeChat, the most popular App in the
Chinese community, Toronto Central Academy was able to set up an effective three-way
communication between student, teacher and parents during the Chinese New Year to
share greetings and introductions in real time, directly from the classroom.
Additionally Duolingo, HelloTalk, Babbel, and Grammarly remain popular language
learning Apps which may also be integrated in the Transition-Focused Syllabus.
Students spend a great deal of time on their personal electronic devices everyday to play
games and/or to chat. Integrating technology in the classroom not only helps to access
more resources, receive instant feedback, and promote engagement, but may also help
students to moderate their gaming/chatting addiction. Instead of forbidding use of
cellphones and other devices, we should integrate them into the Transition-Focused
Syllabus.
● ESL and Mainstream Course integration
Newly arriving high school ESL learners have studied English for many years in their
home country, where, due to resource limitations, both physical and human, it is difficult
Transition-Focused (TF) ESL Syllabus in Transitional Education 18
to integrate ESL into mainstream courses. Therefore, international students’ ESL classes
would likely have been taught in stand-alone, isolated classroom settings.
Chinese students begin to learn English in grade six or earlier. Having already suffered
through an isolated, stand-alone ESL learning experience for five or more years, they are
generally unreceptive to undergoing five more years of the same. The result is often a
tired and bored student. Most international students are academically competent, having
already acquired some English, typically equivalent to level four or five of Ontario’s
Curriculum in reading. They expect to complete their high school graduation
requirements within a two to three-year time frame. Continually teaching ESL in a stand-
alone mode will not only result in a lack of engagement and motivation, but will also
make this goal of graduation in a two to three-year time frame very difficult. The students’
level of language proficiency should be taken into account when determining whether to
allow them to take ESL and mainstream courses such as math in parallel.
“ESL learners can also attend academic mathematics and certain science courses because
the linguistic threshold for success in these environments is lower than in courses such as
social studies and English literature” (Roessingh & Field, 2000). Several studies have
stated that integrating ESL and mainstream classes with appropriately trained content
teachers gives students the possibility for dealing with both the language and content of
the subject area (Roessingh and Field,2000; Snow and Brinton, 1988).
The Transition-Focused Syllabus design should take this into account and incorporate
this type of integration.
Transition-Focused (TF) ESL Syllabus in Transitional Education 19
● Comprehensible Input Optimized
English as a second language class is not only about learning a language but also about
the acquisition of that language. Comprehensible input is the core hypotheses of any
second language acquisition theory. Krashen states that, “Conscious and extensive
knowledge of grammar does not make one a language teacher either. Rather, the defining
characteristic of a good teacher is someone who can make input comprehensible to a non-
native speaker, regardless of his or her level of competence in the target language.” (p.
58). The main function of ESL teacher is to help to optimize language acquisition. How
do teachers make input comprehensible? Good teachers take advantage of each student's
knowledge of the world when focused on comprehension by discussing topics that are
familiar and relevant to the student. In other words, the contents and the topics that are
interesting.
There are two kinds of input. One is when the teacher prepares content and the other is
when the student generates content which was referred to in the student oriented section.
To optimize the teacher’s comprehensible input, teachers need to:
1) explore students’ learning goals, culture capital, pre-learning experience and interests.
2) work with mainstream course teachers.
3) work with bilingual counselors.
3) connect to the local community.
4) be familiar with all aspects of the local education system such as curriculum
documents and university application procedures.
The following are some examples of comprehensible input as applied to teaching high
school ESL student in Toronto:
Transition-Focused (TF) ESL Syllabus in Transitional Education 20
1) Introduction to the Ontario high school system.
2) Introduction to student assessment and evaluation in Ontario
3) Introduction to university and admission requirements for Ontario universities.
4) Driver licensing in Ontario.
4) Special health and safety information related to Ontario.
An effective Transition-Focused Syllabus focuses on themes and social culture, and
develops skills that are relevant to students and to their studies in mainstream academic
classes. High school ESL students need to learn not only new content, but also the
language and discourse associated with the discipline. Therefore, all subject matter
classes must have a language focus as well. An effective Transition-Focused Syllabus is
transparent and accessible to all mainstream teachers.
● Standard English Proficiency Tests Integrated
The English proficiency admission requirement for University of Toronto bound students
who did not complete four or more years of full-time study in an English language school
is as follows:
❏ IELTS minimum requirement: overall band of 6.5, with no band below 6.0.
❏ TOEFL minimum requirement: total score of 100 + 22 on writing
All Canadian universities have a similar English proficiency requirement for admission.
Student cannot be accepted by a university if their English proficiency test scores do not
meet these minimum requirements. Therefore the ESL classroom must take on the added
role of standard test preparation. In the Transition-Focused Syllabus, designing standard
test preparation content should be considered as comprehensible input because it is
critical and highly relevant to high school ESL students. Besides English proficiency tests,
Transition-Focused (TF) ESL Syllabus in Transitional Education 21
Ontario high school students are also required to pass the Ontario Secondary School
Literacy Test (OSSLT) in order to graduate.
In summary, the Transition-Focused Syllabus when based in Ontario should assume
preparatory tasks for standard English proficiency tests as well as the Ontario Secondary
School Literacy Test (OSSLT). In this way, the Transition-Focused Syllabus is integrated
with the concept of a task-based syllabus.
● Service-Learning integrated
Service-learning immerses students in an authentic language experience with native
speakers outside the classroom, and exposes them to Canadian culture. They can apply
what they learn in the classroom and have experiences that cannot be duplicated there.
Outside the classrom, students can practice the four language skills of writing, reading,
listening and speaking, while at the same time fulfilling the community service
requirement for graduation. Service-learning provides students with a sense of belonging
because they are actively participating in their new culture. Russell (2007) states that,
of all the components of service learning, reflection probably plays the most vital role in
making the learning successful. This occurred in 2018 when students were involved in
two service-learning activities. One was small and of short duration. Students assisted at
a garage sale to raise funds in support of Erindale Presbyterian Church. The second was
a much larger event, supporting Toronto Central Academy’s principal‘s in the “Sea to
Sea Bicycle Ride to End Poverty.” Students helped raise more than $20,000 in donations.
As in these examples, service learning activities may vary greatly in the commitment of
time and resources.
Transition-Focused (TF) ESL Syllabus in Transitional Education 22
Integrating service-learning into the Transition-Focused Syllabus will extend the
classroom into the wider world and allow students to transition in an authentic manner.
● Others besides the teacher may be involved (e.g. Bilingual school counselors,
administrative staff, guest speakers)
The school counselor can contribute to students’ successful transition through working
with them in areas such as study skills, time management, and organization. When
teachers and counselors work together, they can identify the needs of the student and
determine the best way to address their concerns.
Many newly arrived ESL high school students are underage and away from home. A
bilingual counselor plays a vital role in cultural connection and acclimation. A teacher-
counselor partnership is essential for ESL student success. Bilingual counselors can help
the teacher select and identify a student’s culture and human capital related content
because bilingual counselors share the same or similar culture capital with students.
Furthermore, bilingual counselors can also help students select student self-generated
content. In the Transition-Focused Syllabus design, bilingual counselors can help
teachers optimize comprehensible input.
In the Transition-Focused Syllabus the ESL class takes on the role as an agent of cultural
transition, education system transition, academic transition and much more. The
mainstream course content may not be part of the ESL teacher’s educational background.
This puts an extra burden on ESL teachers who are applying the Transition-Focused
Syllabus. Partnership and timely communication between teachers, counselors and all
school personnel is essential for the successful implementation of a Transition-Focused
Syllabus.
Transition-Focused (TF) ESL Syllabus in Transitional Education 23
• First Language is an Asset, Not a 'Barrier'
Many studies have found that cognitive and academic development in the first language
has an extremely important and positive effect on second language schooling (Bialystok,
1991; Collier, 1989, 1992; Garcia, 1994; Genesee, 1987; Thomas and Collier, 1995;
Collier, 1995).
New arriving high school ESL Students gain their knowledge and skills through their first
languages. Since they naturally use their native language as a tool for retrieving, relating
and contextualizing information, incorporating students' native languages into the
Transition-Focused Syllabus is a valuable strategy.
Transition-Focused (TF) ESL Syllabus in Transitional Education 24
Sample of Transition-Focused (TF) ESL Syllabus
ESLDO English as a Second Language (ESL) Level 4
Developed from: The Ontario Curriculum: English as a Second Language and Literacy
Development; Revised 2007.
Course Description [Ontario Curriculum]
This course prepares students to use English with increasing fluency and accuracy in classroom
and social situations and to participate in Canadian society as informed citizens. Students will
develop the oral-presentation, reading, and writing skills required for success in all school
subjects. They will extend listening and speaking skills through participation in discussions and
seminars; study and interpret a variety of grade-level texts; write narratives, articles, and
summaries in English; and respond critically to a variety of print and media texts.
Principal of Syllabus
The following syllabus is designed based on the following ten Transition-Focused syllabus
principles:
• Learner-Oriented and Learner-Generated Contents
• Socio-Cultural Connected
• Blended Learning Based
• Technology Based
• ESL and Mainstream Courses Integrated
• Comprehensible Input Optimized
• Standard English Proficiency Tests Integrated
Transition-Focused (TF) ESL Syllabus in Transitional Education 25
• Service-Learning Integrated
• Others besides the teacher may be involved (e.g. Bilingual counselors, admin. staff, guest
speakers)
• First Language Is an Asset, Not a 'Barrier'
Syllabus Goals
This course has six specific aims:
1. Develop students' English abilities in Listening, Speaking, Reading and Writing
2. Help students smoothly transition to Canadian culture and Ontario education learning
environment
3. Develop students’ self-management skills and promote students’ learning motivation and
engagement
4. Cooperate with math teacher to develop math vocabulary and help students understand
language embedded in math questions
5. Prepare students for OSSLT and IELTS tests
6. Work with student counselors to explore students’ interests and strengths, and help
students develop their growth plan.
Who should take this course?
This ESLDO course is designed for new international high school students whose English level
is at the ESL level 4 as determined by the Ontario ESL Curriculum. This syllabus integrates the
ESL curriculum expectations with the mainstream math course expectations. Students who enroll
in this course are required to take a high school math course in parallel. Grade 11 Functions is
the preferred option.
Transition-Focused (TF) ESL Syllabus in Transitional Education 26
Overall Expectations of the Course [based on the Ontario Curriculum expectations checklist
document]
Listening and Speaking
1. Demonstrate the ability to understand, interpret, and evaluate spoken English for a variety of
purposes.
2. Use speaking skills and strategies to communicate English for a variety of classroom and
social purposes.
3. Use the language structures appropriate for this level to communicate orally in English
Reading
1. Read and demonstrate understanding of a variety of texts for different purposes.
2. Use a variety of reading strategies throughout the reading process to extract meaning from
texts.
3. Use a variety of strategies to build vocabulary.
4. Locate and extract relevant information from written and graphic texts for a variety of
purposes.
Writing
1. Write in a variety of forms for different purposes and audiences.
2. Organize ideas coherently in writing
3. Use the conventions of written English appropriate for this level, including grammar, usage,
spelling and punctuation.
4. Use the stages of the writing process.
Transition-Focused (TF) ESL Syllabus in Transitional Education 27
Social Cultural Competence & Media Literacy
1. Use English and non-verbal communication strategies appropriately in a variety of social
contexts.
2. Demonstrate an understanding of the rights and responsibilities of the Canadian citizenship,
and of the contribution of diverse groups to Canadian society.
3. Demonstrate knowledge of and adaptation to the Ontario education system.
4. Demonstrate an understanding of, interpret, and create a variety of media texts.
Topic, Principal of Syllabus and Timing
Topic
Curriculum Design Principle
Hours
Growth Thrives in conductive surroundings
-Learner-oriented
6
Basic Math vocabulary and pronunciation
-ESL and mainstream courses
integrated
3
Prepare for IELTS and Listening Test
-Standard English Proficiency Tests
integrated
3
Know Yourself to Grow Yourself
-Learner-oriented
6
Math vocabulary and sentence structure
-ESL and mainstream courses
integrated
3
IELTS Listening
-Standard English Proficiency Tests
integrated
3
How to measure your growth?
-Learner-oriented
6
Math vocabulary and sentence structure
-ESL and mainstream courses
integrated
3
IELTS Listening
-Standard English Proficiency Tests
integrated
3
To maximize Growth, Develop Strategies
-Learner-oriented
6
Math vocabulary and sentence structure
-ESL and mainstream courses
integrated
3
IELTS Speaking
-Standard English Proficiency Tests
integrated
3
Bring Your Interest into the Classroom
-Learner-oriented
6
Math vocabulary and sentence structure
-ESL and mainstream courses
integrated
3
IELTS Speaking
-Standard English Proficiency Tests
integrated
3
Your home language and culture is an assess and
not a barrier
-Socio-Cultural connected
6
Math vocabulary and sentence structure
-ESL and mainstream courses
integrated
3
IELTS Reading
-Standard English Proficiency Tests
3
Transition-Focused (TF) ESL Syllabus in Transitional Education 28
integrated
Learning by service
-Blended learning based
6
Math vocabulary and sentence structure
-ESL and mainstream courses
integrated
3
IELTS Reading
-Standard English Proficiency Tests
integrated
3
Sharing is Caring
-Technology Based
6
IELTS Writing
-Standard English Proficiency Tests
integrated
3
OSSLT Overview
-Standard English Proficiency Tests
integrated
6
Challenge Yourself
-Blended learning based
6
Final Review and Exam
5
Note: The Transition-Focused Syllabus is intensive. The total number of instruction hours is 110.
Proposed after-school study hours are 54. Proposed ‘Challenge Yourself’ web-based learning
hours are 36. Total proposed learning hours are 200.
Course Content
Topic
Content
Resource
Overall
Expectations
Principal of
Syllabus
and comments
Growth
Thrives in
conducive
surroundings
The Law of
Environment
Your
classmates,
your
teachers,
your living
place, your
community,
etc. Anything
around you.
Chapter 6. The 15
Invaluable Laws of
Growth by John C.
Maxwell.
1. Read Texts
2. Watch video
3. Fill out exercise
sheet and group
discusses questions.
Listening and
Speaking:
1. Demonstrate the
ability to understand,
interpret, and
evaluate spoken
English for a variety
of purposes.
2. Use speaking skills
and strategies to
communicate English
for a variety of
classroom and social
purposes.
Reading:
1. Read and
demonstrate
understanding of a
variety of texts for
different purposes.
-Learner-
Oriented
-Comprehensible
input optimized
-Socio-Cultural
connected
Comments
Students are
newcomers.
They face new
surroundings and
they need to
adapt to new
environment.
Transition-Focused (TF) ESL Syllabus in Transitional Education 29
Socio-Cultural
Competence & Media
Literacy
1. Demonstrate an
understanding of the
rights and
responsibilities of the
Canadian citizenship,
and of the
contribution of
diverse groups to
Canadian society.
Basic Math
vocabulary
and
pronunciation
Sum,
operation,
algorithm,
Multiply,
integers,
variables, etc.
quizlet.com/60100436
/basic-math-
vocabulary-flash-
cards/
Google searches
“basic math
vocabulary”
Listening and
Speaking:
1. Demonstrate the
ability to understand,
interpret, and
evaluate spoken
English for a variety
of purposes.
Reading:
1. Use a variety of
strategies to build
vocabulary.
-ESL and
mainstream
courses
integrated
-Learner-
Oriented
-Comprehensible
input optimized
Prepare for
IELTS and
Listening
Test
Understand
the IELTS
test format
Listening for
the Main Idea
and Factual
Information
1. John C. Maxwell.
Speech: The Law of
Environment
2. The Law of
Environment with
Q&A
https://www.youtube.c
om/watch?v=ROZ4T5
aRuCs
3. Cambridge IELTS
13 Listening Test 1
4. British Council
takeielts.britishcouncil
.org/prepare-
test/understand-test-
format
Listening and
Speaking
1. Demonstrate the
ability to understand,
interpret, and
evaluate spoken
English for a variety
of purposes.
2. Use speaking skills
and strategies to
communicate English
for a variety of
classroom and social
purposes.
3. Use correctly the
language structures
appropriate for this
level to communicate
orally in English
-Standard
English
Proficiency Tests
integrated
Comments
Students have to
take IELTS and
achieve 6.5 in
Listening for
university and
college
admission.
Transition-Focused (TF) ESL Syllabus in Transitional Education 30
Know
Yourself to
Grow
Yourself
The Law of
Awareness
DISC
personality
analysis
report
Chapter 2, The 15
Invaluable Laws of
Growth by John C.
Maxwell.
1. Read Texts
2. Watch video
3. Fill out exercise
sheet and group
discusses questions.
Guest Speaker: DISC
certified behavioral
analyst.
Listening and
Speaking:
1. Demonstrate the
ability to understand,
interpret, and
evaluate spoken
English for a variety
of purposes.
2. Use speaking skills
and strategies to
communicate English
for a variety of
classroom and social
purposes.
Reading:
1. Read and
demonstrate
understanding of a
variety of texts for
different purposes.
-Learner-
Oriented
-Comprehensible
input optimized
Comments
Students will
choose their
universities and
majors. The law
of awareness
will help them to
know themselves
better. It is very
helpful to them
to plan the
university majors
and careers.
Math
vocabulary
and sentence
structure
Introduction
to Function
Textbook: Functions
Grade 11, Chapter 1.
1. Math teacher
prepares math
vocabulary and related
sentences for ESL
teacher.
2. Students list
vocabulary and
sentences they have
difficulty in
pronunciation and
generic meaning to
ESL teacher.
Listening and
Speaking:
1. Demonstrate the
ability to understand,
interpret, and
evaluate spoken
English for a variety
of purposes.
Reading:
1. Use a variety of
strategies to build
vocabulary.
-ESL and
mainstream
courses
integrated
-Learner-
Oriented
-Comprehensible
input optimized
IELTS
Listening
Understandin
g Speakers’
Agreement，
Responses
and Attitudes
1. John C. Maxwell.
Speech: Laws of
Growth
2. Cambridge IELTS
13 Listening Test 2
Listening and
Speaking
1. Demonstrate the
ability to understand,
interpret, and
evaluate spoken
English for a variety
of purposes.
2. Use speaking skills
and strategies to
-Standard
English
Proficiency Tests
integrated
Transition-Focused (TF) ESL Syllabus in Transitional Education 31
communicate English
for a variety of
classroom and social
purposes.
3. Use correctly the
language structures
appropriate for this
level to communicate
orally in English
How to
Measure
Your
Growth?
Assessment
and
Evaluation,
Ontario
education
system
Comparing
Assessment
and
Evaluation in
Ontario
education
system with
Your home
country
education
system
Growing Success:
Assessment,
evaluation and
reporting in Ontario
schools 2010.
Socio-Cultural
Competence & Media
Literacy
1. Demonstrate
knowledge of and
adaptation to the
Ontario education
system.
-Learner-
Oriented
-Comprehensible
input optimized
-Social culture
connected
Math
vocabulary
and sentence
structure
Equivalent
Algebraic
Text book: Functions
Grade 11, Chapter 2.
1. Math teacher
prepares math
vocabulary and related
sentences for ESL
teacher.
2. Students list
vocabulary and
sentences they have
difficulty in
pronunciation and
generic meaning to
ESL teacher.
Listening and
Speaking:
1. Demonstrate the
ability to understand,
interpret, and
evaluate spoken
English for a variety
of purposes.
Reading:
1. Use a variety of
strategies to build
vocabulary.
-ESL and
mainstream
courses
integrated
-Learner-
Oriented
-Comprehensible
input optimized
IELTS
Listening
Listening for
Numbers,
Identifying
Paraphrases,
Cambridge IELTS 13
Listening Test 2
Listening and
Speaking
1. Demonstrate the
ability to understand,
-Standard
English
Proficiency Tests
integrated
Transition-Focused (TF) ESL Syllabus in Transitional Education 32
Labeling a
Diagram,
Plan or Map
interpret, and
evaluate spoken
English for a variety
of purposes.
2. Use speaking skills
and strategies to
communicate English
for a variety of
classroom and social
purposes.
3. Use correctly the
language structures
appropriate for this
level to communicate
orally in English
-Learner-
Oriented
-Comprehensible
input optimized
To Maximize
Growth,
Develop
Strategies
The Law of
Design
Design your
personal
growth plan:
5 Target
universities
and Majors.
Discuss your
plan with
your
classmates
Write
personal
statement for
university
application
Comparing
universities
you like to
attend with
related
universities
in your home
country
Chapter 7, The 15
Invaluable Laws of
Growth by John C.
Maxwell.
1, Read Texts 2,
Watch video 3, fill out
exercise sheet and
group discuss
questions
OUAC Ontario
Universities
Application
Center(www.ouac.on.
ca)
Discuss your plan with
your counselor and
your parents
Consulting a teacher,
Alumni or any one
you know who studies
the major which you
like to study.
Guest Speaker:
bilingual counselor.
Reading:
1. Use a variety of
reading strategies
throughout the
reading process to
extract meaning from
texts.
2. Locate and extract
relevant information
from written and
graphic texts for a
variety of purposes.
Writing
1. Write in a variety
of forms for different
purposes and
audiences.
2. Organize ideas
coherently in writing
3. Use correctly the
conventions of
written English
appropriate for this
level, including
grammar, usage,
spelling and
punctuation.
4. Use the stages of
the writing process.
-Learner-
Oriented
-Comprehensible
input optimized
-Social culture
connected
-Bilingual
counselor, all
personnel and
guest speakers
supported
Transition-Focused (TF) ESL Syllabus in Transitional Education 33
Math
vocabulary
and sentence
structure
Quadratic
Function
Exponential
Functions
Text book: Functions
Grade 11, Chapter 3,
4.
1. Math teacher
prepares math
vocabulary and related
sentences for ESL
teacher.
2. Students list
vocabulary and
sentences they have
difficulty in
pronunciation and
generic meaning to
ESL teacher.
Listening and
Speaking:
1. Demonstrate the
ability to understand,
interpret, and
evaluate spoken
English for a variety
of purposes.
Reading:
1. Use a variety of
strategies to build
vocabulary.
-ESL and
mainstream
courses
integrated
-Learner-
Oriented
-Comprehensible
input optimized
IELTS
Speaking
Discussion
Topics，
Grammar，
Pronunciatio
n Clarity
Cambridge IELTS 13
Speaking Test 1
Listening and
Speaking
1. Demonstrate the
ability to understand,
interpret, and
evaluate spoken
English for a variety
of purposes.
2. Use speaking skills
and strategies to
communicate English
for a variety of
classroom and social
purposes.
3. Use correctly the
language structures
appropriate for this
level to communicate
orally in English
-Standard
English
Proficiency Tests
integrated
-Learner-
Oriented
-Comprehensible
input optimized
Bring your
interest the
class
Select 3
books that
you are
interested as
your reading
material.
Present them
to your
North York Central
Library visit
Reading:
1. Use a variety of
reading strategies
throughout the
reading process to
extract meaning from
texts.
2. Locate and extract
-Learner-
oriented
-Comprehensible
input optimized
- Learner-
generated
contents
Transition-Focused (TF) ESL Syllabus in Transitional Education 34
teacher for
approval.
Present what
you have
learned from
these books.
Write a two
page review
for one book
relevant information
from written and
graphic texts for a
variety of purposes.
Writing
1. Write in a variety
of forms for different
purposes and
audiences.
2. Organize ideas
coherently in writing
3. Use correctly the
conventions of
written English
appropriate for this
level, including
grammar, usage,
spelling and
punctuation.
4. Use the stages of
the writing process.
Math
vocabulary
and sentence
structure
Quadratic
Function
Exponential
Functions
Text book: Functions
Grade 11, Chapter 3,
4.
1. Math teacher
prepares math
vocabulary and related
sentences for ESL
teacher.
2. Students list
vocabulary and
sentences they have
difficulty in
pronunciation and
generic meaning to
ESL teacher.
Listening and
Speaking:
1. Demonstrate the
ability to understand,
interpret, and
evaluate spoken
English for a variety
of purposes.
Reading:
1. Use a variety of
strategies to build
vocabulary.
-ESL and
mainstream
courses
integrated
-Learner-
Oriented
-Comprehensible
input optimized
IELTS
Speaking
Beginning
，
extending
and Ending
Cambridge IELTS 13
Speaking Test 2
Listening and
Speaking
1. Demonstrate the
ability to understand,
interpret, and
evaluate spoken
-Standard
English
Proficiency Tests
integrated
-Learner-
Oriented
Transition-Focused (TF) ESL Syllabus in Transitional Education 35
English for a variety
of purposes.
2. Use speaking skills
and strategies to
communicate English
for a variety of
classroom and social
purposes.
3. Use correctly the
language structures
appropriate for this
level to communicate
orally in English
-Comprehensible
input optimized
Your home
language and
culture is an
assess and
not a barrier
Ask students
to give an
example of
one famous
Canadian
person who
has an
important
influence in
their home
country.
Then ask
them to read
publications
about that
person in
his/her home
language.
Translate
publications
to your
teacher.
Explain how
your home
language can
help you to
learn English.
Create a
dramatic
Recommend content
for Chinese ESL
learner:
Watch Memory of a
Nation 2017: Norman
Bethune Chinese
Version(www.youtube
.com/watch?v=n0mKc
yWYQso)
Translate this video to
your teacher.
Watch CBC Archives:
The Norman Bethune I
Knew
(www.cbc.ca/archives/
lesson-plan/for-
teachers-the-norman-
bethune-i-knew).
Summary: Students
create a dramatic
presentation based on
people’s personal
recollections of
Bethune.
Have each group
prepare a dramatic
presentation called
Listening and
Speaking:
1. Use correctly the
language structures
appropriate for this
level to communicate
orally in English
Writing
2. Use correctly the
conventions of
written English
appropriate for this
level, including
grammar, usage,
spelling and
punctuation.
3. Use the stages of
the writing process.
Social Cultural
Competence & Media
Literacy
1. Use English and
non-verbal strategies
communication
strategies
appropriately in a
variety of social
contexts.
2. Demonstrate an
understanding of,
interpret, and create a
variety of media
-Learner-
Oriented
-Comprehensible
input optimized
-Social culture
connected
-First Language
Is an Asset, Not
a 'Barrier'
Transition-Focused (TF) ESL Syllabus in Transitional Education 36
presentation
based on
people’s
personal
recollections
"The Norman Bethune
I Knew" starring one
person who either
played a significant
role in Bethune's life
or was influenced by
his historical legacy.
texts.
Math
vocabulary
and sentence
structure
Trigonometric
Ratios
Sinusoidal
Functions
Text book: Functions
Grade 11, Chapter 5,
6.
1. Math teacher
prepares math
vocabulary and related
sentences for ESL
teacher.
2. Students list
vocabulary and
sentences they have
difficulty in
pronunciation and
generic meaning to
ESL teacher.
Listening and
Speaking:
1. Demonstrate the
ability to understand,
interpret, and
evaluate spoken
English for a variety
of purposes.
Reading:
1. Use a variety of
strategies to build
vocabulary.
-ESL and
mainstream
courses
integrated
-Learner-
Oriented
-Comprehensible
input optimized
IELTS
Reading
Distinguishing
Main Ideas
from
Supporting
Details.
Reading
Skills and
Strategies
Cambridge IELTS 13
Reading Test 1
1.
R
ead and
demonstrate
understanding of a
variety of texts for
different purposes;
2. Use a variety of
reading strategies
throughout the
reading process to
extract meaning from
texts;
3. Use a variety of
strategies to build
vocabulary;
4.Land extract
relevant information
from written and
graphic texts for a
-Standard
English
Proficiency Tests
integrated
-Learner-
Oriented
-Comprehensible
input optimized
Transition-Focused (TF) ESL Syllabus in Transitional Education 37
variety of purposes.
Learning by
service
Students can
practice the
four language
skills of
writing,
reading,
listening and
speaking,
while at the
same time
fulfilling the
community
service
graduation
requirement.
Summary:
Students
create a
dramatic
presentation
based on
his/her
service
activities
Students can find
service activities by
themselves. School
Volunteer Service
coordinators also
provide volunteer
services to our
students. The school
provides various
volunteer Service
activities such as
student ambassador,
personal tutor, Global
Youth Initiate Event
helper, local Church
garage sale, TOEFL
test compute
preparation, library
youth advisory groups,
youth leadership
session helper, teacher
assistant, etc.
Listening and
Speaking:
3. Use correctly the
language structures
appropriate for this
level to communicate
orally in English
Writing
3. Use correctly the
conventions of
written English
appropriate for this
level, including
grammar, usage,
spelling and
punctuation.
-Learner-
oriented and
learner-
generated
contents
-Social culture
connected
-Service-learning
integrated
Math
vocabulary
and sentence
structure
Discrete
Function:
Sequence and
Series and
Financial
Applications
Text book: Functions
Grade 11, Chapter 7,
8.
1. Math teacher
prepares math
vocabulary and related
sentences for ESL
teacher.
2. Students list
vocabulary and
sentences they have
difficulty in
pronunciation and
generic meaning to
ESL teacher.
Listening and
Speaking:
1. Demonstrate the
ability to understand,
interpret, and
evaluate spoken
English for a variety
of purposes.
Reading:
1. Use a variety of
strategies to build
vocabulary.
-ESL and
mainstream
courses
integrated
-Learner-
Oriented
-Comprehensible
input optimized
IELTS
Labeling a
Cambridge IELTS 13
1.
R
ead and
-Standard
Transition-Focused (TF) ESL Syllabus in Transitional Education 38
Reading
Diagram
Identifying
Information,
Views, and
Claims
Reading Test 2
demonstrate
understanding of a
variety of texts for
different purposes;
2. Use a variety of
reading strategies
throughout the
reading process to
extract meaning from
texts;
3. Use a variety of
strategies to build
vocabulary;
4. Land extract
relevant information
from written and
graphic texts for a
variety of purposes.
English
Proficiency Tests
integrated
-Learner-
Oriented
-Comprehensible
input optimized
Sharing is
Caring
Sharing your
learning
experience of
this course
with others
using your
personal
website.
Read article
“Why
banning
phones from
schools is a
backward
step for
education”.
Do you agree
with author’s
opinion?
Why or why
not?
www.godaddy.com
www.kahoot.com
a) Register a
domain
b) Write your
learning
experience of
this course.
c) Publish your
website
d) Send your
URL to your
classmates and
your friends
e) Create survey
evaluation
questionnaire
for your
website using
Kahoot.
Minimum 6
questions.
f) Ask your
classmates to
complete
survey
questionnaire
Writing
1. Write in a variety
of forms for different
purposes and
audiences.
2. Organize ideas
coherently in writing
3. Use correctly the
conventions of
written English
appropriate for this
level, including
grammar, usage,
spelling and
punctuation.
4. Use the stages of
the writing process.
Social Cultural
Competence & Media
Literacy
1. Use English and
non-verbal strategies
communication
strategies
appropriately in a
variety of social
contexts.
-Technology
Based
-Learner-
oriented
-learner-
generated
contents
Transition-Focused (TF) ESL Syllabus in Transitional Education 39
4. Demonstrate an
understanding of,
interpret, and create a
variety of media
texts.
IELTS
Writing
Analyzing
and
Describing
Key Features
Paragraph
Structure
Grammar
Focus:
Complex
Sentences
The Essay
Body
Skills Focus:
Coherence
and Cohesion
Practice
Cambridge IELTS 13
Writing Test 1 and 2
1. Write in a variety
of forms for different
purposes and
audiences;
2. Organize ideas
coherently in writing;
3. Use correctly the
conventions of
written English
appropriate for this
level, including
grammar, usage,
spelling, and
punctuation;
4. Use the stages of
the writing process.
-Standard
English
Proficiency Tests
integrated
-Learner-
Oriented
-Comprehensible
input optimized
OSSLT
Overview
Examples;
Getting
Ready Guide;
Planning and
Preparation
Guide;
Sample
Individual
Student
Report
EQAO Website:
www.eqao.com/en/ass
essments/OSSLT/stud
ents
-Standard
English
Proficiency Tests
integrated
-Learner-
Oriented
-Comprehensible
input optimized
Challenge
yourself
Challenge
yourself until
you answer
questions
correctly.
The questions
are deigned
based on
Grade 9
English
learning
expectations
www.ixl.com
Here is a list of
English language arts
skills students learn in
Grade 9! These skills
are organized into
categories, and you
can move your mouse
over any skill name to
preview the skill. To
start practicing, just
click on any link. IXL
will track your score,
Reading
1.Read and
demonstrate
understanding of a
variety of texts for
different purposes.
2.Use a variety of
reading strategies
throughout the
reading process to
extract meaning from
texts.
3.Use a variety of
strategies to build
-Blended
learning based
Transition-Focused (TF) ESL Syllabus in Transitional Education 40
and the questions will
automatically increase
in difficulty as you
improve!
Practice minimum 2
skills daily.
Your work here will
be evaluated based on
teacher’s professional
judgment toward to
part of your final
mark.
vocabulary.
4.Locate and extract
relevant information
from written and
graphic texts for a
variety of purposes.
Writing
1. Write in a variety
of forms for different
purposes and
audiences.
2. Organize ideas
coherently in writing
3. Use correctly the
conventions of
written English
appropriate for this
level, including
grammar, usage,
spelling and
punctuation.
4. Use the stages of
the writing process.
Teaching / Learning Strategies
A variety of instructional methods and strategies will be used which will facilitate student
learning.
Selections from the following list of teaching / learning strategies may be used:
• Teaching and Facilitating
• Audio / visual presentations
• Computer based assignments
• Student-centered activities
• Team projects
• Internet-based research
• Cooperative learning
Transition-Focused (TF) ESL Syllabus in Transitional Education 41
Assessment & Evaluation Strategies
An appropriate selection of assessment strategies will be used which will allow evaluation of
student achievement of the curriculum expectations. Selections from the following list of
assessment and evaluation tools may be used: tests, presentations, checklists, quizzes, projects,
essays, interviews, etc.
Evaluation
Evaluation will be based on the provincial curriculum expectations and the achievement levels
outlined in the curriculum document. Student achievement of the learning expectations will be
evaluated according to the following breakdown: Knowledge / Understanding: 25%; Thinking/
Inquiry: 25%; Communication: 25%, and Application: 25%
Final Mark
The percentage grade represents the quality of the student's overall achievement of the
expectations for the course and reflects the corresponding level of achievement as described in
the achievement chart for English as a Second Language and English Literacy Development.
70% of the grade will be based upon evaluations conducted throughout the course. This portion
of the grade will reflect the student's most consistent level of achievement throughout the course,
although special consideration will be given to more recent evidence of achievement.
30% of the grade will be based on a final evaluation. At least 20% of the evaluation will be a
formal examination. The other 10% may be any one of a variety of assessment tools that suit the
students’ learning style.
Transition-Focused (TF) ESL Syllabus in Transitional Education 42
Conclusion
Newly arriving high school ESL students are experiencing a critical transitional period. They
need to prepare themselves for post-secondary studies in a short two to three years’ time frame.
Language is the barrier that underlies the challenges that both students and teachers face. Of all
classes, ESL classes play the most critical role in this transition and the ESL syllabus largely
determines the success and failure of the transition. The primary goal of this study is to
implement a Transition-Focused ESL Syllabus in schools. Implementation of the Transition-
Focused Syllabus will require a refocusing of the schools pedagogical culture and a training
program for ESL teachers, mainstream subject teachers, and student counselors. Following this
article, I will conduct an action research at Toronto Central Academy to implement the
Transition-Focused ESL Syllabus within an ESLDO English as a Second Language (ESL) Level
4 classroom as described in this article.
Transition-Focused (TF) ESL Syllabus in Transitional Education 43
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