University of SaskatchewanHARVEST
  • Login
  • Submit Your Work
  • About
    • About HARVEST
    • Guidelines
    • Browse
      • All of HARVEST
      • Communities & Collections
      • By Issue Date
      • Authors
      • Titles
      • Subjects
      • This Collection
      • By Issue Date
      • Authors
      • Titles
      • Subjects
    • My Account
      • Login
      JavaScript is disabled for your browser. Some features of this site may not work without it.
      View Item 
      • HARVEST
      • Electronic Theses and Dissertations
      • Graduate Theses and Dissertations
      • View Item
      • HARVEST
      • Electronic Theses and Dissertations
      • Graduate Theses and Dissertations
      • View Item

      The Assessment of English Language Learners: Saskatchewan School Perspectives

      Thumbnail
      View/Open
      BARKER-THESIS.pdf (497.0Kb)
      Date
      2011-09-13
      Author
      Barker, Conor
      Type
      Thesis
      Degree Level
      Masters
      Metadata
      Show full item record
      Abstract
      English Language Learners (ELLs) are becoming increasingly present in Saskatchewan Schools. School divisions are providing English as an Additional Language (EAL) instruction in order to meet the language, cultural and academic needs of students. Research from the United States and Australia has indicated the need for good induction procedures to assess the needs of individual students while similar research has not been done extensively in Canada, and in Saskatchewan in particular. ELLs represent a heterogeneous group, requiring support for their cultural and linguistic needs, and often face psychological, situational, and institutional barriers. An effective assessment procedure to determine the needs of these students is necessary to inform instruction and specialized services. Current documents from the Saskatchewan Ministry of Education indicate that assessment procedures to determine programming are left to individual school divisions, schools or teachers to manage, and best practices have not yet been evaluated. This modified basic qualitative interpretive inquiry research sought out the insights of two teachers, two EAL program administrators, and a community settlement worker representing the two major urban centres in Saskatchewan to discuss: (1) the identification process and intake procedures of ELLs in Saskatchewan; (2) the services provided to ELLs; and (3) the identification of exceptionality in ELL students. The resulting data revealed themes in relation to school induction, EAL programming, and further needs from outside sources to provide for the holistic needs of CLD students. Practical implications of the findings, the limitations of the current study, and areas for future research are discussed.
      Degree
      Master of Education (M.Ed.)
      Department
      Educational Psychology and Special Education
      Program
      School and Counselling Psychology
      Supervisor
      McIntyre, Laureen
      Committee
      Hellsten, Laurie
      Copyright Date
      August 2011
      URI
      http://hdl.handle.net/10388/ETD-2011-08-47
      Subject
      English Language Learners, exceptionality, assessment, Saskatchewan, EAL, intake, services, pullout
      Collections
      • Graduate Theses and Dissertations
      University of Saskatchewan

      University Library

      The University of Saskatchewan's main campus is situated on Treaty 6 Territory and the Homeland of the Métis.

      © University of Saskatchewan
      Contact Us | Disclaimer | Privacy