Aboriginal Students and English as

an Additional Language (EAL)

Programming Considerations
May 2015

Aboriginal Students and English as an Additional Language (EAL) Programming Considerations

RATIONALE AND CONTEXT

Currently, the Manitoba Education EAL Framework provides some general statements in regards to
Aboriginal students, EAL and Standard English as an Additional Dialect (SEAD) programming. The
document recognizes that the full understanding of Aboriginal students needs related to EAL/SEAD is an
emerging field. The intent of this document is to help guide schools in thinking about and reflecting
upon the most appropriate programming for Aboriginal students who may have EAL/SEAD learning
needs. It is not intended to define student specific programming.
As we begin to think about student success, we need to consider all factors. This includes fully exploring
the learning needs of Aboriginal students in RETSD. Part of this exploration is making sure that we are
informed about their language learning experiences and possible needs (language learning needs refers
to a students ability to read, write and express themselves in both an academic and social context).
RETSD believes in appropriate educational programming for all students and part of this framework for
Aboriginal students includes looking at their previous language learning experiences (in both their first
language and English) and planning appropriately based on this. Given that work in the area of
Aboriginal students and EAL learning needs is a relatively new area of exploration, it is our hope that this
document will assist teachers and school teams in planning to meet the needs of Aboriginal students
who may have language learning needs.

MANITOBA EAL CATEGORIES

The draft Manitoba Education Framework outlines two EAL categories (as shown below) that may be
applicable to students of Aboriginal ancestry:

Aboriginal
students who
come to school
speaking one or
more Aboriginal
languages
Aboriginal
students who
come to school
speaking a dialect
of English that has
been strongly
influenced by one
or more
Aboriginal
languages

These learners may:

live in a community or home where English is not generally used
for everyday communication
have developed good oral skills in their first language(s)
have had limited literacy experiences in their first language
know that English is used in wider Canadian contexts through
television and interactions with people in their community who do
not speak an Aboriginal language
have had periods of interrupted schooling or irregular attendance
These learners may:
live in a community or home where English is generally used in
everyday communication
have developed good oral skills in Aboriginal English
have limited experience with literacy in their first language
not recognize the distinctions between Aboriginal English and the
varieties of English used in Manitoba schools (i.e. demonstrate
characteristics of Standard English as an Additional Dialect
speakers)
have had periods of interrupted schooling or irregular attendance

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Aboriginal
students fluent
in Aboriginal
languages will
typically enter
the Manitoba
school system
in K-1
Aboriginal
students fluent
in Aboriginal
English will
typically enter
the Manitoba
school system
in K -1

Aboriginal Students and English as an Additional Language (EAL) Programming Considerations

PLANNING PRINCIPLES
For all students in all programs we are guided by the principle of the most appropriate educational
program. This principle is anchored in a collaborative team based planning process. This team includes
the school staff, the parents/guardians, other agency representatives and the student (as appropriate).
When considering EAL programming for an Aboriginal student the team needs to collaboratively
consider many factors including, but not limited to: past school experiences, education strengths and
gaps, cognitive ability, EAL or SEAD needs, as well as the students cultural context and experiences.
This is not an exact, or formulaic process. It will need to be discussed and defined by the team based on
the individual students experiences and background. School teams need to be familiar with and
respectful of each students background, experiences and beliefs and be aware of how their own
backgrounds, experiences and beliefs could potentially influence the way they support diverse learners.
As is the case for all students, it is imperative to use a team based approach to determine the nature of
the students learning needs and the necessary appropriate programming. For Aboriginal students it is
important to not mistake, or generalize language interaction patterns or learning styles that are
different from the majority group (i.e. reluctance to speak out) as a clear indicator of a language learning
need.
In cases where the team has identified that a student may benefit from EAL/language learning supports,
it is critical to keep in mind that the EAL classroom may not be the most appropriate environment.
Aboriginal students are not new to Canada and may have prior English experiences, be fluent speakers
of an Aboriginal language or be fluent speakers of an Aboriginal dialect of English. Aboriginal students
have unique education needs that do not necessarily align with the needs of new Canadian students
even in cases where EAL or SEAD learning needs are common. Schools considering placing an Aboriginal
student in a sheltered EAL class are expected to consult with the assistant superintendent prior to any
decision being made. This contact is to be coordinated and led by the school principal.

PLANNING POSSIBILITIES
This does not mean that Aboriginal students would not benefit from EAL programming or supports. EAL
programming and supports may very well be the most appropriate programming. School teams need to
look at and consider how to best provide appropriate language learning support. While programming
and placement can be related, they need not be. A student can benefit from language programming
without being placed into a sheltered EAL class.
It is also worth noting that a more integrated approach to SEAD learners would benefit Aboriginal and
non-Aboriginal SEAD students. Specifically for Aboriginal students, this support may include
participation in culturally relevant activities that include Aboriginal language, culture and heritage. As
is the case in most situations, students need validation of the language they have at school entry as they
work to acquire the language of instruction. Some programming options include: a focus on classroom
teacher professional development, establishing a culturally proficient and a supportive environment for
Aboriginal students that integrates EAL supports, or working with the AAA team to develop appropriate
supports and programming. In some cases it may be necessary to periodically cluster SEAD students to
provide opportunities for instruction which allows them to explore and practice skills in the language of
instruction.

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Aboriginal Students and English as an Additional Language (EAL) Programming Considerations

While it may seem obvious, it is important for Aboriginal students with EAL or SEAD learning needs to
have the variety of languages and dialects they speak to be honored, valued and recognized while at the
same time supporting them to build skills in the language of instruction (English).

References:
Ball, J. (2009). Supporting Young Indigenous Childrens Language Development in Canada: A Review of
Research on Needs and Promising Practices. The Canadian Modern Language Review. Volume 66,
Number 1, 1947.
Manitoba Education. (2011)Draft Curriculum Framework for English as an Additional Language (EAL)
and Literacy, Academics, and Language (LAL) Programming..

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