1. One Teacher’s Experience from the province of Manitoba Sandra Pacheco Melo September, 2011

3.  The Charter was proclaimed in 1981.  Section 15 (equality rights) affects the delivery of educational services.  Every individual is equal before and under the law and has the right to the equal protection and equal benefit of the law without discrimination and, in particular, without discrimination based on race, national or ethnic origin, colour, religion, sex, age or mental or physical disability.

4.  provides the starting point and foundation for development of the regulations.  goes beyond the idea of physical location and incorporates basic values and a belief system that promotes participation, belonging and interactions.

5. is committed to fostering inclusion for all people. Inclusion is a way of thinking and acting that allows every individual to feel accepted, valued and safe. An inclusive community consciously evolves to meet the changing needs of its members. Through recognition and support, an inclusive community provides meaningful involvement and equal access to the benefits of citizenship. In Manitoba we embrace inclusion as a means of enhancing the well-being of every member of the community. By working together, we strengthen our capacity to provide the foundation for a richer future for all of us. Manitoba Education

6.  All students can learn in different ways and at different rates.  All students have individual abilities and needs.  All students want to feel they belong and are valued.  All students have the right to benefit from their education.  All students come from diverse backgrounds and want their differences respected.  Students learn in different places and locations.  All students have the right to appropriate educational programming.

7.  The provincial curriculum is the starting point of programming.  Parents and students must be involved in the planning process.  Collaboration between home, school and community in imperative.  The Individual Education Plan is the basis for decision-making for students with special needs.  The number of individuals involved in a student’s planning will increase as the complexity of the needs increase.

9.  Appropriate educational programming is a collaborative school-family-community process where school communities create learning environments and provide resources and services that are responsive to the life-long learning, social and emotional needs of all students.

10.  English language proficiency and knowledge of Canadian culture are fundamental to the success of learners.  Education system should respect and value the learner’s first language(s) and culture and recognize the importance of the continued use of the first language(s).  Learning is enhanced by the judicious use of two or more languages.  Learners should see their history, literature, and cultural experiences reflected in their classroom & curriculum.  Learners require competencies in both social and academic communication.  EAL learners who also have special needs require services to address both their language proficiency and special needs.

11.  Support for EAL students requires attention to: ◦ language development and proficiency, ◦ intellectual, social and emotional development, ◦ and citizenship.  Such support should be provided in a school environment which: ◦ values diversity, ◦ bridges cultures, ◦ and works to eliminate racism.

12. D R A F T  3. Intercultural Communication and Global Citizenship: Students will acquire knowledge, skills, and attitudes that will enable them to participate, communicate, and contribute to an interdependent, multilingual, and multicultural local and global society.  3.1 Developing and use knowledge and understanding of themselves as bilingual/bicultural or multilingual/multicultural learners  3.1.1 Affirm and value first language and culture  3.1.2 Value diversity  3.1.3 Explore personal, academic, and career opportunities  3.2 Develop and use knowledge and understandings concerning Canada’s peoples and Canada’s development as a nation and society  3.2.1 Demonstrate knowledge of Canada’s history and development  3.2.2 Demonstrate knowledge of Canada’s peoples, cultures, and traditions  3.3 Develop and use knowledge and understandings about global citizenship  3.3.1 Understand the importance of intercultural communication  3.3.2 Understand the importance of interdependence and building community

14.  Initial intake and assessment ◦ Process and protocol  Psycho/social needs of students ◦ Insufficient support-cross-culturally sensitive workers, teacher training  Teacher and school beliefs about incoming groups ◦ More than Heroes and holidays- Enid Lee  Difficulties with Child Protection Services and Youth Justice issues  Familial involvement ◦ Western beliefs about child-rearing and education

15.  Lack of diversity in teachers, or lack of training for teachers with regards to interethnic relations  Service that is provided is under the Student Services umbrella may promote “deficit” philosophy with regards to EAL

16. S. Melo 2010

18.  “We fled war, bombing, death and starvation. We hoped we were going to have a better life, a normal life, when we came to Canada – not all these problems with the government and CFS.”  “The system is treating these people as if they were born in this culture.”

19. Free Press, Dec. 11, 2004

20. Free Press, Nov. 30, 2004

21. Free Press, Dec. 9, 2004

22.  Metro Winnipeg EAL Consultants  Provincial Curriculum Development Teams  Manitoba Education EAL Advisory  Divisional EAL Learning Communities