English Language Arts (ELA)

English Language Arts is multifaceted. It provides a rich environment for the learning of English, cultures and subject-area content. ELA strives to provide intensive language learning environments, with the potential for high academic achievement and enriched cultural experiences that maximize student opportunities for learning. After all, effective learning environments are those where:

• The individual and collective needs of students are met
• There is a supportive climate that encourages risk taking and choice
• Diversity in learning styles is accommodated
• Connections to prior knowledge and experiences are made
• There is exposure to a wide range of excellent models of authentic language
• Quality multimedia, print and other resources are available and applied in a supportive, meaningful and purposeful manner.

ELA establishes an environment in which the English language is used for purposes of communication, personal satisfaction and learning. Students have numerous opportunities to learn and use the language in a meaningful, purposeful way to meet their needs, interests and abilities.

In ELA, the delivery of subject-area content, language instruction and cultural information often occurs concurrently, promoting effective language acquisition. Language is acquired at various rates throughout a learner’s stages of growth. It develops gradually. Students enhance their language abilities by applying their knowledge of language in new and more complex contexts and with increasing sophistication. They reflect on and use prior knowledge to extend and enhance their language knowledge and understanding. Errors are an integral part of the language learning process. By learning, experimenting with, and applying, new language structures and vocabulary to your repertoire, and using them in a variety of contexts, you will develop language proficiency. That’s English Language Arts!

Listen, Speak, Read, Write, View, and Represent to comprehend literature and other texts in oral, print, visual and multimedia forms, and respond personally, critically, and creatively

Module I

Discern and Analyze Content

• explain the text creator's purpose, including implicit purpose when applicable, describe whether or not the purpose was achieved and assess the suitability of the text to the target audience
• describe how societal forces can influence the production of texts explain the relationships between text and context, in terms of how elements in an environment can affect the way in which text is created identify the impact that personal context – experience, prior knowledge – has on constructing meaning from a text

Understand and Interpret Content

• analyze the personality traits, roles, relationships, motivations, attitudes and values of characters developed/persons presented in literature and other texts; and explain how the use of archetypes can contribute to the development of other textual elements, such as theme
• assess the contributions that visual and aural elements make to the meaning of texts

Relate Form, Structure and Medium to Purpose, Audience and Content

• assess the potential influence of various audience factors on a text creator's choice of form and medium

Relate Elements, Devices and Techniques to Created Effects

• assess the contributions of textual elements and stylistic techniques to the creation of atmosphere, tone and voice
• assess the use of musical devices, figures of speech and sensory details to create effects in a variety of print and non-print texts
• explain the contribution of motif and symbol to controlling idea and theme
• assess the use of persuasive techniques and their effects on audience

Module II

Listen, Speak, Read, Write, View and Represent to respect, support and collaborate with others

Use Language and Image to Show Respect and Consideration

• analyze and describe language and image; used in literature and other texts to convey respectful and considerate, or disrespectful and inconsiderate, perspectives and attitudes
• analyze and describe positive or negative portrayals of characters in literature and persons in life, and be sensitive to the feelings of others
• analyze behavioural expectations of a communication situation, explain how verbal and nonverbal communication contributes to the inclusion or exclusion of individuals involved in a communication situation, and use verbal and nonverbal communication that is inclusive of other individuals

Appreciate Diversity of Expression, Opinion and Perspective

• explain how selected works of literature and other print and non-print texts convey, shape and, at times, challenge individual and group values and behaviours
• explain how a text creator’s underlying assumptions influence his or her ideas, opinions and selection of supporting details

Module III

Listen, Speak, Read, Write, View, and Represent to manage ideas and information

Plan Inquiry or Research, and Identify Information Needs and Sources

• develop and draw from a repertoire of effective strategies and technologies for gathering, generating and recording information

Evaluate Sources, and Assess Information

• reflect on and describe strategies for evaluating information sources and for detecting bias; select and monitor appropriate strategies; and modify selected strategies as needed to evaluate sources and detect bias
• assess information sources for credibility and for appropriateness to purpose, audience and presentation form
• assess the accuracy, completeness and currency of information selected from sources; and assess the relevance and appropriateness of the information to purpose
• identify and describe possible biases and vested interests of sources; and explain how underlying assumptions, biases, and positive or negative spin affect the credibility of sources

Tuition Fee

Local Tuition¹: $380 per month

¹ Local Tuition applies to Canadian Citizens, Landed Immigrants, and International Students applying within Canada.