“Even though most students in Canada are very kind, sometimes it is challenging to build relationship with them because (a) cultural differences in getting to know each other, (b) I was also not confident speaking ‘native English’ to them.”
– Gum-Ryeong Park, current PhD student
Key Terms:
There are several terms that are useful to know in the context of English language teaching and learning.
- ELL – English language learner
- ESL – English as a second language. Often used interchangeably with EAL.
- EAL – English as an additional language. Often used interchangeably with ESL.
- EAP – English for academic purposes. EAP courses include the study of functional communication as well as language and skills specific to academic environments. Many post-secondary institutions offer EAP bridging programs. In these programs, students receive an offer of acceptance to an undergraduate or graduate degree program conditional on completion of an EAP program.
- ESP – English for specific purposes. This involves the teaching and development of language skills required for specific disciplines such as business, IT, and engineering.
Who are ELLs on Campus? Data Around International Students at Mac
There are various types of ELLs at McMaster University. The largest group of ELLs at McMaster is international students. Currently, McMaster has thousands of international students. In the 2020-2021 academic year, there were 4,560 international undergraduate students and 1,180 international graduate students. A more detailed breakdown of where international students came from in the 2020-2021 academic year is available in the McMaster Factbook.
Most international students at McMaster are ELLs, but not all. Many international students come from countries where English is either an official language or English is one of the primary languages used in the education system. ELLs at the university can also be citizens or permanent residents whose first language is not English. Some ELLs at the university are new to the country, while others may have completed some high school in Canada.
Language Proficiency Standards for Acceptance to Mac
An ELL in their first year of their undergraduate program may have:
- Entered directly into their program by meeting the program’s academic requirements and required IELTS score.
- Entered via the MELD program (McMaster English Language Development Diploma). The MELD program is a one-year, intensive bridging program. Students that meet an undergraduate program’s academic requirements but do not meet the program’s language requirements may receive a conditional offer based on completion of the one-year MELD program.
All ELLs who apply for admission to McMaster University must provide proof of proficiency in English. A common test that ELLs take is IELTS. This test assesses the four main language skills: reading, writing, listening, and speaking.
IELTS determines language proficiency across 9 bands/levels. A test taker who has little English language and is unable to demonstrate much, if any, proficiency would be assessed at a very low band. Conversely, a test taker at the top level would demonstrate proficiency in English similar to a person who uses English as their first language (L1) in that they can comfortably and accurately use and recognize a wide range of vocabulary, grammar, and structures. Test takers are given a score in each of the four skill areas as well as an overall score.
For acceptance to most programs at McMaster, ELLs need to demonstrate an overall proficiency in English reflective of an IELTS 6.5 level with no skill below 6.0. Students may have strong speaking skills, but their writing skills may still be developing. This means that ELLs may have gaps or imbalances in their communication skills.
If you’re interested in learning more about the skill levels of students who are performing at an IELTS 6.5 level, here are some speaking and writing samples.
As noted, students who apply to McMaster but do not meet the English language requirements can apply to complete intensive English language studies in the MELD program. The MELD program is designed to help students practice and improve their language skills, particularly in academic contexts, for admission to undergraduate level programs.
Expandable List
It is important to be cognizant of the cultural backgrounds and experiences of all students in classes, including ELLs. ELLs may have different experiences and degrees of comfort living and studying in Canadian educational institutions.
Many theories and models have been developed to describe the acculturation process and culture shock more generally. Oberg’s (1960) model of culture shock is useful in understanding the transition that an individual undergoes when they experience new and foreign situations. There are four stages:
- Honeymoon – This stage involves excitement about the new culture. The individual is keen to learn about the new culture and views it positively.
- Crisis – In this stage the individual increasingly notices and experiences troubles in various contexts including language, housing, employment, and education. The individual feels homesick and rejection in the new culture as a result of feeling different. This is an important point in the process as an individual will either persevere in the new culture, or they may return to their home culture.
- Recovery – In this stage, an individual develops an open mind towards the new culture. At this point, the individual is receptive to new knowledge and strategies to adapt to the new culture.
- Adjustment – This stage is characterized by an individual gaining new perspectives in the new culture. An individual develops tolerance and ultimately accepts the new lifestyle.
Of course, not all individuals pass through all four stages. Likewise, the process may be iterative, whereby an individual moves back and forth between different stages.
Recognizing and exposing the hidden curriculum is an important skill for educators. The ‘formal’ curriculum consists of the structured and intentionally planned courses, lessons, activities, and knowledge that students learn. The ‘hidden’ curriculum, on the other hand, refers to the unstated cultural lessons, values, perspectives, and rules that students learn at school. Children naturally learn these unstated lessons at school and at home through interactions with their educators, peers, and environments. However, students who come from diverse cultural backgrounds may not be familiar with the teaching and learning structures that exist in Canadian educational contexts as these lessons are not explicitly stated in course outlines (Egbo, 2009).
Examples of the hidden curriculum that ELLs may not be familiar with include: (1) expectations around participation in class; (2) power dynamics in the classroom between educators and students; and (3) acceptable behaviours for group work and collaboration.
It is important, then, to recognize the hidden curriculum within courses and lessons and to expose it so that students from diverse backgrounds understand expectations and can be successful within the Canadian educational context. The hidden curriculum can be exposed by clearly setting expectations around participation and behaviour at the outset of the course, addressing misunderstandings quickly, and engaging in ongoing discussions about expected behaviours. Integral to these conversations is that classes have an atmosphere of trust, respect, and understanding. Students should not feel judged, shamed, or excluded for not being aware of the hidden curriculum.
Take a few moments to consider and identify whether the following are examples of the formal curriculum or the hidden curriculum by engaging in the drag and drop activity below.
In addition to navigating issues of language and culture, ELLs are often faced with other challenges such as:
- Establishing an identity in the new culture
- Making and developing friendships
- Managing bureaucratic and legal issues such as study visas and setting up bank accounts
- Securing appropriate housing in a new country
- Understanding the expectations and requirements of the Canadian educational system
Approaching ELLs with compassion and kindness will help them adjust to Canadian cultural and educational contexts and will contribute to meaningful and successful learning environments for all.
Activity
Test your knowledge by trying the True or False quiz below.