Sign In

English Language Learners

English as a Second Language
Ms. T. Baron | Department Head
ELL Teachers
Ms. V. Roland
Ms. JNann (Atwal)​
Ms. A. Miller
Mr. S. Coderre
Mr. C. McLean
Mr. D. Myers
Ms. T. Baron
Mr. O. Kollar

VSB ELL District Programs Pathways.pdfVSB ELL District Programs Pathways.pdf

District ELL programs for 2017-2018 .pdfDistrict ELL programs for 2017-2018 .pdf​

District Program Application Form 2017 -2018.pdfDistrict Program Application Form 2017 -2018.pdf

​​​District Program Consent Form.pdfDistrict Program Consent Form.pdf

ESL/ELL (English as a Second Language / English Language Learners) Local and International Programs


Sir Charles Tupper has an ESL/ELL Program which is very successfully supporting a wide range of resident and International students in being academically successful. We do this by identifying individual student needs and designing a timetable or program to meet these. Our goal is to maximize the students’ exposure to academic English in order to ensure that they are adequately prepared for senior English courses, for courses that require a high level of English ability, and for success on the examinations that are needed for graduation and for admission to post-secondary schools.


Students are placed in ELL/ESL classes according to their level of achievement and comprehension in English, then by  placement in courses needed for graduation credit.  Their level of achievement is determined by an analysis of standardized test results, standing in previous ESL courses, and grades in “regular” courses. Attendance and work habits may also be a factor. A student whose skill in English is that of a beginner - primary level student (Grades 1 - 2.5) is placed in ESL1; one whose comprehension is that of a lower to upper intermediate student (Grades 2.5 - 5) is placed in ESL2 or 3; one whose level is advanced level (Grade 5 - 7) is placed in Transitional.  Evaluation and progress are considered monthly by the ELL Department team. Students progress at their own pace; one level does not necessarily equate to one year.

Beginner Level Courses
ELL1 English , ELL1 Writing,
ELL1 Social Studies, ELL1 Science, and ELL Mathematics, if needed

Intermediate Level Courses
ELL2 or 3 English, ELL2 or 3Writing,
ELL2 or 3 Social Studies

Advanced - Transitional Courses
The Transitional English and Transitional Social Studies courses use texts from the regular English and Social Studies programs; however, the pace is usually slower, and there is more emphasis on vocabulary and basic English skills than there would be in a regular class.

Success in these courses leads directly to placement in regular courses. Grade level placement depends on the degree of success experienced by each student. These classes may be semestered to enable particularly capable students to challenge themselves to complete two years in one.

Support Courses
ELC  exists to give continued growth and support in writing skills to Transitional English students and integrated students who need it.
Composition 11 is a credit course for continued support to writing skills for grade 10 to 12 students. This course is open to ESL/ELL students and non-ESL/ELL students who need writing support.


In addition to our regular ESL/ELL Program, we have three district programs to support  resident ELL  with specific needs. These programs are the Literacy Program, the I-LEAD Program, and the EMPOWER Program.



FOCUS: To support students who have had interrupted or minimal education.  The program aims to help students gain the reading, writing and numeracy skills they need to prepare for progress into our mainstream ESL/ELL program.  Canadian cultural orientation activities are an integral part of this program.


Age Restriction: none                                                Prerequisites: none



  -  little to no formal schooling in country of origin

  oral language ability in English is minimal - only comprehends the most basic of classroom instructions

  -  reading ability in English limited (Woodcock Reading Grade Equivalent is less than Grade 1)

  -  student willingness and parent/guardian support are required to attend this district class

  -  students may be new arrivals referred by DRPC or recent arrivals graduating from Grade 7 and needing assistance in their transition to secondary school


Students are with one teacher for most classes and are integrated into electives as their skills develop.  Their primary teacher will be responsible for helping them acquire: knowledge of the Canadian school system, basic literacy skills in English; experience and understanding of Canadian culture through a series of encounters and activities; basic numeracy skills and the language needed for doing Mathematics and other subjects.  Activities will be designed to encourage encounters with members of the Tupper community.

 Students are enrolled and integrated for Physical Education and at least one elective. Membership in school teams, Homework Club and community programs is initiated and supported. Students will be integrated out of this program as they start to experience success.



(I-LEAD = Intensive Language Enrichment and Development)

Age Restriction: none                                                            Prerequisites: 9 years of formal education


-   up to nine years of previous education in Canada or country of origin

-   English at ELL Level 1 (Beginner) or ELL Level 2 (Lower Intermediate); Woodcock Reading Grade Equivalent is less

    than Grade 3

-   Math skills are below Grade 9 level

-   willingness to participate in community contact assignments

-   student willingness and parent/guardian support to attend this district class


This program will support students who have been in school but continue to struggle with English acquisition or ELL students who are well below grade level in Math or have experienced little success in school.  Students in this program will be in a sheltered ELL program for one day and will take courses for credit and integration on the other day.  Students will have opportunities to participate in contact assignments and community experiences in support of a thematic academic approach to build students’  success in academic coursework. Students will be integrated out of this program as they start to experience success.

​ ​​