Teachers’ Assessment of ESL Students in Mainstream Classes: Challenges, Strategies, And Decision-Making.

Introduction Census and immigration statistics reveal that in 2002 almost 46% of immigrants to Canada spoke neither English nor French as a first language (Citizenship and Immigration Canada, n.d.). Canadian high schools, particularly in urban centers, have been described as “transformed” (O’Byrne, 2001) by steadily increasing numbers of English as a second language (ESL) students. In Ontario, provincial curriculum and policy documents instruct high school teachers to make “appropriate modifications to teaching, learning, and evaluation strategies … to help students gain proficiency in English” (Ministry of Education, 2000, p. 10); these documents further note that “teachers of all subjects are responsible for helping students develop their ability to use English” (p. 10).

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