For every family new to Edmonton, one of the most important steps in integrating their child into the Canadian education system is assessing their English language proficiency. This process is not just a formality, but an important step in determining what kind of support the child will receive during their education. Edmonton schools use specialized assessment tools developed by Alberta Education to accurately identify each student's needs and provide them with the best conditions for successfully mastering English and the curriculum. This article takes a detailed look at the entire assessment process, from the first step to regular monitoring of the child's progress.
Initial assessment upon school registration
When a newly arrived family decides to enroll their child in school in Edmonton, the language assessment process begins before the first day of school. Schools conduct a so-called intake assessment — an initial assessment of the student's English language proficiency at the beginning of the school year or upon enrollment. This information is used to make decisions about programming, instruction, and resources to support the student's learning needs in all subject areas.
One World...One Centre for Edmonton Catholic Schools
If parents choose Edmonton Catholic Schools for their child, they need to contact One World...One Centre at 780-441-6060 for more information and to make an appointment. This specialized center provides comprehensive intake and assessment for all newly arrived families.
Several important procedures take place during the visit to the center. First, citizenship and immigration documents are checked. Then, registration is completed, and the family's needs are assessed. The most important step is to assess the child's listening, speaking, reading, and writing skills. The length of the intake depends on the family's language level: if English is their first language, the intake will take up to 45 minutes, but if English is not their first language, the intake can take up to 2 hours.
One World...One Centre employs Intercultural Liaison Workers who help families through the entire process. They meet and greet families in their first language or English, help with the student registration form, and collect the necessary registration documents, such as birth certificates, baptism certificates (if available), passports, and immigration documents. They also provide interpretation services between assessors and newly arrived families as needed.
In addition to language assessment, parents are assisted in completing the Student Intake Form, which collects information about the child's previous educational experience, interests, and motivation, as well as prior knowledge and skills. This information is used by teachers to better understand the student and their experience prior to arriving in Canada.
Admission process at Edmonton Public Schools
At Edmonton Public Schools, the initial admission process is slightly different. Admission begins directly at the school, after which a visit to the reception center may be arranged. Parents and students undergo an interview during which the admission form is completed. School staff determine whether the student qualifies for EAL support based on their professional judgment of the student's English language proficiency.
It is important to confirm that the child's first language is not English. If the student speaks English at home, they do not qualify for EAL support and the associated funding. Staff also verify that all siblings in the family are identified as EAL students, gather information about the family and student history, determine prior formal educational experience, and, for older students, the presence of prior high school experience and possible credits that can be transferred to a Canadian high school diploma.
According to Alberta Education requirements, the initial English language assessment of newly arrived students must be completed within the first 30 days of arrival at the school. Schools may be audited for compliance with these requirements, so meeting the deadlines is mandatory.
Assessment Tool: Alberta K-12 EAL Proficiency Benchmarks
The primary tool for assessing students' English language proficiency in Edmonton is the Alberta K-12 English as an Additional Language Proficiency Benchmarks, also known as Benchmarks 2.0. This is an official assessment tool developed by the Alberta government to assist educators in determining the English language proficiency of students who are learning English as an additional language.
Benchmarks 2.0 can be used in any subject area to assess initial and current language proficiency, inform instruction and programming, set appropriate language learning goals, determine language support needs, monitor and report on language proficiency growth, and communicate with students and their parents or guardians about language proficiency.
Structure of the language proficiency level system
The Benchmarks 2.0 assessment system covers students from Pre-Kindergarten to Grade 12 and contains eight levels of language proficiency. The two initial levels are called Emerging Literacy A and Emerging Literacy B, followed by levels 1 through 6. These levels are divided by student age groups: Pre-K and Kindergarten (assessed only on listening and speaking), Grade 1, Grades 2-3, Grades 4-6, Grades 7-9, and Grades 10-12.
The levels are also grouped by overall language proficiency: Beginner, Intermediate, and Advanced. It is important to understand that students may be at different levels in different language areas — for example, a child may have a higher level of listening than writing.
Four language strands of assessment
Assessment is carried out in four language strands: Listening, Speaking, Reading, and Writing. For preschool and kindergarten children, assessment is carried out only in the areas of listening and speaking, as the development of reading and writing skills is not yet age-appropriate.
These strands can be viewed as receptive (receiving information and ideas) and productive (creating information and ideas), or as oral (communicating aloud) and written (communicating in print). Understanding this structure helps parents better understand which aspects of English are being assessed and where their child may need more support.
Three key assessment competencies
Within each language area, three key competencies are assessed: Vocabulary, Sentence Structure, and Connections and Transitions.
Vocabulary assessment looks at whether the student understands and uses words in isolation, including survival words, basic utility words, and social greeting words. At the initial levels, the student may rely on their native language. At more advanced levels, the assessment looks at the understanding and use of subject-specific words, academic words, technical terms, words with multiple meanings, idioms, and figurative language.
Sentence structure assessment analyzes how the learner constructs sentences. At the beginner level, these may be one- to three-word utterances that convey meaning. At the intermediate level, the learner begins to use simple and compound sentences. At the advanced level, the use of a variety of complex and compound sentences for different audiences, purposes, and styles is expected.
Assessing connections and transitions determines how the student connects ideas. Beginners understand the word “and” to connect ideas, while advanced students use a wide range of connecting words and phrases to justify a thought, rephrase, suggest a possibility, and show a change of direction or exception.
Description of language proficiency levels by area
Understanding what each level of language proficiency means helps parents better understand where their child is and what to expect.
Level A (Emerging Literacy A)
At the listening level, the learner understands a few words when repeated, with the support of visual materials and actions, relying on their native language. When speaking, they can repeat one or two words, use their native language, and show their needs through actions. They may go through a so-called “silent period” when the child listens more than they speak. When reading, they recognize letters, understand pictures in books associated with familiar words, and develop book handling skills. When writing, they copy letters and numbers and may use their native language and digital tools.
Level B (Emerging Literacy B)
At this level, when listening, the student understands classroom routines with the support of pictures and actions and can rely on their native language. When speaking, they use a few memorized words and phrases to communicate their needs and may use translation into their native language. When reading, they read letter by letter and understand that letters are associated with sounds. When writing, they copy familiar words and use memorized letters and numbers with support.
Level 1
Students understand familiar routines, social situations, and instructions with support. When speaking, they use familiar social and classroom words and phrases to communicate needs and ask questions with support. When reading, reads word by word, pronouncing familiar words, and understands a few common words with visual support. When writing, copies familiar words and phrases and uses them in template sentences, may use a personal bilingual dictionary.
Level 2
At this level, the student understands information in familiar social and subject-related situations and can use translation tools. When speaking, uses familiar words to ask and answer questions and communicate with classmates. When reading, reads and understands familiar words and simple sentences with the support of visual materials and their native language. When writing, they use familiar words and basic simple sentences with the support of sentence templates.
Level 3
The student understands more details in familiar social and subject-related situations with support. When speaking, they use familiar words for questions and answers and talk about familiar subject-related topics. When reading, understands familiar words and sentences with visual support and uses information to predict events or next steps. When writing, uses simple and familiar compound sentences in a paragraph on new topics with the support of paragraph templates.
Levels 4, 5, and 6
At Level 4, the learner understands more detail in new social and familiar subject situations. At Level 5, the learner understands more detail in new social and subject situations. At Level 6, the learner understands a wide range of new subject information and can use many specific words in different social and subject situations. These advanced levels are appropriate for learners who are approaching a level of language proficiency sufficient to participate fully in learning without special EAL support.
How teachers conduct assessments
The language proficiency assessment process is not a one-time test, but rather a comprehensive observation and analysis in the context of the classroom. Teachers use Benchmarks 2.0 to assess a student's language proficiency by observing the student's interactions during learning and using authentic tasks and assessments adapted for early language proficiency levels and differentiated as needed.
Methods of gathering information
Teachers assess language proficiency using several methods. They observe students as they interact with their peers while completing learning tasks and during teacher-student communication. They review samples of students' classwork and assessments in any subject area. They take notes on language proficiency using other formal and informal testing tools.
To assess listening and speaking, teachers can use individual interviews during class time, observation during class discussions, demonstrations, and cooperative learning, and video or audio recordings of students. Individual reading assessments, pair or small group reading, and guided reading circles are used to assess reading. Individual writing assignments such as journals, notes, reports, projects, essays, and tests are analyzed for writing.
Communicative competence as the basis for assessment
Assessment is based on the concept of communicative competence—the ability of a student to understand and use language for effective communication in authentic social and school environments. This concept includes four interrelated areas.
Linguistic competence covers the understanding and use of vocabulary, linguistic conventions (grammar, punctuation, spelling), and syntax (sentence structure). Strategic competence includes techniques for overcoming language gaps, planning and evaluating communication effectiveness, achieving conversational fluency, and modifying text for audience and purpose.
Sociolinguistic competence involves awareness of social rules of language, such as formality, politeness, and directness, nonverbal behavior, and cultural references, including idioms, expressions, and background knowledge. Discourse competence means understanding how ideas are connected through patterns of organization and linking and transition devices.
Specific focuses for each language skill
Each language skill has its own specific assessment focus. For listening, this is auditory discrimination—the ability to hear specific sounds and words and recognize changes in tone and other nuances of spoken English. For speaking, pronunciation is assessed—the ability to effectively produce the sounds and intonations of English so that the speaker is understood, with accents being expected and acceptable.
For reading, the focus is on fluency—the speed, ease, and accuracy with which a student decodes and understands English text. For writing, editing is assessed—the process of reviewing, revising, and improving text to enhance it based on English language conventions, word choice, text form, and its intended audience and purpose.
Documenting and tracking progress
Schools are required to maintain documentation of language proficiency assessments for coding EAL students and receiving EAL grant funding. For this purpose, special tracking sheets are used to record the student's progress throughout the entire period of study.
Structure of tracking sheets
The tracking sheet consists of two parts. Part A contains basic information about the student: name, code, class, date of admission, initial language proficiency levels in all areas (L — Listening, S — Speaking, R — Reading, W — Writing) and overall initial level, as well as native languages and notes about admission.
Part A also records levels for each academic year in two reporting periods. At the end of each section, there are “Yes” or “No” marks for the question of whether the student needs EAL support in the next academic year.
Part B is more detailed and contains indicators for each of the three key competencies at each level. Teachers date and initial when a student achieves most of the indicators in a competency at a given level in different social and academic contexts for each area.
Documentation for compliance
To comply with Alberta Education's requirements for EAL coding and funding, documentation must include a dated tracking table or Benchmarks 2.0 indicators along with a sample of the student's work used to inform the benchmark assessment, with annotations correlated to the benchmark indicators.
Using the tracking table for compliance involves completing both parts—A and B. Tracking table information can be recorded digitally using a fillable PDF form or local student information systems.
Ongoing assessment throughout the school year
Language proficiency assessment does not end after initial intake. Ongoing assessment and monitoring of EAL students' language proficiency is essential to inform instructional planning and provide timely and appropriate instructional support.
Frequency of assessments
The funding guide for school districts requires annual assessment of a child/student's language proficiency development to inform instructional planning and provide timely and appropriate instructional support. However, this does not mean that Benchmarks should only be used once a year.
EAL Proficiency Benchmarks are recommended to be used throughout the year to ensure that each EAL student develops the language skills and knowledge expected based on their individual circumstances. Benchmarks can be used to establish students' English proficiency levels at specific intervals throughout the school year, such as in November, March, and June, and compared with previous results to determine student progress.
For students who are new to the district, assessments should be conducted in the fall (September) and spring (May) of their first year. After the first year, the May assessment can be used as the fall assessment for the following academic year, meaning that students only need to be assessed once a year after their first year.
Purpose of ongoing assessment
Setting language learning goals and planning language development helps provide concrete evidence of how a student is progressing. Teachers use assessment information to plan instruction and select appropriate materials and resources for each EAL student. They consider the student's performance description at a level above where the student is currently functioning and use this information to plan instruction and activities.
For example, if the next speaking indicator in vocabulary for a student is “Expresses ideas using some utilitarian, descriptive, and subject-specific words,” the teacher can identify a subject area to support this specific skill, review the language of the upcoming unit, and identify subject-specific -specific words that the student should use in a project or presentation, provide instruction on these words, their meaning, and their use in the context of the unit, reinforce the words by placing them where students can see them throughout the unit, and provide opportunities for the student to record the words in a learning journal or personal dictionary.
What affects a student's rate of progress
It is important for parents to understand that it can take five to seven years to develop a sufficient level of proficiency in an additional language. This is scientific data that schools use to set realistic expectations. The rate of progress of a student learning English can depend on many factors.
Factors that influence the speed of learning
Previous experience studying English plays a significant role — both the amount of time and the quality of the experience are important. A student's level of proficiency in their native language and literacy skills affects their ability to transfer skills from one language to another. Parents' literacy levels and the language environment at home are also important — a bilingual home environment provides many opportunities for students to make connections between the two languages.
Parents are encouraged to continue developing their child's native language, as language skills are transferable. Strong language skills in any language or languages will help the student build English more quickly.
Uneven progress
A student's progress may vary from one area to another. Each student follows an individual pattern — for example, progressing quickly in listening but needing support in speaking, reading, and writing. Some learners may progress most quickly in the receptive areas of listening and reading, others in the productive areas of speaking and writing, others in the oral areas of listening and speaking, and still others in the areas of reading and writing literacy.
Progress may also vary between different communicative competencies. Some learners may be very strategic and may be at level 4 in strategic competences and at level 2 or 3 in others. Others may have greater sociolinguistic awareness and be at a higher level in sociolinguistic competences than in other areas.
Possible visible regression
Sometimes learners may appear to regress when learning English. This may be due to challenges in adapting to academic language expectations between grade levels, experimenting with new vocabulary and sentence structures (for example, a student may revert to simple sentence structures when using new vocabulary, especially when trying to be precise), adapting to changes in life or school, or returning after a break in schooling and/or prolonged absence from school.
A student's progression through the ESL Benchmarks from one age division to another may not be linear. A student who moves between divisions may be assessed at a lower benchmark—this does not indicate regression. As the benchmarks move between divisions, expectations at each division increase in terms of linguistic complexity.
Reporting to parents on their child's progress
Schools are required to inform parents about their child's language proficiency level. At regular reporting periods, the student's current language proficiency level should be reported for each of the domains (listening, speaking, reading, and writing), showing the language proficiency level at which the student is currently working.
It is also important to show how subject grades are affected by limited English proficiency. Comments should be included to explain to parents and students what the proficiency levels mean. This communication helps parents understand where their child is and what to expect in terms of progress.
Benchmarks 2.0 can be used to communicate proficiency levels to students and their parents/guardians. Information about language proficiency assessment can be used to inform appropriate programming and instruction for EAL students across all subject areas.
Learning support based on assessment results
Based on the identified language proficiency level, schools provide various types of learning support. Benchmarks 2.0 includes a section on curricular support that identifies the type of programming appropriate for students at each level.
For students at the Emerging Literacy levels, intensive literacy and numeracy development is provided. This applies to students with limited formal education or gaps in literacy who have a basic level of English and emerging literacy in any language. These students require interventions to develop background knowledge, literacy and numeracy skills, and English language skills to support their learning.
For students who are beginning to learn English but require significant support and explicit language instruction to access the Alberta curriculum content, an adapted early grades curriculum is used. Adaptations to curriculum outcomes and programming are mandatory and may include studying pre-grade curriculum outcomes to build background knowledge of content and develop subject-specific language.
For students who can work with the grade-level curriculum in English with some adaptations through targeted selection of the most appropriate outcomes, an adapted grade-level curriculum is used. Programming that regulates the pace of learning, develops background knowledge, and includes explicit language instruction, guided practice, opportunities to participate in authentic learning tasks, and access to appropriate support and scaffolds.
EAL differentiation and language support are critical for students learning EAL in K-12 to build fluency in English and participate fully in grade-level tasks with their peers in inclusive classrooms. EAL differentiation includes culturally appropriate practices and adjustments to tasks, assessments, and resources based on students' English proficiency levels and background knowledge.
Practical Tips for Parents
Understanding the assessment process helps parents be active participants in their child's education. Here are some recommendations for parents of EAL students.
First and foremost, it is important to support the development of the home language at home. Research shows that a strong foundation in the home language helps students learn English more quickly, as language skills are transferable. Read to your child in their home language, discuss the events of the day, and encourage them to keep a journal.
Be patient and realistic about expectations. Remember that it can take five to seven years to achieve sufficient language proficiency. Progress may be uneven—your child may develop more quickly in some areas than in others.
Maintain regular communication with the school. Ask about your child's language proficiency at parent-teacher conferences. Find out what support your child is receiving and how you can help at home.
Use library resources. The Edmonton Public Library offers free resources for learning English, including bilingual book sets and programs for children.
Don't worry if progress seems slow or uneven. Every child has their own unique path to language learning, and some periods of “stagnation” are a normal part of the language development process.
Conclusion
The English language proficiency assessment system in Edmonton schools is comprehensive and scientifically based. The Alberta K-12 EAL Proficiency Benchmarks provide a standardized and consistent approach to identifying students' language needs, planning instruction, and monitoring progress. The assessment covers all aspects of language proficiency—listening, speaking, reading, and writing—and takes into account different levels of development from beginner to advanced.
It is important for parents to understand that this assessment is not a “test” of success or failure. It is a tool that helps schools provide the best possible support for each child. The assessment results are used to individualize learning, select appropriate materials, and determine the level of support each student needs.
With a proper understanding of the assessment process and active participation in their child's education, parents can become valuable partners with the school in supporting their child's successful integration into the Canadian education system and mastery of the English language.