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Who can collaborate with ELL teachers inside and outside of the school in supporting and advocating for students linguistic and social adjustment challenges and needs in the school?

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Who can collaborate with ELL teachers inside and outside of the school in supporting and advocating for students linguistic and social adjustment challenges and needs in the school?

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How can we motivate English Language Learners to work/learn in their new language?

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How can we motivate English Language Learners to work/learn in their new language?

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Working together to Support English Language Learners Pg.17

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Working together to Support English Language Learners Pg.17

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- The school administration team
- Teachers
- Students
- Parents
- Community Partners

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In 2015, the Ministry of Education introduced the Community Planning and Partnerships Guideline. It requires school boards to hold at least one public meeting per year to discuss potential planning and partnership opportunities with public and community organizations. 

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In 2015, the Ministry of Education introduced the Community Planning and Partnerships Guideline. It requires school boards to hold at least one public meeting per year to discuss potential planning and partnership opportunities with public and community organizations. 

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Help ELL student transition after highschool

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Help ELL student transition after highschool

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Vision

All Ontarian adults have access to quality education and training.

Mission

LNO will work collaboratively to

support adult education and training across Ontario

build capacity through research and the development of resources

facilitate service coordination and planning

support knowledge mobilization

Who We Are

The Learning Networks of Ontario (LNO) is made up of 16 learning networks from across Ontario. Each network provides

support to Literacy and Basic Skills (LBS) programs through core services which are funded by the Ministry of Labour, Training and Skills Development (MTLSD) as part of Employment Ontario (EO)

other services which vary across the province and are funded through fundraising, funders, donations and projects (i.e., centralized assessment, family literacy, Clear Writing, events, etc.)

To learn more, Contact Your Local Network.

To learn more about Literacy and Basic Skills see the Frequently Asked Questions.

Why Does the "Learning Networks of Ontario" exist?

The Learning Networks are playing an increasingly important role in system planning, coordination and integration. This role is extended beyond the literacy field to include our other partners in Employment Ontario (employment agencies, apprenticeship).

As a group, the Learning Networks of Ontario

share resources to provide quality training to the Literacy and Basic Skills field

collaborate in areas that relate to service coordination

identify provincial needs and plan a response to identified needs

have a strong collective voice to advocate on behalf of learners, literacy programs and the literacy field

share expertise and experiences to learn from each other

create and collaborate on projects through various sources of funding

enhance knowledge mobilization

History of the Learning Networks of Ontario

We have been working collectively since networks were established and have formally called ourselves the Learning Networks of Ontario since 2010. Some Learning Networks have been around for almost 30 years. Many were developed at the grassroots level and run by volunteers. The purpose was to provide support to the small but determined group of people who were trying to help individuals upgrade their skills. Over the years the Learning Networks have built their capacity and now offer a range of supports to their communities.

Our Ministry Core Funded Services

As MLTSD-funded support organizations we help to

build capacity of Literacy and Basic Skills (LBS) agencies by bringing them together for training

provide resources and support

bring awareness to LBS

provide information and referral services

link adults to training

improve service coordination

coordinate literacy services planning

link with other community agencies and employers

In response to their local needs, networks often develop services that are not funded by MLTSD such as

Clear Writing Services

Special Events (awareness, fundraising)

Assessment

Find out what is happening in each area.

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All Ontarian adults have access to quality education and training. LNO will work collaboratively to support adult education and training across Ontario build capacity through research and the development of resources facilitate service coordination and planning support knowledge mobilization The Learning Networks of Ontario (LNO) is made up of 16 learning networks from across Ontario.

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Ontario Focused Intervention Partnership  for Elementary Schools

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Ontario Focused Intervention Partnership  for Elementary Schools

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Coelho, E. (2007 [2004]). Adding English: A guide to teaching in multilingual classrooms.Toronto, ON: Pippin Publishing.
“A second language is acquired most effectivelywhen it is used to achieve meaningful purposes,such as learning to play baseball, solving amathematics word problem, creating a dramaticretelling of a story, planning a class outing, andworking on a group project.” (Coelho, 2007 [2004], p. 173)

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• The key to literacy engagement for English language learners is connecting what they know in their first language to English.

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-Use a dual language approach
-Build on prior knowledge
-Tips for the whole school
- Appoint Students Ambassadors

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- Cultural liaisons
- Interpreters
- Experts on historical and political background

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When building a support network for English language learners (ELLs), community organizations can play a valuable role and offer resources that schools may not have at their disposal in order to work with ELLs and their families. While the community schools model is one way that these partnerships can grow and thrive, a school need not be an official community school to have effective partnerships.

Bridging the gap

Organizations that work on behalf of specific immigrant communities, for example, can play an important part in helping schools bridge language and cultural gaps by providing:

Interpreters: Many school districts struggle to find interpreters for school events or conferences and to translate important documents for parents, especially for languages that have a lower incidence in the district. Community organizations may be able to provide intepreters, print translations, or recommendations of other translation services.

Cultural liaisons: It is important for schools to be sensitive to the diverse cultural backgrounds and customs of all of its students; the customs of ELL students may be very diverse when it comes to religious observances, dietary restrictions, and social expectations. Community organizations with a cultural/national affiliation can provide invaluable insight to teachers, administrators, and staff by offering trainings and workshops that focus on providing information about a specific culture or country. This may be particularly valuable when a new immigrant community begins to grow in an area that has not previously been settled by members of this community.

Experts on historical and political background: When welcoming students from a new immigrant community to the school, it may be helpful to learn more about the historical and political background of that community, particularly if that background has shaped immigration or resettlement patterns. For example, when refugees are resettled in a new community, understanding the conflict that displaced those refugees may go a long way in determining how to provide necessary support. This is also an important step in understanding potential traumas or hardship students may be experiencing.

Services and support

The leaders and staff of community organizations may also have many ideas about how schools, businesses, and other groups can work together to support ELL students and their families by offering:

After-school tutoring

Student internships

Medical services

Social services

Clothing/food drives

ESL classes for adults

Continuing education programs

Immigration information

Citizenship classes

Information on disaster relief

Note: Many undocumented immigrant families may forego services to which they are entitled due to fear of immigration enforcement, including food stamps, disaster relief, and medical care. In addition, they may not be eligible for other kids of benefits due to their immigration status. Being aware of these challenges can help schools meet students' most immediate needs discretely.

Getting started

If you are unsure of how to start a collaboration with your local community organizations, that's ok! Start by calling some of the organizations in your area and scheduling informal conversations to brainstorm ideas on ways that you can support each other. You may be surprised at how quickly the ideas start coming to you!

For more information, see the hotlinks section of this article, which includes a list of organizations working on behalf of different immigrant communities around the country, as well as organizations focused on the community schools model.
Coalition for Community Schools
The Coalition for Community Schools, housed at the Institute for Educational Leadership, is an alliance of national, state and local organizations in education K-16, youth development, community planning and development, family support, health and human services, government and philanthropy as well as national, state and local community school networks.
American Educator, Fall 2015: Community Schools Edition
This edition of the American Federation of Teachers' Fall 2015 publication focuses on community schools, how they work, and how partnerships help schools, students, and families.
Latin American Youth Center
The Latin American Youth Center (LAYC) is a multicultural community-based organization in the Washington, DC area that supports youth and their families in their determination to live, work, and study with dignity, hope, and joy. The LAYC Family of Organizations is a network of youth centers, schools and social enterprises with a shared commitment to helping youth become successful and happy young adults, with the skills they need to succeed educationally, professionally, and personally.
LSNA: A Model of Successful School-Community Partnership
The Logan Square Neighborhood Association is a nationally recognized model of successful collaboration between a community organization and public schools, creating a community-centered school that serves immigrant families.

Girls Inc. is a national nonprofit youth organization dedicated to inspiring all girls to be strong, smart, and bold. With roots dating to 1864, Girls Inc. has provided vital educational programs to millions of American girls, particularly those in high-risk, underserved areas. Today, innovative programs help girls confront subtle societal messages about their value and potential, and prepare them to lead successful, independent, and fulfilling lives.
Massachusetts DOE Resources for Family and Community Involvement
The Massachusetts Department of Elementary and Secondary Education offers resources for family literacy and community involvement, providing information about program design and links to other useful Web sites.
Partnership for After School Education
The Partnership for After School Education (PASE), a New York City-focused organization, promotes and supports quality afterschool programs for youth, particularly those from underserved communities, enabling them to identify and reach their full potential.
Californians Together
Californians Together is a statewide coalition of parents, teachers, education advocates and civil rights groups committed to securing equal access to quality education for all children, specifically underserved English Language Learners.

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Working with Community Organizations to Support ELL Students

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When building a support network for English language learners (ELLs), community organizations can play a valuable role and offer resources that schools may not have at their disposal in order to work with ELLs and their families.

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- What Makes Collaboration Successful?
- Models of Collaboration:                      - Coplanning, Co-teaching, Parallel teaching

Motivating English Language Learners to Learn
- Create Situations in Which Students Will Feel a Sense of Accomplishment
- Encourage Students to Set Their Own Short-Term Goals

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Patricia Hoffman and Anne Dahlman argue for effective ESL/mainstream collaboration and present some coteaching models. See Luz Rodriguez's Out of the Box article, "Reading Club Gets ESL and Mainstream Students Together," Essential Teacher, September 2007.

Coteaching and collaboration can provide a powerful support system for mainstream classroom and ESL teachers who otherwise might feel isolated or frustrated about the challenges they face with diverse learners. The goal is to create a true partnership in which the mainstream teacher and ESL teacher work with the students to foster a sense of self-efficacy and ownership of learning.

At-risk students who remain in mainstream classrooms with instructional support achieve at higher levels than peers who receive instruction in a pullout model (e.g., Sakash and Rodriguez-Brown 1995). Students' motivation increases in mainstream classrooms when they are engaged in meaningful learning (Cook and Friend 1995).

For English language learners (ELLs), communication with native English speakers allows the authentic use of language, including exposure to and practice with more complex vocabulary and linguistic structures. Students can become full classroom participants and have more opportunities as members of the school community. ELLs are also exposed to a wider range of instructional alternatives than they would be in a pullout program. Furthermore, students see the connections between English instruction and mainstream academic content.

Collaboration Is Not an All-or-Nothing Model

Flexibility is the main feature of a successful collaborative model. Committing to collaboration and coteaching does not mean that all classes during all periods must follow the same model. Much depends on the students' needs, the teachers' personalities, the schedule, and the school's culture and resources. Connections to the mainstream classroom may vary and are based on local needs. In supporting ELLs in the mainstream classroom, teachers of ELLs might do any of the following:

integrate themes and topics from the mainstream classroom into the pullout ESL classroom

preteach vocabulary and structures

provide extended practice of material

identify language (functions, forms, vocabulary, and skills) from the mainstream classroom and focus on them in the ESL classroom

teach a small cluster of students within the mainstream classroom, using modified materials

serve as a language consultant for mainstream colleagues

provide professional development for mainstream teachers

What makes these activities collaborative is that they occur as a result of interactions between ESL and classroom teachers. Sharing information on students, curriculum, goals, and other issues is the fundamental step in maximizing student learning through systematic instruction.

What Makes Collaboration Successful?

Administrative Support

For collaboration to be successful, the administration must develop and fully support a culture of collaboration. Teachers need sufficient time to develop relationships, set goals, and receive training.

An Understanding of Each Other's Work

The ESL teacher needs to understand mainstream standards, curricula, and assessment systems. The classroom teacher must understand how to diagnose learners' gaps, determine strengths, and address differences through culturally responsive and linguistically appropriate teaching strategies.

In addition to learning about the instructional and pedagogical components of each other's contexts, teachers should also seek to understand the more emotional and affective sides of each other's teaching, including personal preferences, feelings about various aspects of teaching, and relationships to students. Collaboration involves creating an equal partnership with respect and appreciation for the strengths each teacher brings to the equation, including personal, pedagogical, and discipline-specific qualities and skills.

Flexibility in Desires and Preferences

Teachers that we work with often tell us that an important component in making a collaborative relationship work is always to keep the students' best interests in mind and to be flexible about personal desires and preferences.

For example, one ESL teacher decided not to demand a fully equal working relationship, focusing instead on what was best for the students even when doing so meant that the mainstream teacher appeared to be more in control of the classroom. This sacrifice paid off, and the ESL teacher felt that the classroom teacher began gradually sharing control with her. Creating a working relationship and building trust take time, and both parties need to remain understanding, respectful, and flexible.

Models of Collaboration

Successful collaborations operate along a continuum that ranges from coplanning of instruction at one end to the full partnership of coteaching at the other. The table shows collaborative teaching activities that take place in the ESL classroom, outside class, and in the mainstream classroom.

In the ESL Classroom:
Connections to the Mainstream Curriculum

Outside Class:
Collaborative Tasks

In the Mainstream Classroom:
Connections between the Mainstream Curriculum and ESL

The ESL teacher . . .

preteaches language and vocabulary

integrates content-area standards

aligns content/curriculum with that in the mainstream classroom

Both teachers . . .

share information about students, curriculum, and strategies

plan instruction together

identify language embedded in content materials

cocreate language objectives for mainstream materials

The mainstream teacher differentiates instruction based on readiness, interest, and learning style.

The teachers coteach the curriculum (Cook and Friend 1995) . . .

through parallel teaching

through stations

with one teacher teaching while one observes

through alternative teaching (two groups, two different tasks)

Coplanning

For some teachers, the first step in moving to a collaborative model is coplanning, in which the ESL teacher and the classroom teacher identify language objectives in the content materials to teach in the classroom as well as vocabulary and concepts from the mainstream course to introduce and reinforce in the resource room. In addition, the ESL teacher can share culturally responsive teaching strategies and ways to differentiate instruction for all students.

Alternatively, the ESL teacher can deliver English instruction in a pullout fashion, with the ESL curriculum intimately intertwined with the mainstream curriculum. The classroom teacher emphasizes vocabulary and comprehension strategies, uses hands-on teaching strategies, and differentiates instruction, including the use of alternative assessments (Friend and Cook 1996).

Coteaching

Coteaching--the actual sharing of physical teaching space--may take various forms. In one scenario, one teacher does the instruction while the other observes students. Information gathered during this observation provides feedback to the instructor and facilitates planning.

In another model, one person teaches while the other circulates around the room making sure students are on task as well as monitoring students' understanding, providing guidance, giving feedback, and asking developmentally appropriate questions.

A third model, station teaching, requires some modification to the classroom. The teachers create stations to allow small-group instruction and independent learning. Teachers can work directly at one of the stations or circulate.

Parallel Teaching

In parallel teaching, the classroom is divided into two areas, and each teacher instructs half the students at a time. The content of the lesson is essentially the same, though the teacher may modify the linguistic demands for one group of students. The teachers alternate, presenting different aspects of the lesson. Students or teachers may change places at various points in the lesson.

Barriers and Pitfalls

Some efforts at collaboration fail because teachers start out with a plan that is too ambitious and therefore not sustainable. Frequently, collaboration fails because teachers do not receive professional development concerning how to implement collaborative models. Here are some common errors:

The teachers spend too little time on setting common expectations and getting to know each other.

The school allocates too few resources for staff development or training in how to implement collaborative models.

The school makes little adjustment to the existing workload, and the teachers end up with too many responsibilities.

The school provides inadequate time for coplanning.

The following experience of an ESL teacher illustrates some of these barriers and pitfalls.

I signed on to work with a twenty-year veteran science teacher to teach the first collaborative ELL science class in our school. I don't think he tried to understand what collaboration really was. I believe he saw me as an educational support person there to be his secretary most days, taking attendance, recording grades, and so on. If we had both gone into the year with clearly stated expectations, I wonder if things would have gone better. I didn't know the personality type of the teacher beforehand either. Knowing that may have made me less stressed when working with him. Even a short teacher in-service session on what collaboration is (and isn't) before the year started would have been nice.

No Matter the Model, Some Ingredients Are Essential

The essential ingredients of successful collaboration remain the same regardless of the level of commitment: a shared vision with common goals; clearly defined roles and responsibilities for students, the classroom teacher, and the ESL teacher; clear communication, common planning time; and administrative support.

References

Cook, L., and M. Friend. 1995. Co-teaching guidelines for creating effective practices. Focus on Exceptional Children 28(2), 1-12.

Friend, M., and L. Cook. 1996. Interactions: Collaboration skills for school professionals. 2nd ed. White Plains, NY: Longman.

Sakash, K., and F. Rodriguez-Brown. 1995. Teamworks: Mainstream and bilingual/ESL teacher collaboration. Program Information Guide No. 24. Washington, DC: National Clearinghouse for Bilingual Education. http://www.ncela.gwu.edu/pubs/pigs/pig24.htm.

Patricia Hoffman ( patricia.hoffman@mnsu.edu) is an associate professor, and Anne Dahlman ( anne.dahlman@mnsu.edu) is an assistant professor, both at Minnesota State University, in the United States.

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Patricia Hoffman and Anne Dahlman argue for effective ESL/mainstream collaboration and present some coteaching models. See Luz Rodriguez's Out of the Box article, "Reading Club Gets ESL and Mainstream Students Together," Essential Teacher, September 2007. Coteaching and collaboration can provide a powerful support system for mainstream classroom and ESL teachers who otherwise might feel isolated or frustrated about the challenges they face with diverse learners.