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Oral Language is the Foundation of Literacy 

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Oral Language is the Foundation of Literacy 

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Therefore, ELLs need to be provided with many opportunities to develop their English oral language skills in school.

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Many are newcomers from other countries, but most are Canadian born, often first-generation children of Canadian immigrants (Coelho, 2007).

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Teachers can help ELLs by repeating what they say and adding intonation, or turning what they have said into a question. This can prompt students to re-think that self-correct, ultimately helping correct “learner errors” – mispronunciation, inaccurate grammar or inappropriate word choice.

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Research from around the world suggests that oral language activities can be structured
to provide maximally effective programs for English language learners in mainstream
classrooms (e.g., Genesee et al., 1994).

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Are ELLs succeeding in acquiring English?

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Are ELLs succeeding in acquiring English?

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Most are making outstanding progress, but ELLs from some ethnocultural backgrounds
are failing disproportionately (Brown & Sinay, 2008;Yau & O’Reilly, 2007; O’Reilly & Yau, 2009).

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How long does it take to acquire English?

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How long does it take to acquire English?

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Many who begin learning English before adolescence acquire everyday language skills (and an authentic Canadian accent) within a year or two, but most take
five or more years to catch up to their peers in using English for academic tasks (Cummins, 2007; Garcia, 2000; Thomas & Collier, 2002).

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Do Canadian-born ELLs have an advantage over newcomers?

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Do Canadian-born ELLs have an advantage over newcomers?

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No, any Canadian-born ELLs take at least as long as newcomers to acquire academic
English (Worswick, 2004).

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Know the Language Diversity in Your Classroom

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Know the Language Diversity in Your Classroom

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Begin the year with an interactive language survey. Some ideas:

an alphabetical list of all languages spoken by students

short brainstorming session about the terms first, second and additional language which can lead to a class, or partnered, discussion

have students interview each other about the languages they speak

create a chart of first, second and additional languages to be displayed in the classroom to display diversity

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“ELLs learn English primarily by listening to language in use around them, while using context to figure out what the spoken words
mean. This language serves as the input or data that learners internalize and use to express
their own meanings in their interactions with others.”
(Thomas & Collier, 2002)

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Activate prior knowledge

Be aware of your speech

speak naturally

simplify vocabulary and sentence structure

use gestures, facial expressions and miming

Provide additional contextual support

use models, toys, pictures, etc.

pre-teach key words

encourage oral rehearsal of key words/concepts

give clear instructions

check for comprehension without just saying "Do you understand?" - be more specific

Model Language Use

Pronunciation

Syntax

Linking words (first, next, finally, etc.)

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Change the Language Environment in Your Classroom

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Change the Language Environment in Your Classroom

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Make room for students' L1

Respect the silent period

Maximize cooperative learning strategies

change student groupings often

keep groups small

establish clear routines, timelines and expectations

Develop conversational strategies

let them know it is okay to not agree with their group on everything

model how to effectively express disagreement

create an anchor chart students may use to help them express disagreement in a group setting

share teacher observations after group work

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Provide supportive feedback along the way.

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Do I know the different languages my students can speak?

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Do I know the different languages my students can speak?

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I am modeling oral communication effectively?

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I am modeling oral communication effectively?

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I am making my expectations clear when it comes to group work or collaborative opportunities?

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I am making my expectations clear when it comes to group work or collaborative opportunities?

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Am I providing additional contextual support for my ELLs?

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Am I providing additional contextual support for my ELLs?

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Am I giving supportive feedback to my ELLs in order to improve student learning?

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Am I giving supportive feedback to my ELLs in order to improve student learning?

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Am I respecting the silent period for ELL newcomers?

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Am I respecting the silent period for ELL newcomers?