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1) All kinds of information is available through social media to both ELLs and non ELLs. If we are encouraging critical literacy skills with English speaking students, it seems logical that ELLs have the same opportunity to determine what information is appropriate and relevant for their use. Having critical literacy skills will also help to lesson the gap between between ELLs and English speaking students.

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2) This monograph referred to McLaughlin & DeVoogd, 2004; saying that critical literacy is an approach that "enables us to challenge text and life as we know". "Key Concepts" are adapted from the Ontario Ministry of Education, 2008, p 34 -38. The authors of this monograph used "Four Resources" originally from Peter Freebody and Allan Luke.

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3) Classroom strategies include creating an inclusive classroom culture that recognizes the personal identities of all the students. It is essential for the teacher to know the backgrounds of each student. The teacher must establish guidelines that ensure respectful behaviour and the practice of sensitivity both in and outside the classroom. Teaching strategies include conversation, that is stimulated with open ended questions that require thoughtful responses. The provision of similar text material with students invited to make comparisons are mentioned as strategies. Another teaching strategy suggests switching characters, events, setting etc. to encourage different perspectives . Students are encouraged to use a variety of text formats, ie graphic organizers, jot notes (both hand written and electronic) as well as dramatization to demonstrate critical literacy skills.

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4) The teacher would need to know if the ELL had a strong enough L2 vocabulary to understand the Key Concepts. Otherwise it might be wise to have the information translated to L1 for the ELL
The Four Resources Model uses vocabulary acquisition strategies that are recognized in ESL classrooms. Although 'Code Breaking, 'Making Meaning' and 'Using Text' are basic skills, 'Analyzing Text' might be too advanced for some ELLs.

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5) At first I thought that encouraging the ELL to practice critical literacy was the key to engagement. The invitation for them to share their thoughts and ideas would show they were a respected and valued member of the classroom community. Then I realized that not all ELLs might appreciate or be prepared for the kind of dialogue that critical literacy  inspires. And no matter how strong we built our classroom community,  it could easily be destroyed by an insensitive and thoughtless remark made in ignorance and triggered because of the diverse backgrounds of the ESL population.

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1) This population typically comes from countries involved in conflict or environmental disasters. They may have emotional health issues as a result of previous trauma.

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2) Theories that recognize the use of L1 language and culture in the classroom to create a climate of engagement and community would be appropriate to this population in order to navigate L2

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3) Extremely important to get to know your students. Become familiar with their interests as well as their long term goals. Use STEP to assess and get to know their level of oral and written literacy skills. Determine appropriate adaptations from ongoing assessments.

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4) Engage in small group learning; conducive for teacher interaction and for low stress student participation  Promote and use "identity texts", initially for oral conversations. Use the material from identity texts to develop written work.

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5) I think this might be a fragile population and it would be important to monitor their comfort and confidence levels as well as their literacy progress.

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6) The monograph encouraged student participation in non-academic subjects as well as curriculum modified and expectations prioritized. It seems a short term solution that might have (negative) long term consequences.

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1) Students learn approximately a 1000 words a year that are a combination of high frequency (general words) and low frequency (subject and technical words). Initial baseline assessments are necessary for program planning. Assessments measure vocabulary size by using receptive skills (word recognition and comprehension from text material). Similar strategies may be used for ongoing assessments but also include productive skills.

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2)Notion, a professor in Victoria, New Zealand has suggested strategies for building word vocabularies for ELLs (2001) as well as assessment tools for measuring vocabulary size. Krashen (languagemagazine.com, July 2017) endorses pleasure reading.

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3) Teaching students to recognize grammatical patterns and word families are methods to help students acquire their own vocabulary acquisition strategies.
Encourage shared reading exercises with small groups. Pre teach words and develop word charts. To teach meaning, use word in context. Exercises can include cloze sentences and word banks. Access picture and word dictionaries for students. Use recorded books compatible with written stories  so they can see and hear the same words. Use subtitled movies using L1 and L2. Follow up written activities in L2 should include material that is relevant to the lives of the students.  Encourage shared and reading for pleasure.

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4) Educators need to know that the words that are introduced are age and grade appropriate, and not excessive in quantity. Shared reading is only effective if the students understand  the vocabulary. Monitor the student's selection of self selected reading to ensure that it's not too ambitious.
Be alert for students who may exhibit learning disabilities and require additional resource supports. Assessment of vocabulary acquisition strategies should be ongoing.

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5) When, how or are swear words acknowledged and introduced in word development?
Can or should you use similar word teaching strategies to adults as you do with younger children, especially when they have already mastered high and low frequency words in their L1? How can adults use their already developed ability in critical and abstract thinking skills in second language acquisition?
A "Reader Leader" program at the OCDSB teaches high school coop students how to introduce English literacy skills to pre school and kindergarten children. Although the guided program stresses that the methods are to be used for young children only, I think the methods might be similar to  what is described in this monograph for ELLs.