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-In Ontario schools over 25% of students are identified as English Language Learners
-Most ELLs in Ontario classrooms are Canadian-born
-Canadian-born ELLs are underperforming academically in comparison to English-speaking students as well as recently arrived immigrants

It is important to identify ELLs as early as possible even though this may be difficult as English is often listed as their spoken language.
There are several  factors contributing to Canadian-born ELLs:
-some speak a language other than English at  home and learn English at school (therefore they begin learning English at around age 4)
-some are used to hearing a first language spoken at home responding in English
-others use combination of two languages

Others enter school system in later grades:
-some attend schools with a language of instruction other than English and enrol in English-language school later on
-some may leave Canada for a period of time, returning later in their lives

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Additional Tips Learning about Languages in Your Classroom

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Additional Tips Learning about Languages in Your Classroom

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Everyday English does not equate to Academic English.
-with exposure and practice students will be able to carry on a conversation in familiar everyday settings and become proficient in "Basic Interpersonal Communication Skills" (BICS)
-Research suggests BICS take 2 or so years to acquire and represent 10% of the language and communications of an academically competent learner
-academic success relies on mastery of academic English "Cognitive Academic Language Proficiency" (CALP) which can take between five to seven years to develop and students benefit from direct interventions and strategies to enhance mastery of academic language
-According to Jim Cummins' article  “CALP reflects an individual’s access to and command of the specialized vocabulary, functions and registers of language that are characteristic of the social institution of schooling.”

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Some key differences of everyday English VS academic English 

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Some key differences of everyday English VS academic English 

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-create authentic and cognitively challenging tasks as opposed to alternative tasks for ELLs
-focus on inclusiveness by purposefully varying content to reflect students' backgrounds so they can apply their prior knowledge make connections to familiar experiences
-provide many opportunities for students to speak so they may share, shape and improve their understanding of a text, topic or a problem. Students will have different experiences of oral conversation at home therefore it is highly recommended to work in small groups.
-academic text, particularly words derived from Greek and Latin can be particularly troublesome empower students with reading strategies such as: guided reading, explicit instruction of word parts (base or root, prefixes, suffixes) so they can create mind maps, decoding, phonics, pre-reading, and producing text and providing detailed feedback.

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Strategies for Assessing Canadian-Born ELLs

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Strategies for Assessing Canadian-Born ELLs

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It is important to consider possible biases one may hold regarding Canadian-born ELLs (i.e assumptions of their oral production skills should reflect academic production)
Learn what students are reading at home- may give insight to interlanguage errors additionally, foster first language literacy skills improve second language skills
Interpret miscues carefully may be transfering reading/decoding strategies from L1 to L2
Put large-scale assessment results in context- students need context and time to work the subtle nuances of the language. Provide opportunity to demonstrate knowledge in a variety of different ways and a working portfolio to showcase observations.

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Is there specific research/strategies designed to promote the success of First Nations and Québec-born ELLs in Ontario ?
What percentage (approx) of Canadian-born ELLs in Ontario schools go undetected therefore do not receive adequate support?