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What are some MOE resources and policies that I can use to advocate for ELL’s?

What are the MOE’s policies on cultural days at school?

How do I encourage parents of ELL students to participate in the school community?

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Questions Educators Should Ask Themselves To Address Areas in ELL's

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Questions Educators Should Ask Themselves To Address Areas in ELL's

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What does a school look like, sound like and feel like when we promote reflection, honour the community and support authentic collaboration among staff, students and parents?

What does a classroom look like, sound like and feel like when it is inclusive and when instruction is responsive to the full range of student diversity?

What further information would be helpful in considering cultural relevance and cultural responsiveness in our school?

How do we work with our communities to help everyone appreciate the importance of culturally responsive teaching?

What is the impact on our students when we do not acknowledge the complexity of culture and difference?

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Practical Strategies That Benefit ELL’s 

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Practical Strategies That Benefit ELL’s 

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Present real problems for students to solve

Students want to engage with knowledge that matters

Help students see how to make a difference in the world

Treat students with respect

Show students how subjects are interconnected

Allow students to learn from and with each other and people in their community

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Direct vocabulary instruction has an impressive track record of improving students’ background knowledge and the comprehension of academic content.”

There is a strong correlation between vocabulary knowledge and academic performance.

Our knowledge of words relates both to our education and to the context in which we use and encounter them

Knowledge of grammatical patterns and common word-forms can considerably reduce the “learning burden” that ELLs

One way to reduce the learning burden is to group words into word families,

Various forms and meanings to be included in a word family should depend on the age and existing vocabulary knowledge of the learner.

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What an Educator Should Know Before Working With ELL’s

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What an Educator Should Know Before Working With ELL’s

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Studies show that Canadian-born English language learners do not reach the same achievement level as their domestic and immigrant counterparts.

For Canadian-born ELLs academic language proficiency is critical.

Many Canadian-born ELLs are raised in families and communities where languages other than English are primarily spoken; for these students English is an additional language.

Most Canadian-born ELLs enter the Ontario publicly funded school system in kindergarten.

Some speak a language other than English at home and begin to learn English when they start school.

A smaller proportion of Canadian-born ELLs enter the school system in later grades.

Some of these students speak a language in their home other than English and attend schools where that language is also the language of instruction. Later, they enrol in English-language schools.