# data[].attributes.body
STEP Initial Assessment

# data[].attributes.body
How can my colleagues and I create an inclusive learning environment that is welcoming and that leverages our ELL student's cultures and prior experiences to benefit language learning?

# data[].attributes.body
What further PD opportunities are available to develop skills in this area?

# data[].attributes.body
What strategies are other schools/school boards using to create inclusion for ELL students? Opportunities to collaborate beyond my own school?

# data[].attributes.body
Edutopia

# data[].attributes.attachment_link.readable_text
George Lucas Educational Foundation

Discover ways to optimize instruction to address the needs of students who are learning English.

Sort by:

In higher grades, multilingual students need to develop a grasp of academic English. Here's how to help them acquire the skills they need.

Five ways teachers can celebrate and extend the linguistic expertise of young students who speak two or more languages.

# data[].attributes.attachment_link.description
Discover ways to optimize instruction to address the needs of students who are learning English.

# data[].attributes.body
Differentiating Instruction for ELLs

# data[].attributes.attachment_link.title
Differentiating Instruction: A Guide for Teaching English-Language Learners

# data[].attributes.body
Edutopia

# data[].attributes.attachment_link.description
Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

# data[].attributes.body
"Multicultural Education"

# data[].attributes.attachment_link.readable_text
Long hailed as a melting pot of cultures, America is home to millions of immigrants - whether their ancestors sailed across on the Mayflower or they moved to the country last week. Research by the National Center for Educational Statistics found that one-third of U.S. students are considered racial or ethnic minorities, a number that is set to increase to more than half by 2050. In this changing educational landscape, teachers are challenged with creating inclusive classrooms where students of all backgrounds feel represented and welcomed. The following guide explores how teachers can build inclusive multicultural learning environments.

Finding a Place for Culture in the Classroom

What is Culture?

Culture is a broad term, and one that is not easily summed up. In her book Culture Learning: The Fifth Dimension on the Language Classroom, author Louise Damen defined culture as the "learned and shared human patterns or models for living; day-to-day living patterns [that] pervade all aspects of human social interaction. Culture is mankind's primary adaptive mechanism." Individuals from varied nationalities, ethnicities, and races all bring cultural traditions to their interactions, and it's up to teachers to recognize, celebrate and share these different perspectives. The following graphic displays some of the many ways that culture affects learning, both inside and outside the classroom:
In the Classroom Outside of the Classroom
What is Multicultural Education?

Multicultural education is not a task to be done or even an end goal to be accomplished. Instead, it is an approach to education that aims to include all students, promote learning of other cultures, and teach healthy social skills in a multicultural setting. "It is the present and future of education," according to Shilpa Bhouraskar, who runs a business offering online courses to students worldwide. "Multicultural classrooms are a melting pot of learning," she says. "Rather than a passive, one-way flow of learning from teacher to student, there is a brainstorming of ideas, stories, and experiences that enrich the educational experience in ways that are impossible in monocultural classes."

Classroom Resources for Multicultural Education

Using different activities and games in multicultural classrooms is an excellent way to foster inclusivity and encourage students to share their heritage. It's also a beneficial way for teachers to involve students in different styles of study to immerse them in their learning. Sharing about oneself within the confines of an activity is often much easier than being asked open-ended questions and put "on the spot." These activities can then provide a safe space for dialogue and serve as an entryway into more in-depth interactions. The following section outlines some examples of activities and games appropriate for different age groups.

Classroom Activities

Elementary School

Secondary School

Digital Holiday Field Trip Grades 1-5 Take a virtual field trip to different students' places of origin, on days when their country or culture is celebrating a holiday unique to them.

Immigration Stories Middle or high school Use Ellis Island's interactive online tour to learn about different cultures that immigrated to America. Expand the activity by allowing students to share their unique families' immigration stories.

Support and Resources for Teachers

Educating the future generation is a challenging job on its own, but for educators committed to culturally responsive teaching, the task can feel overwhelming at times. Fortunately, they don't have to go it alone-there are numerous resources both within schools and online. Some of the top places that teachers can turn to for support include:
School Counselors
School counselors typically work one-on-one with students and gain a fuller understanding of a child's background and home life. They can help teachers understand challenges that your students are facing outside of the classroom that can be affecting their learning.
Principals
Principals can be the driving force to help teachers enact change, engage parents, and set up meetings or events to encourage inclusive behaviors. They can be key leaders to implement multicultural learning strategies school-wide.
The National Association for Multicultural Education
This professional association provides resources and hosts an annual conference for teachers striving for social justice and equity in their classrooms.
Center for Multilingual Multicultural Research
Operating at the University of Southern California, this group conducts research about best practices in multicultural teaching and shares its findings regularly.
Center for Research on Education, Diversity & Excellence
CREDE offers research, curriculum development tips, videos, and resources for teachers of diverse classrooms.
Institute on Race and Poverty
An excellent resource for teachers who have students struggling against poverty.

Top 10 Books for Multicultural Learning

Reading aloud is an important teaching tool no matter the classroom, and books featuring children from different cultures can play a vital role in bringing all students together. Teachers can set the stage by reading aloud during class, or by having students take turns. For independent reading, students can be encouraged to choose books that allow them to step outside their culture. Below are some good examples of books that explore themes across varied cultures.

Teacher Resources for ESL Students & Families

ESL, an acronym for English as a Second Language, is a study program for students who are nonnative English speakers. Ideally, ESL teachers can use their students' cultural traditions and customs to help them learn about one another and find topics of conversation in English, although it will take creativity and forethought to effectively incorporate the experiences of students from many different cultural backgrounds. Some of the best resources for multicultural integration and ESL learning are given below.

For Parents & Guardians:
Strengthening Multicultural Education

Parents, guardians and other family members are a crucial component in educating the future generation. They serve as role models, advocates for their children, and links between their children and society as a whole. As active participants in their children's learning, they can help ease the tension, confusion, or frustration that may arise when children are trying to navigate cultural and language differences. The following section highlights some of the ways parents, guardians and other family members can help their children receive the best education possible.

Promoting Inclusion: Solutions to Common Challenges

A classroom attuned to the individual histories and backgrounds of its students is best positioned to be an inviting and stimulating space for all students. Unfortunately, there are still many that fail to embrace and educate students on the beauty of difference. Some of the most common problems of non-inclusive classroom environments along with their solutions are listed below.

Bullying presents an increased risk in classrooms where students aren't properly educated about different cultures.

Help students understand that classmates from other places aren't weird or bad, only different, to help remove motivations that lead to bullying.

Cliques often exclude students from other cultures, as students don't have the tools to interact with children who aren't like them.

Ensure classroom activities are inclusive and designed to engage students with each other, to build friendship and familiarity.

Refraining from talking about culture means students remain ignorant of how their classmates learn and interact with the world.

Make sure lesson plans focus on the cultures and histories of all students in the classroom, not only those from majority groups.

Teachers who don't take time to get to know their students' backgrounds often set a negative precedent for student engagement.

Commit to speaking to all students on a regular basis, to send the message that interacting and learning about one another is important.

When teachers fail to discourage behavior that stems from stereotypes or misconceptions, it can foster bias against students of certain cultural backgrounds.

Teachers should be aware of preconceived ideas about the students in the classroom to guard against biased talk on the part of other students.

Spotlight: Advice for Teaching English Abroad

According to a recent report on international education, the number of international schools has risen by 153 percent in the last 12 years, with more than 529,000 qualified teachers expected to be employed overseas by 2022. Teachers who want to be truly immersed in multicultural classrooms are drawn to these positions, which often pay similar salaries as positions in America. Some of the top tips for succeeding in an international school system include:
Do's DO dress appropriately
Appropriate attire varies dramatically across cultures, and dressing too informally could be a sign of disrespect or show a lack of awareness about how teachers should present themselves.
DO learn how to manage your classroom early on
Different cultures manage classroom behavior in different ways, so observe native teachers and learn about their practices of discipline.
DO understand the country's learning style
School children in America are taught to be engaged, energetic students, but other cultures train students to be quiet listeners. Just because all students aren't raising their hands doesn't mean they aren't learning
Don'ts DON'T single a student out
Whether for praise or discipline, this is a decidedly American teaching habit and should be avoided in most international classrooms. Instead, encourage inclusive behaviors.
DON'T neglect to monitor student progress
New teachers may feel like they are struggling, so it's important to track how your students are doing to help remind you that they-and you-are making progress.
DON'T forget to make inclusive learning fun
While it's important to make sure students feel represented and known, it's also important to make sure there are fun activities that help students naturally engage with each other without feeling like it's an assignment.

Q & A: Advice from a Multiculturalism Expert

Additional Resources for Teachers

Association for Multicultural Science Education
AMSE promotes science education within culturally diverse classrooms. The group provides a newsletter and hosts an annual conference.

International Multicultural Institute
More than 50,000 people have attended the IMCI's annual conferences and workshops in recent years to work on developing inclusive educational institutions.

National Association on Bilingual Education
NABE advocates for teachers in bilingual education, and also offers an annual conference and series of publications.

National Education Association
The NEA devotes a section of its website to sharing resources for handling diversity and multicultural issues within classrooms.

New York Collective of Radical Educators
NYCoRE organizes multicultural events and conferences to encourage inclusivity even after the school bell rings.

The Importance of Multicultural Education
This academic paper by Geneva Gay makes the case for the critical role multicultural awareness and education plays in academic success and inclusivity.

# data[].attributes.attachment_link.description
Multicultural classroom culture is a melting pot of learning. Learn about tips for teaching multicultural students here.

# data[].attributes.body
ELL Inslusion

# data[].attributes.attachment_link.title
A Tip For ELL Inclusion - New content from Educational Impact

# data[].attributes.body
What other colleagues have an interest and/or experience with ELL students that I gain insight from and collaborate with?

# data[].attributes.body
Creating Welcoming Classrooms

# data[].attributes.attachment_link.readable_text
Chances are that your English language learners (ELLs) come from a culture with traditions and family values that differ from mainstream American culture. These young children not only have the challenge of learning a new language, but also of adjusting to an unfamiliar cultural setting and school system. Imagine what it would be like to step into a foreign classroom where you didn't understand the language, rules, routines, or expected behavior.

On a daily basis, ELLs are adjusting to new ways of saying and doing things. As their teacher, you are an important bridge to this unknown culture and school system. There are a number of things you can do to help make ELLs' transitions as smooth as possible.

Stages of Cultural Accommodation

In the same way that ELLs go through stages of English language learning, they may also pass through stages of cultural accommodation. These stages, however, may be less defined and more difficult to notice. Being aware of these stages may help you to better understand "unusual" actions and reactions that may just be part of adjusting to a new culture.

Euphoria: ELLs may experience an initial period of excitement about their new surroundings.

Culture shock: ELLs may then experience anger, hostility, frustration, homesickness, or resentment towards the new culture.

Acceptance: ELLs may gradually accept their different surroundings.

Assimilation/adaptation: ELLs may embrace and adapt to their surroundings and their "new" culture.

Classroom Strategies: Helping Your ELLs Adjust to New Surroundings

Although there are no specific teaching techniques to make ELLs feel that they belong in a new culture, there are ways for you to make them feel welcome in your classroom:

Learn their names

Take the time to learn how to pronounce your ELLs' names correctly. Ask them to say their name. Listen carefully and repeat it until you know it. If a student's name is Pedro, make sure you do not call him /peedro/ or Peter. Also, model the correct pronunciation of ELLs' names to the class so that all students can say the correct pronunciation.

Offer one-on-one assistance when possible

Some ELLs may not answer voluntarily in class or ask for your help even if they need it. ELLs may smile and nod, but this does not necessarily mean that they understand. Go over to their desk to offer individual coaching in a friendly way. For convenience, it may be helpful to seat ELLs near your desk.

Assign a peer partner

Identify a classmate who really wants to help your ELL as a peer. This student can make sure that the ELL understands what he or she is supposed to do. It will be even more helpful if the peer partner knows the ELL's first language.

Post a visual daily schedule

Even if ELLs do not yet understand all of the words that you speak, it is possible for them to understand the structure of each day. Whether through chalkboard art or images on Velcro, you can post the daily schedule each morning. By writing down times and having pictures next to words like lunch, wash hands, math, and field trip, ELLs can have a general sense of the upcoming day.

Use an interpreter

On-site interpreters can be very helpful in smoothing out misunderstandings that arise due to communication problems and cultural differences. If an on-site interpreter (a paid or volunteer school staff position) is not available, try to find an adult - perhaps another parent who is familiar with the school or "knows the system" - who is willing to serve this purpose. In difficult situations, it would not be appropriate for another child to translate.

ELLs can make unintentional "mistakes" as they are trying hard to adjust to a new cultural setting. They are constantly transferring what they know as acceptable behaviors from their own culture to the U.S. classroom and school. Be patient as ELLs learn English and adjust.

Invite their culture into the classroom

Encourage ELLs to share their language and culture with you and your class. Show-and-tell is a good opportunity for ELLs to bring in something representative of their culture, if they wish. They could also tell a popular story or folktale using words, pictures, gestures, and movements. ELLs could also try to teach the class some words from their native language.

Use materials related to your ELLs' cultures

Children respond when they see books, topics, characters, and images that are familiar. Try to achieve a good balance of books and materials that include different cultures. Visit our recommended bilingual books section.

Label classroom objects in both languages

Labeling classroom objects will allow ELLs to better understand their immediate surroundings. These labels will also assist you when explaining or giving directions. Start with everyday items, such as "door/puerta," "book/libro," and "chair/silla."

Include ELLs in a non-threatening manner

Some ELLs may be apprehensive about speaking out in a group. They might be afraid to make mistakes in front of their peers. Their silence could also be a sign of respect for you as an authority - and not a sign of their inability or refusal to participate. Find ways to involve ELLs in a non-threatening manner, such as through Total Physical Response activities and cooperative learning projects.

Involve ELLs in cooperative learning

Some ELLs are used to working cooperatively on assigned tasks. What may look like cheating to you is actually a culturally acquired learning style - an attempt to mimic, see, or model what has to be done. Use this cultural trait as a plus in your classroom. Assign buddies or peer tutors so that ELLs are able to participate in all class activities. Also, check out these cooperative learning strategies you can use with ELLs.

Help your ELLs follow established rules

All students need to understand and follow your classroom rules from the very beginning, and ELLs are no exception. Teach them your classroom management rules as soon as possible to avoid misunderstandings, discipline problems, and feelings of low self-esteem. Here are a few strategies that you can use in class:

Use visuals like pictures, symbols, and reward systems to communicate your expectations in a positive and direct manner.

Physically model language to ELLs in classroom routines and instructional activities. ELLs will need to see you or their peers model behavior when you want them to sit down, walk to the bulletin board, work with a partner, copy a word, etc.

Be consistent and fair with all students. Once ELLs clearly understand what is expected, hold them equally accountable for their behavior.

# data[].attributes.attachment_link.title
How to Create a Welcoming Classroom Environment

# data[].attributes.attachment_link.description
Chances are that your English language learners (ELLs) come from a culture with traditions and family values that differ from mainstream American culture. These young children not only have the challenge of learning a new language, but also of adjusting to an unfamiliar cultural setting and school system.

# data[].attributes.attachment_link.readable_text
The increasing diversity in Ontario schools presents an array of challenges and opportunities to educators. This resource attempts to demystify some of the challenges, and highlight strategies that educators may use to create possibilities and opportunities for English language learners with limited prior schooling. Like all students in Ontario, English language learners with limited prior schooling should receive the support they need in order to realize their potential and be equipped for life long learning. It takes a whole school and a whole school system to do this effectively. The inclusive and thoughtful school offers a welcoming place to everyone.

This document is available in PDF format (5.34 MB).

# data[].attributes.attachment_link.keywords[]
supporting english language learners with limited prior schooling

# data[].attributes.attachment_link.title
Supporting English Language Learners with Limited Prior Schooling

# data[].attributes.attachment_link.description
The increasing diversity in Ontario schools presents an array of challenges and opportunities to educators. This resource attempts to demystify some of the challenges, and highlight strategies that educators may use to create possibilities and opportunities for English language learners with limited prior schooling.

# data[].attributes.body
Colorincolorado

# data[].attributes.attachment_link.readable_text
An important first step in helping English language learners (ELLs) succeed is making them feel welcome in the classroom.

This will:

increase their confidence

make them feel more comfortable in the class

build a foundation for positive relationships with you and their peers.

Here's how you can get started!

The ELL student population includes students who were born in the U.S. and students who have immigrated from another country. For ELLs who have recently arrived in the U.S., they will face the challenge of learning a new language in addition to adjusting to an unfamiliar cultural setting and school system.

On a daily basis, ELLs are adjusting to new ways of saying and doing things. As their teacher, you are an important bridge to this unknown culture and school system.

In the same way that ELLs go through stages of English language learning, they may also pass through stages of cultural accommodation. These stages, however, may be less defined and more difficult to notice. Being aware of these stages may help you to better understand "unusual" actions and reactions that may just be part of adjusting to a new culture.

Euphoria: ELLs may experience an initial period of excitement about their new surroundings.

Culture shock: ELLs may then experience anger, hostility, frustration, homesickness, or resentment towards the new culture.

Acceptance: ELLs may gradually accept their different surroundings.

Assimilation/adaptation: ELLs may embrace and adapt to their surroundings and their "new" culture.

It is also common for students who are learning a new language to be 'silent' for a period of time, when they are listening to the language around them without speaking yet (much as a young child listens to language first before learning to talk). This is considered the first stage of language acquisition.

Patience and creating opportunities for small successes in speaking with you and peers can help build students' confidence. In addition, keep in mind that students' silence could also be a sign of respect for you as an authority - and not a sign of their inability or refusal to participate.

Students may also have experienced trauma or face different kinds of hardship in the U.S. You can better prepare yourself for this possibility by:

Learn more from the following:

This award-winning documentary highlights how the Dearborn, MI public school district is helping its immigrant students succeed. Learn more about this project and see related videos.

Getting to Know Students

Learn how to pronounce students' names correctly

Don't forget to smile and use positive body language!

A lot of communication happens through expressions, body language, and tone. Smiling and using positive body language can go a long way in making students feel welcome and comfortable, particularly if they are newcomers, as seen in the vignette shared by a teacher below.

Build relationships with students

Veteran teachers of ELLs always point to building relationships as the most important step in their work with ELLs. Not only does it increase engagement and support students' later academic success, it also provides invaluable information that can inform your instruction and family engagement.

In addition, it can help build bridges with students who may have particularly unique experiences, such as children in migrant farmwork families or Indigenous students.

See more ideas on how to build these relationships from the following:

Video: Showing students you care

Corpus Christi teacher Christine Price talks about the importance of showing students you care early on.

Identify students' strengths and interests

It's important to remember that ELLs bring lots of strengths, talents, and rich experiences to the classroom. Getting to know students' interests can help:

build rapport

engage students in learning

find connections with new friends.

Families are also an important source of information and are often happy to talk about the activities that their child enjoys. They may also appreciate the fact that their child's teacher is taking an interest in the child's strengths and talents. (This is especially true in special education settings.)

Teacher Omar Salem describes a student who not only sings and dances but manages her own YouTube channel and edits all of the video she posts of her performances.

Video: Using parent letters to get to know my students

Albuquerque teacher Clara Gonzales-Espinoza asks her parents to write her a letter at the beginning of each school year telling her about the child's personality, interests, strengths, and anything else they think she should know. In this interview, Clara speaks more about this strategy and its impact on her relationships with parents and students.

Ensure that students have information about activities and clubs

Make sure that students have information about extra-curricular activities, sports, and clubs related to their interests. You can also encourage them to start their own club within the school.

ELL educator Christine Rowland notes, "Many students find involvement in school clubs and teams to be extremely helpful, as they are often experts in these areas, and they can provide a space where they more easily feel they belong."

Welcoming Students' Language and Culture

Invite students' cultures into the classroom

Encourage ELLs and their families to share their culture with you and your class. Show-and-tell is a good opportunity for ELLs to bring in something representative of their culture, if they wish.

Invite students and families to:

share photographs, visuals, or meaningful artifacts such as flags or mementos

tell a popular story or folktale using words, pictures, gestures, and movements

share information about important holidays or celebrations.

Looking beyond the classroom

Imagine that you are walking into your school for the first time as a parent.

What do you see on the walls?

If your first language weren't English, would you see signs in your language?

Would you see flags, maps, or books representing your home country?

Would you see your child's work on display in the hallway?

If you think more could be done to make families feel welcome, consider:

sharing some ideas with colleagues or administrators and taking small steps that you can point to as successes

looking for opportunities to celebrate all families and their languages, customs, and cultures, whether in the classroom or at a school-wide event

keeping a lookout for a special part of their lives that other families might appreciate getting to know.

See more ideas in the following:

Video: What happened when the students realized the Yemeni flag wasn't on stage

ELD Specialist Diana Alqadhi tells the story of some students who realized that the Yemeni flag was not featured prominently enough on stage before a school show.

Invite students' languages into the classroom

Label classroom objects to allow ELLs to better understand their immediate surroundings. These labels will also assist you when explaining or giving directions, and it gives peers an additional opportunity to learn some words in their classmates' language.

Start with everyday items, such as "door/puerta," "book/libro," and "chair/silla."

You may wish to ask students who can write in their first language or family members to help you with this project.

You can also invite students to teach the class some words from their home language.

Learn more about the resources available in students' home languages

Students benefit from support in their home language - what Dr. Fred Genesee calls their " most valuable resource." You have may have access to learning material in students' languages, or you may be able to find resources that support those languages.

Language access for multilingual families

In addition, it's critical to understand what language access resources you have available through your school and district, particularly for communication with families. Keep in mind that all families have a legal right to information in their home language. Family liaisons, interpreters, ESL teachers, or administrators may have more information about what language access resources are available in your district.

Video: What Do School Districts Need to Know About Language Access?

This helpful overview about what language access means for school districts is a great introduction to the requirements, best practices, and funding streams related to language access in public education. This interview features Dr. Jennifer Love, the Supervisor of Language Access and Engagement in Prince George's County Public Schools, Maryland.

Video: Language Access for Multilingual Families

What does appropriate language access mean for multilingual families? This interview also features Dr. Jennifer Love.

Ensure your students see themselves reflected in the classroom

Ask yourself if students can see representations of their culture, race, gender, and other aspects of identity reflected in your:

classroom materials and library

lesson plans and activities

classroom visuals (both in-person and virtual).

In addition:

Success in the Classroom

Encourage your students

Some ELLs may not answer voluntarily in class or ask for your help even if they need it. ELLs may smile and nod, but this does not necessarily mean that they understand. Offer one-on-one support and encouragement as much as possible. For convenience, it may be helpful to seat ELLs near your desk.

Assign a buddy

Identify a classmate who will make a good buddy for new students - someone who is friendly, patient, and a good communicator to be a buddy. This student can make sure that the new student understands what he or she is supposed to do during class activities. It is helpful if the peer partner knows the ELL's first language, but not necessary. However, remember to never use another student as an interpreter in any situation.

Learn more about ways to increase peer interaction and collaboration in these related strategies.

Ask the class how they can help welcome new students

Ask students to brainstorm ways to help ELLs in particular. You may wish to make a list of ideas on how to welcome new students at the beginning of the year so that students have these strategies in mind if a student comes with little advance notice.

Be vigilant about health issues, dietary concerns, and allergies

Students may have specific health issues or dietary restrictions due to health, cultural, or religious reasons. Be sure that you learn all essential information you need to know about student health and diet from parents or guardians. For ELLs, be sure to confirm and clarify this information with the help of interpreters.

If you learn information about a student that would be helpful for other staff to know, particularly regarding health or food allergies, talk with administrators about how to keep the child safe. In addition, be sensitive to cultural or religious norms, such as fasting for religious reasons.

Keep an eye out for signs of culture shock

Moving to a new country and leaving a familiar life, relatives, friends, and language behind can be traumatic for children in the best of circumstances. Those challenges are compounded if children have experienced trauma, violence, or upheaval. Learn more about how culture shock can impact students in the classroom and affect student behavior so that you recognize signs if newcomers act out.

Encourage students to take ownership of the classroom culture

Ask students to answer the following questions through drawings or written responses.

How can I be a good classmate to others?

What are examples of unkind or disrespectful behavior in the classroom?

To support ELLs in their discussions of these questions:

Encourage students who speak the same language to discuss their ideas in groups.

Provide scaffolded materials such as graphic organizers, sentence stems, and sentence frames.

Use a picture book to talk about different kinds of behavior with students.

Create a shared set of classroom expectations together

Return to your earlier discussion of what a respectful classroom looks like.

Brainstorm ideas on possible class rules based on that discussion.

Streamline the list of class guidelines or rules.

Add any rules or guidelines that are missing.

In order to establish appropriate consequences for disrespectful behavior, you may wish to come up with ideas with the class or determine those consequences yourself.

Post the final list classroom rules in the classroom.

Translate the rules into ELLs' native languages so that they can keep the list handy and share it at home.

To see an example of this proces in action, take a look at ELL expert Carol Salva's process for developing a community contract each year.

Help your ELLs understand expectations for the classroom

ELLs may need some extra support in understanding expectations for classroom behavior. Helping them understand these expectations can avoid misunderstandings, discipline problems, and feelings of low self-esteem.

At the same time, it's important to remember that students bridging two cultures may need guidance which behaviors are appropriate in which setting (such as eye contact, physical proximity, etc.). If you have questions, talk with a cultural liaison in the school to learn more about appropriate responses and ideas for helping students navigate a new culture. You can also learn more about cultural norms of your students, particularly related to schooling, to help inform your approach.

Here are a few strategies that you can use in class:

Use visuals like pictures, symbols, and reward systems to communicate your expectations in a positive and direct manner.

Physically model language to ELLs in classroom routines and instructional activities. ELLs will need to see you or their peers model behavior when you want them to sit down, walk to the bulletin board, work with a partner, copy a word, etc.

Be consistent and fair with all students. Once ELLs clearly understand what is expected, hold them equally accountable for their behavior.

Post a daily schedule. Even if ELLs do not yet understand all of the words that you speak, it is possible for them to understand the structure of each day. Whether through chalkboard art or images on Velcro, you can post the daily schedule each morning. By writing down times and having pictures next to words like lunch, wash hands, math, and field trip, ELLs can have a general sense of the upcoming day.

Finally, remember ELLs can make unintentional "mistakes" as they are trying hard to adjust to a new cultural setting. They are constantly transferring what they know as acceptable behaviors from their own culture to the U.S. classroom and school. Be patient as ELLs learn English and adjust - and remember that you will learn a lot from this experience too!

# data[].attributes.attachment_link.title
How to Create a Welcoming Classroom Environment for ELLs

# data[].attributes.attachment_link.description
An important first step in helping English language learners (ELLs) succeed is making them feel welcome in the classroom. This will: increase their confidence make them feel more comfortable in the class build a foundation for positive relationships with you and their peers. Here's how you can get started!

# data[].attributes.body
"Building Better Schools"

# data[].attributes.attachment_link.readable_text
Elementary school is the place for many firsts - first best friend, first crush, first fight, first nemesis. In the classroom, we're laying the foundation for a lot of first memories and first experiences. Ensuring that these memories are fond ones for every student is a must. It all begins with creating the supports needed for the variety of early childhood experiences that kids face - whether it is being from a family where English isn't the first (or even third) language or coming to school for their first meal of the day. It's important to recognize the diversity and range of learning needs we must prioritize when pursuing early childhood development.

Children who enter Ontario schools without language proficiency in either English or French require more support to ensure they progress well academically, socially and emotionally. The number of children who speak neither English nor French when they register for school has increased significantly. The 2017 People for Education annual survey of public schools reports that 63 per cent of English elementary schools have English language learners (ELL) compared to 43 per cent in 2002-03. These students face significant challenges in catching up to their peers and schools do not have adequate resources to support them. The challenges have increased within the last couple of years as Ontario schools have welcomed into their classrooms Syrian and other refugees, many of whom had experienced trauma and been without school for a considerable period of time.

There is no direct accountability for school boards to spend their second language grants on the intended programs. All too often, the overall shortfalls in the funding formula have led to school boards using their second language grants for other purposes and shortchanging ELL students.

Students who enter English language schools without English as a first language should also have the opportunity to benefit from French immersion programs. These students often need additional support to be successful in the immersion program; additional supports should be provided to ELL students enrolled in these classes.

Educators need classroom materials that reflect the diversity of their classrooms and school communities.

To promote engaged and active learning among all students, classrooms and school libraries need textbooks and other resources that reflect the rich cultural, racial and gender identities of students and their families. Ontario has adopted an Equity and Inclusive Education Strategy. This policy provides an important policy framework for equity but more needs to be done to ensure that the vision for equity is realized. Teachers need classroom materials that reflect the diversity of their classrooms and school communities. Teachers and other education workers also need professional learning that improves their ability to address racism, sexism, homophobia, ableism and classism, elements that affect our schools and permeate our society.

In the past, when school boards had taxation powers, some of them funded community workers who interacted with parents, in particular those who were immigrants and refugees. These workers served as an important link between schools and those parents who weren't able or inclined to be active in their child's school. Their work helped to address language and class barriers and broaden the school's connection with the more marginalized in the community. Currently, the Ministry of Education, through the Parent Engagement Office, supports important initiatives to promote parent engagement but the initiatives can't fill the gap of work formerly done by community workers. The Ministry should support school board community workers through Grants for Student Needs.
Children Living In Poverty
Perhaps the most significant factor contributing to the difference in student achievement is socio-economic status. Reports by the Organisation for Economic Co-operation and Development (OECD) conclude that countries with smaller gaps in income inequality have higher student achievement levels. Its reports have attributed Canadian students' high achievement scores on international assessments, in part, to the narrow income gap and social programs that support lower-income Canadians. However, Canada is poised to lose this advantage as we witness a widening income gap. Lower family incomes mean many students arrive at school hungry and unable to fully engage in learning. School nutrition programs only partially meet the need and can be stigmatizing and short-term.

Schools can address poverty-related issues. For example, with the Ministry of Education support, ETFO has developed a number of programs to increase teacher and community awareness about poverty issues and has promoted school nutrition programs. However, the root causes of poverty must be addressed at the macro level. The education funding formula must be revised to more effectively provide disadvantaged students with access to resources and experiences that more affluent students take for granted. Additional funding is required to expand library resources and access to computers and increase the number of field trips and in-school arts performances. These additional resources would increase student engagement and student success. ETFO's experience through its poverty work at the school level also points to the importance of school boards employing community workers to make connections with parents and foster greater parental engagement in their child's school and education.

Beyond the school level, Ontario must also live up to the commitment of its poverty reduction strategy and address income levels, social housing needs and access to early intervention programs. The federal government has a key role to play in addressing poverty but Ontario can do its part by investing more in anti-poverty strategies. Increasing the hourly minimum wage to $15 and the guaranteed living wage pilot project are important steps forward. Other measures include more generous income support programs and tax reform to distribute economic prosperity more evenly in the province.
Expansion And Integration of Children's Services
In 2016, The Ontario government announced a commitment to create an additional 100,000 child care spaces over five years. However, the objective of expanding access to spaces cannot be reached without significant reform to how child care is funded. The demand for child care is high and the government has rightly identified additional child care spaces as a priority but Ontario is experiencing the paradox of long waiting lists for subsidized spaces while available spaces remain unfilled because parents who do not qualify for subsidies cannot afford the exorbitant fees.

To achieve its goal of creating 100,000 additional spaces, the government must significantly increase the funding allocated to capital projects, child care subsidies and wage enhancement grants for child care workers.

Schools can build partnerships with the community if they function as hubs for children's services. The government's recent announcement to add additional child care spaces in schools is a positive step forward and aligns with the concept of establishing schools as hubs for children's services. There are models where schools are the sites for community recreation programs or public libraries, but such examples are far too rare. More can be done to integrate services, especially in communities with declining enrolment where schools have available space. Better integration at the community level should result in cost efficiencies through reduced program overhead costs.

Take action to prioritize diversity Share it!

Recommendations

Revise English as a Second Language (ESL) grants to more accurately reflect the number of students who don't speak English when they enrol at school.

Revise English as a Second Language grants to increase the capacity of schools to extend these programs to students who continue to need the support beyond four years.

Provide classroom resources to support the Equity and Inclusive Education Strategy.

Provide teachers with training that addresses discrimination and oppression of marginalized students.

Fund community workers at the school board level through the Grants for Student Needs.

Provide specific compensatory grants for schools in disadvantaged communities to support additional learning materials, field trips, and in-school arts programs.

Increase investments in anti-poverty measures such as income support measures and tax reform.

Increase funding to expand parent access to early learning and care programs for children aged 0 to 3.8 by funding capital expansion, child care subsidies and wage enhancement for child care staff.

Increase the capacity of schools to act as hubs for community services.

Sources

Bascia, Nina (2010). Reducing Class Size: What Do We Know? Toronto: Canadian Education Association.

Coish, David (2005). Canadian School Libraries and Teacher-Librarians: Results from the 2003/04 Information and Communications Technologies in Schools Survey. Ottawa: Statistics Canada.

Cummins, Jim (2012). Teaching English Language Learners. Research for Teachers, No. 9. ETFO and OISE/University of Toronto.

Education Quality and Accountability Office (2017). 2016-2017 Annual Report. Toronto: Queen's Printer for Ontario.

Fairholm, Robert (2010). Early Learning and Care Impact Analysis. Milton: The Centre for Spacial Economics.

Gilraine, Michael, Macartney, H. and McMillan, R. (2018). Education Reform in General Equilibrium: Evidence from California's Class Reduction. Cambridge, MA: National Bureau of Economic Research.

Hargreaves, Andy and Fullan, M. (2012). Professional Capital: Transforming Teaching in Every School. New York: Teachers College Press, Columbia University.

Hargreaves, Andy and Shirley, D. (2009) The Fourth Way: The Inspiring Future for Educational Change. Thousand Oaks, CA: Corwin.

Leithwood, Kenneth, McAdie, P. Bascia, N., and Rodrigue, A., eds. (2004). Teaching for Deep Understanding: Towards the Ontario Curriculum that We Need. Toronto: Elementary Teachers' Federation of Ontario and OISE/UT.

Mackenzie, Hugh (2009). No Time for Complacency: Education Funding Reality Check. Ottawa: Canadian Centre for Policy Alternatives.

Mackenzie, Hugh (2017). Shortchanging Ontario Students: An Overview and Assessment of Education Funding in Ontario. Toronto: Elementary Teachers' Federation of Ontario.

Mackenzie, Hugh (2017). Ontario's deteriorating schools: The fix is not in. Toronto: Campaign for Public Education.

OECD (2012). Lessons from PISA for Japan, Strong Performers and Successful Reformers in Education, OECD Publishing. http://dx.doi.org/10.1787/9789264118539-en

Ontario Auditor General (2017). Annual Report. Toronto.

Ontario Ministry of Education (2009). Planning and Possibilities: The Report of the Declining Enrolment Working Group. Toronto.

ParticipACTION (2015). The Biggest Risk is Keeping Kids Indoors. The 2015 ParticipACTION Report Card on Physical Activity for Children and Youth. Toronto: ParticipACTION.

People for Education (2017). Competing Priorities (Annual Report on Ontario's Publicly Funded Schools 2017. Toronto: People for Education.

People for Education (2013). Mind the Gap: Inequality in Ontario Schools. Toronto. People for Education.

Queen's University and People for Education. Klinger, D.A.; Lee, E.A.; Stephenson, G.; Deluca, C.; Luu, K (2009). "Exemplary School Libraries in Ontario." Ontario Library Association. Toronto.

Queen's University and People for Education (2006). School Libraries and Student Achievement in Ontario. Ontario Library Association. Toronto.

Pollock, Katina and Mindzak, M. (2015). Specialist Teachers - A Review of the Literature prepared for the Elementary Teachers' Federation of Ontario. Toronto.

Ravitch, Diane (2010). The Death and Life of the Great American School System: How Testing and Choice are Undermining Education. New York: Basic Books.

Sahlberg, Pasi. (2011) Finnish Lessons: What can the world learn from educational change in Finland? New York: Teachers College Press.

Schanzenback, D.W. (2014). Does Class Size Matter? Boulder CO: National Education Policy Centre.

Stratcom (2018). An Opinion Survey of Ontarians' Views on Public Education. Toronto: Elementary Teachers' Federation of Ontario.

Upitis, Rena and Smithrim, K. (2002). Learning Through the Arts, National Assessment 1999-2003, Final Report Part I: Grade Student Achievement and Engagement. Kingston.

# data[].attributes.attachment_link.description
Elementary school is the place for many firsts - first best friend, first crush, first fight, first nemesis. In the classroom, we're laying the foundation for a lot of first memories and first experiences. Ensuring that these memories are fond ones for every student is a must.

# data[].attributes.body
What local community resources are already working with newcomers to Canada?

# data[].attributes.attachment_link.readable_text
Many Roots, Many Voices is designed to support teachers, principals, and other education professionals at the elementary and secondary levels in working effectively with English language learners. In it, you will find a rich source of practices and strategies that can be put to immediate use in the school and the classroom. You will also find an in-depth exploration of the English language learner, and an annotated list of references and resources for further reading and study.

This document is available in PDF format (1.5 MB).

# data[].attributes.attachment_link.keywords[]
many voices: supporting english language learners in every classroom

# data[].attributes.attachment_link.title
Many Roots, Many Voices: Supporting English Language Learners in Every Classroom

# data[].attributes.attachment_link.description
Many Roots, Many Voices is designed to support teachers, principals, and other education professionals at the elementary and secondary levels in working effectively with English language learners. In it, you will find a rich source of practices and strategies that can be put to immediate use in the school and the classroom.

# data[].attributes.body
What school board resources (staff, publications, etc.) are available to help with ESL/ELD programming and assessment?

# data[].attributes.body
What resources (community, language, etc.) might help ELL student's families as well?