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1. Making errors is part of the language-acquisition process.

2. Constant correction may limit participation and increase anxiety, thus limiting development.

3. Respond to errors judiciously and respectfully, providing necessary feedback without embarrassing students.  (Coelho)

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Identity Texts: Giving Voice to English Learners Part 2

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1.  https://thelearningexchange.ca/wp-content/uploads/2013/08/ELLidentityTexts.pdf
2. http://www.multiliteracies.ca/index.php/folio/viewDocument/23/3722
3.  http://www.yrdsb.ca/Programs/PLT/Quest/Documents/2017LauArticle.pdf
4. https://www.empoweringells.com/push-in-pull-out/
5.

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1. What did I learn? I learned that merely providing the students with a rich variety of learning is not differentiating. Differentiating is when the activity is tailored personally to the student.
2. How will I put theory into practice? I hope to put this into my practice by creating the student’s classroom profile. I believe this way I will be able to provide a more personalized learning experience for the student.
3.What changes do I need to make to my practice? In my literacy centres, I would hope to provide a variety of tiered activities. I would consider promoting different groups for different days to have. I believe I could integrate student’s overlapping interests to guide developing activities for learning. Attached image demonstrates how I would have different groups. I will make 5 sets of the following crafts sticks!

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What is the best way assess ELL learners? How could we support the learner through the learning continuum?

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Station Rotation: Differentiating Instruction to Reach All Students

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Grouping

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In Canada, a Welcoming Environment and Community Supports Help Syrian Students and Families Thrive

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This article on co-teaching as an alternative to the push-in and pull-out program of instructing ELLs is part 8 of the Collaboration for ELLs Series
Abandoning an Antiquated Model

The push-in, pull-out (PIPO) model isn't an inclusive way to develop ELs' English skills. Period.

POPI is the practice of

pulling ELs out of content classes to provide extra language support and

pushing ELs into content teachers' classes to scaffold content learning or

pulling out to provide scaffolded content instruction.

We need to rethink the components of this model.

1. Welcomed, not Pushed

The term "push" suggests that there's resistance from the content teachers to having ELTs in their classrooms in the first place. Instead of forcing themselves into class, the ELTs should be welcomed and invited to be part of the instruction because more teachers mean more learning for students.

2. Our Students, not Yours & Mine

Non-ELs should understand that the ELTs are not just for the ELs, they are also their teachers. Both the content teachers and the ELTs are responsible for the academic progress of all students. The educators' roles in the class may be distinct, but the responsibilities are the same.

Additionally, when a content teacher allows the ELTs to pull an EL out of class, they're implicitly communicating many things:

1. that the content teacher doesn't the EL is ready to engage with grade-level content standards

2. that ELs are not a content teacher's responsibility, and

3. that content teachers are not teachers of language instruction.

We do not want to communicate or perpetuate these counterproductive beliefs.

3. In Class, not Pulled-Out

Pulling students out of content classes implies that there is resistance either from the content teacher, the ELs, or both. I remember when my ESL teacher pulled me out for English lessons when I was in elementary school. I also remember wanting to stay with my friends because the ESL class made me feel less than the other students.

ELTs do not need to pull students out because content classes provide the perfect context to learn language. Learning a language has a purpose because it's used to understand and engage with content. Scaffolding that occurs outside of class can be offered in class. Also, because ELTs don't have niched content expertise, remaining in class is academically more appropriate for ELs.

4. Avoid Using Sexual Reference

I won't go into detail, but I'll let you infer how the terms "pull-out" and "push-in" have sexual undertones. It's just better to do away with the titles of "pull-out" and "push-in" altogether because of the negative connotation that is associated with them. But a name change is not enough if the practice is still the same.

An Alternative Approach: Co-Teaching

Based on the diagram in last week's article, there are at least three inclusive instructional program models we can adopt: Sheltered Immersion, Transitional Bilingualism, and Dual Language. Because I am not familiar with the bilingual programs (Transitional Bilingualism and Dual Language), I will talk only about Sheltered Immersion. The latter is still quite inclusive of ELs and presents many opportunities for co-teaching.

Sheltered Immersion is perfectly designed to promote collaboration. It invites content and language teachers to co-plan and co-teach in order to help ELs access content and develop their language skills. Teachers using the Sheltered Instruction focus on:

1. making content comprehensible and

2. scaffolding learning so that ELs can communicate.

For example, Mr. Arno and I teach co-teach within a sheltered immersion model because our ELs stay in class with other non-ELs. During co-planning, we focus on these two items above. I attend his science classes to help all students but pay particular attention to the ELs. Instead of calling it "push-in", we call it:

"co-teaching" when we've previously had co-planning time or

"in-class support" when we didn't have co-planning time.

I'm not an aide, however, because I do instruct the class at particular times - mainly teaching how to access academic texts and structure academic writing. When I'm not there, he still teaches the ELs using the strategies we discussed during co-planning. Teachers who use the co-teaching model believe that all ELs can learn alongside and with English-proficient peers. Sheltered Immersion shuns the social isolation that ELs experience in traditional English Immersion and ESL programs.

Backed by Research

Research suggests that Sheltered Immersion is effective at developing students' academic language skills because it builds a context that allows ELs to use language authentically and intentionally (García & Hamayan, 2006; Kramsch, 2003; Halliday & Hasan, 1989, Short, Echevarria, & Richards-Tutor, 2011; Yore & Treagust, 2006; Yore, 2000).

The nature of Sheltered Immersion intrinsically supports interdisciplinary learning, which provides ELs with a greater chance to make connections and cultivate critical thinking skills. Honigsfeld and Dove (2010) add that, "When teachers collaborate and co-teach, the content and language become interconnected in a way that is not possible when students receive content instruction in one class and language instruction in another" (Kindle location 210-211).

When we use the word "alternative" to describe another option, it can sometimes carry a negative connotation. In this context, sheltered co-teaching moves becomes more than an "alternative" option, it becomes an opportunity to engage with instruction that simultaneously teaches content while extending ELs' academic language skills.

In a time period when the world seems to be so culturally and politically divided, we need our schools to be a place of unity and inclusion. We can start by fighting for our ELs to learn alongside and with their non-EL peers.

Do you see any other benefits to the Sheltered Immersion Model?

Now that we've established the effectiveness of sheltered co-teaching, we can move onto learning various co-teaching practices. Over the next few articles, I'll be sharing the different forms of co-teaching, providing case studies, and offering a framework for instruction.

https://www.youtube.com/watch?v=HHCXkX08NwQ&t=53s

Brown University. (n.d.). Sheltered English Instruction. Retrieved from https://www.brown.edu/academics/education-alliance/teaching-diverse-learners/strategies-0/sheltered-english-instruction-0

Colorin Colorado. (1993). Program Models for Teaching English Language Learners. Retrieved from http://www.colorincolorado.org/article/program-models-teaching-english-language-learners

Hayes, J. (2016, February 26). Pull-Out vs Push-In ESL Programs in Elementary Schools. Retrieved from http://blog.tesol.org/pull-out-vs-push-in-esl-programs-in-elementary-schools/

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#51. Rethinking Push-In Pull-Out (PIPO): The Cause for Sheltered Co-Teaching - ELL Strategies|TanKHuynh

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This article on co-teaching as an alternative to the push-in and pull-out program of instructing ELLs is part 8 of the Collaboration for ELLs Series Abandoning an Antiquated Model The push-in, pull-out (PIPO) model isn't an inclusive way to develop ELs' English skills. Period.

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the language presented is not too far above learners' current level of development. In Vygotskian terms, the language is within the learners' zone of proximal development; that is, just a little beyond their current level of competence.

the meaning of new words or grammatical forms can be easily inferred (e.g., learners are able to use previous knowledge and experience to help them figure out the meaning; other cues such as pictures or concrete objects are available; and the activity is meaningful).

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Updated: September 2019

The Peel District School Board continues to welcome and educate a diverse population of students. English language learners must learn the language of instruction at the same time as they are working towards achieving curriculum expectations. To facilitate student success, ESL/ELD teachers and classroom teachers are collaboratively responsible for adapting instructional programs.

When modifications and accommodations for language acquisition alone are not enough to address the needs of ELLs, teachers are faced with the challenge of determining if the difficulty stems from acquiring a new language or from possible special education needs.

Students who have been identified with possible special education needs will to develop suitable goals based on the continue to be referred to the In- School Review Committee (ISRC) Steps to English Proficiency, appropriately related to assessment and linked to developmentally appropriate instructional strategies.

The Special Education Program Services 7 (SEPS7)policy supports the identification of ELL's who may also have special education needs. Any active ESL student is eligible for additional support in the form of a SEPS7 profile.

Note: the SEPS7 Profile is part of the student's OSR and can be requested by the parent/guardian.

Creating An Initial SEPS7

To place an eligible student in the SEPS7 program, enter a Start Date (YYYY-MM-DD). The start date must be within the current school year and cannot be future dated. Clicking the SEPS7 Profiles button will take you to the SEPS7 profile.

Creating Additional SEPS7s

Up to three profiles can be created for a student while they are attending PDSB, provided an end date exists for any previously created SEPS7s. To create an additional SEPS7, click on the green plus to activate the next line. Enter a Start Date (YYYY-MM-DD) and then click the SEPS7 Profiles button. This will take you to the SEPS7 profile.

Viewing Previously Created SEPS7s

You can view, in inquiry mode (read only), SEPS7s that have been ended. Click on a row to select the profile you'd like to view, then click the SEPS7 Profiles button. This will take you to the SEPS7 profile.

Closing SEPS7s

When a student has completed the SEPS7 program (minimum duration of 3 months), you can enter the end date on the SEPS7 profile. This datewill be displayed on the Student ESL Profile screen in the End Date field. Ending the student's SEPS7 profile does not close their ESL Profile.

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Updated: September 2019 The Peel District School Board continues to welcome and educate a diverse population of students. English language learners must learn the language of instruction at the same time as they are working towards achieving curriculum expectations.