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Many factors contribute to the diversity of ELL, but these two factors cut across the differences:

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Many factors contribute to the diversity of ELL, but these two factors cut across the differences:

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(1) most ELLs in Ontario classrooms are Canadian-born and (2) Canadian-born ELLs are underperforming academically not only in comparison with their English-speaking counterparts but also with more recently arrived immigrant students

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First Nations, Métis and Inuit students whose first language is other than English

Children born in Canadian communities where a distinct cultural and linguistic tradition has been maintained

Children born in immigrant communities where languages other than English are primarily spoken at home

(Ontario Ministry of Education, 2007)

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Basic Interpersonal Communication Skills: 

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Basic Interpersonal Communication Skills: 

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BICS as social language which involves the ability to carry on a conversation in familiar everyday settings.

Researchers suggest that BICS take two or so years to acquire and represent about 10 per cent of the language and communications skills of an academically competent learner

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CALP takes between five and seven years to develop.  It 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. What is important for classroom teachers to understand is that regardless of the level of oral proficiency or BICS, students benefit from interventions and strategies to enhance their mastery of academic language.

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Learning about the array of languages in the classroom:

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Learning about the array of languages in the classroom:

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Create an alphabetical list, with students, of all the languages spoken by students in the class.

Organize a short brainstorming session about the meanings of the terms first, second and additional language and encourage students to generate questions such as Where do you use this language? What is your second language? Where did you learn it?

Create a chart with the following headings: Language; First; Second; Additional. Invite students to use some of the questions (above) to interview one another and the teacher as well who then places him/herself on the class chart.

Have students interview one another about their languages.

Have students contribute data about their partner to the four-column chart.

(Adapted from ELL Voices in the Classroom – Capacity Bulding Series, 2009)

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Students need to see themselves in the actual content of the classroom learning – in activities and demonstrations as well as in books, music, models, charts, pictures and posters. Not only does this send a message to students and their families that all communities are valued in the classroom, but it also helps to facilitate learning.

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Rather than creating alternative assignments for ELLs, and risking a reductionist curriculum, we may need to reflect instead on the kind of scaffolding that we are providing so that we are enabling them to participate fully in the classroom learning community. All students need to be engaged with authentic and cognitively challenging learning tasks.

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

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In Ontario schools, over 25 per cent of students are identified as English language learners