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- may not have strong skills in L1 to build upon
- Parent education a factor?
- At what point are they designated as ELL? -- Kindergarten entry or later when problems arise?

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- Students live within multiple communities: family, cultural, community, faith, international community. Recognize & Investigate these connections.

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- Often 1st generation children of immigrants
- CB ELL's take at least as long as other ELL's to gain academic English

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-Most ELL's in classroom are Canadian born
-CB ELL's are under-performing compared to peers (both Eng speaking and non-Eng.)

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Do we make incorrect assumptions?

- may see Canadian birth cert. and expect more from ELL
- inaccurately assessed?
- support withdrawn too early? (mistake BICS ability for CALP)

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CB ELL's may include:
Aboriginal students whose first language is a language other than English
Children who were born in communities that have maintained a distinct cultural and linguistic tradition
Children who were born in immigrant communities in which languages other than English are primarily spoken.

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2.1 Enhance Support to improve literacy and numeracy skills
2.2 Provide additional support in a variety of areas to reduce gaps in student outcome

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Do they get the same support as newcomers to Canada? 

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Do they get the same support as newcomers to Canada? 

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- Is support allocated to them equally?
- What about emotional support or community support?

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Peel Board serves 87,807 elementary students. 39,062 need extra English instruction.
Of those, 25,227 students were born in Canada,

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Almost 29 per cent of elementary school students served by the Peel District School Board need help with their English despite being born in Canada, according to numbers released to CBC News.

The board serves 87,807 elementary students in Peel region, west of Toronto. Of those, the numbers suggest 39,062 need extra English instruction.

Of those, 25,227 students were born in Canada, the board said. Those students are labelled English Language Learners (ELL) - those whose first language is not English and who require additional help to gain proficiency in the language.

Poleen Grewal, who co-ordinates special education and instruction at the school board, said one of the reasons Canadian-born children need ELL help is because they're only exposed to their mother tongues at home.

"A lot of the caregivers at home are not speaking English," she said. "Parents are working, you know how it is with newly immigrated families."

Zainab Khatib, 11, is a Grade 6 student at Thorn Lodge School in Mississauga who receives ESL help. She was born in Minnesota and moved to Canada when she was around five or six, she says.

Khatib speaks Urdu at home, even though her parents, who are originally from Karachi, Pakistan, speak English.

"It's easier for them to understand Urdu than if I'm speaking in English," she said.

Sandeep Agarwal, a professor at the school of urban and regional planning at Ryerson University, said he is not surprised by the numbers.

He said the numbers in Peel may be the result of some immigrant parents working long hours and not being able to keep track of how their children are progressing in school.

"You know as they grow up they'll get to the university, and if we don't tackle the problem here then we will see the problem cropping up elsewhere in the system," he said.

The percentage of students who require help with English does drop sharply as they get older.

Numbers from Peel Region show that while more than 50 per cent of students are in ELL in Grade 1, that number drops to less than 39 per cent by the time they reach Grade 6 and 27 per cent by Grade 8.

CBC News also asked the Toronto District School Board how many Canadian-born students receive ELL help. The board says there are many, but it doesn't keep track of the exact number.

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30% of Canadian students need ESL: Peel board | CBC News

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Almost 29 per cent of elementary school students served by the Peel District School Board need help with their English despite being born in Canada, according to numbers released to CBC News. The board serves 87,807 elementary students in Peel region, west of Toronto. Of those, the numbers suggest 39,062 need extra English instruction.

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Data show that Canadian-born ELLs have not caught up by Grade 6. According to a Statistics Canada study, Canadian-born children of immigrants catch up by Grade 8 and then go on to do somewhat better than the Canadian average (Worswick 2001, 2004).

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Study revealed the relative invisibility of Canadian-born English language learners, and the consequent difficulties educators have responding to their English language learning needs. School registration data was shown to be an inaccurate indication of students’ home language use

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university programs in indigenous languages

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Indigenous languages - Learning and teaching resources

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Teachers and learners will find courses, exercises, phrase books, sound files and other resources for learning Aboriginal languages.

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Native Languages - Oneida, Cayuga, Mohawk

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Native Languages - Oneida, Cayuga, Mohawk

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When students hear their language in their classrooms they feel a sense of home and comfort and identify this as the factor that makes their school different from others.

The Mi'kmam language is constructed relationally - the context for a word is always central to its use. Language impacts mathematics learning - just because students speak English at school teachers should not assume they are also thinking in English - this is illustrated through an analysis of a common math term.

The Mi'kmam language embeds community values about numbers and space - a number alone does not give enough information to determine spatial reasoning which is a central value in indigenous communities.

Mi'kmam reasoning is often about estimation and approximation while mathematics is often viewed as an exact discipline. Different ways of thinking about mathematics are evident in the description of how an elder builds a quill box based on both purposefulness and math concepts. Students need to know that their elders are mathematicians and that what they do and know are valued.

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Coming Together to Learn Together: Lisa Lunney Borden

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When students hear their language in their classrooms they feel a sense of home and comfort and identify this as the factor that makes their school different from others. The Mi'kmam language is constructed relationally - the context for a word is always central to its use.