# data[].attributes.body
Tap into students ' prior knowledge - all about forming strong connections.
Make learning low stakes - fun games or use white boards for activities - their work is not 'permanent"

# data[].attributes.body
https://education.cu-portland.edu/blog/classroom-resources/affective-filter-english-learners/

# data[].attributes.body
There does not seem to be much information about this topic - provided by the board.
There are many Visa/International students and I believe more research should be done to ensure their experience is enjoyable as well as educational.
Stress and anxiety is even more prevalent as these students move onto post-secondary.

# data[].attributes.body
There are many course  options/pathways for ELL's
I believe this is important in reducing anxiety as the student feels like they maintain control over their education and are placed in an environment best suited for them.

# data[].attributes.body
Students are able to take 3 ESL and ELD credits as their compulsory English credits
-This reduces anxiety as the students are able to practice English in an environment with students who are experiencing some of the same things as them.
-They can build a support system

# data[].attributes.body
http://www.edu.gov.on.ca/eng/document/esleldprograms/esleldprograms.pdf

# data[].attributes.body
This is an EXCELLENT source. There are many examples about anxiety inducing environments/situations and it explains how to reduce the anxiety - all supported by research.

# data[].attributes.body
Work in pairs with conversation starter cards to develop confidence

# data[].attributes.body
Avoid practices that cause tension - pop quiz or highly competitive activities

# data[].attributes.body
Develop relaxed atmosphere - patience, calm body language and voice
Error correction a significant cause of anxiety - model correct answers rather than point it out OR correction is avoided and emphasis is on

# data[].attributes.body
Anxiety surrounding being in a classroom with native speakers as the teachers provides instruction at a higher level
*MUST ensure that I tailor my instruction - perhaps a discrete follow up instruction

# data[].attributes.body
How do I build a meaningful and trusting relationship between myself and English language learners who may be shut down due to language barriers?

How do I, as an educator, ensure the professional knowledge I build is ‘the best’ for helping students?

How can I foster and nurture the emotional well-being of ELL students?

# data[].attributes.body
- Diverse needs depending on situation (Newcomer, International or Visa , Canadian-Born, Limited Prior Schooling...)
-ESL or ELD
-FNMI literacy programming based on real life connections/ culturally affirming

# data[].attributes.body
-To ensure ELL's are provided with the appropriate programming and that school boards allocate their resources according to the needs of their schools
-Are not always the same board to board (once put into practice)
- Assessment and development of English language proficiency integral (conversational and academic)

# data[].attributes.body
-Removing the barriers
-Creating a welcoming environment where all feel represented and accepted
*Many school boards in Ontario still need to develop/implement comprehensive equity policies

# data[].attributes.body
Language acquisition is successful when the learner is presented with comprehensible input in a low anxiety environment.
-Krashen

# data[].attributes.body
“The learner improves and progresses when he/she receives second language 'input' that is one step beyond his/her current stage of linguistic competence.” -Krashen

# data[].attributes.body
https://dspace.sunyconnect.suny.edu/bitstream/handle/1951/66601/Gustafson_Lacey_MastersProject_Fall2015.pdf?sequence=1&isAllowed=y

Considering Academic Research

# data[].attributes.body
How do you maintain a low anxiety environment in a high school setting?

*Focus: Consider International and Visa students who feel a lot of pressure to perform at a high academic level while learning a language