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- Reading Adding English - A Guide to Teaching in Multilingual Classrooms by Elizabeth Coelho answered the question of the importance of incorporating a student's background/values into as much as possible. (encourage students to use L1 when writing notes or when stuck for example)
- Referring back to Stephen Krashen: the more comprehensible the input, the more retainment will happen.

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Would providing academic work initially in both English and their language enhance their ability to learn English and be more successful?

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Would providing academic work initially in both English and their language enhance their ability to learn English and be more successful?

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How can I realistically and practically incorporate a student’s values into their daily academic work to make it more meaningful?

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How can I realistically and practically incorporate a student’s values into their daily academic work to make it more meaningful?

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Answer was found during readings and videos in Act. 1.6 - yes it helps them be more successful if their mother-tongue is encouraged.
Comprehensible input allows the student to acquire the language better

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Translaguaging and encouraging mother-tongue

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BICS vs. CALP
Social language differs from academic. Social is learned within 6-24 months vs. academic is 5+ years.

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What programs are offered in the school/community to help ELL students feel included and respected?

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What programs are offered in the school/community to help ELL students feel included and respected?

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- Newcomer Centres of Peel

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Newcomer Centre of Peel - Newcomer Centre of Peel

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Newcomer Centre of Peel (NCP) is a multi-service charitable non-profit organization that assists the entire newcomer family in achieving settlement and integration within the Region of Peel.

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- Immigration Peel

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It appears you are trying to access this site using an outdated browser. As a result, parts of the site may not function properly for you. We recommend updating your browser to its most recent version at your earliest convenience.

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- Community Information Partners Peel

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You performed a search for: Subjects: Immigrants

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How can I encourage an ELL student to keep pushing through despite the hardships?

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How can I encourage an ELL student to keep pushing through despite the hardships?

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- Yoon, B. (2007). Offering or limiting opportunities: teachers' roles and approaches to English-language learners' participation in literacy activities: teachers can act as supports or constraints on ELLs' active participation in the mainstream classroom, depending on their teaching approaches. The Reading Teacher, 61(3), 216+. Retrieved from http://link.galegroup.com/apps/doc/A171622128/PROF?u=peel_dsb&sid=PROF&xid=cf1297d3
- Smith, A. M., & Salgado, Y. (2018, Spring). TEACHING LITERACY TO ENGLISH LANGUAGE LEARNERS IN THE BORDERLANDS: A CASE STUDY OF A SIXTH GRADE LANGUAGE ARTS AND READING TEACHER. Reading Improvement, 55(1), 15+. Retrieved from http://link.galegroup.com/apps/doc/A532387980/PROF?u=peel_dsb&sid=PROF&xid=d0cd9819
- Christianakis, M. (2018). Introduction: Curriculum. Pedagogy, and Teacher Development. Teacher Education Quarterly, 45(2), 3+. Retrieved from http://link.galegroup.com/apps/doc/A535943573/PROF?u=peel_dsb&sid=PROF&xid=b4970f89