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What resources are available at the school's library? How can I collaborate with the librarians to support ELLs?

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Design lessons and activities and choose resources that take into account students’ background knowledge and experiences.

Encourage students to share information about their own languages and cultures to raise awareness for all.

Use graphic organizers to show how ideas are related.

Design all lessons to include a component which activates prior knowledge.

Provide feedback on one kind of error at a time. Note specific, habitual errors and provide direct instruction later.

Supporting English Language Learners

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2.5.1 — School boards will implement programs and services that will enable English language learners to continue their education while learning English. 2.8.1 — The school board will establish procedures for ensuring ongoing assessment of the development of proficiency in English and the
academic progress of each English language learner. Progress will be reported to parents on a regular basis.
2.8.2 — When learning expectations are modified for English language learners, evaluation will be based on the documented modified expectations. This will be noted on the report card and explained to parents.
2.12.2 — School boards will provide appropriate professional development opportunities to administrators, ESL/ELD teachers, classroom teachers, and support staff to support the implementation of this policy.

ESL & ELD Programs and Services

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Brainstorm with the class ways in which all students can make the classroom a welcoming place.

Seat students where they can hear and see well, and near classmates who will provide support and language modelling.

Demonstrate ways that all students in the class can be helpful to the ELLs.

Find out what the new students’ interests are and use this information to
create related assignments to engage them and to encourage the learning
of English.

Supporting English Language Learners

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Making Language Content Accessible for ELLs

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Making Language Content Accessible for ELLs

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Simplify vocabulary. Choose simple, straightforward words that are in everyday use.

Highlight key ideas and instructions. Review instructions and concepts
periodically with the class to reinforce students’ comprehension.

Use many non-verbal cues. Gestures, facial expressions, and mime help learners grasp the meaning of what you are saying.

Allow sufficient response time when interacting orally. Students need time to think in the first language and compose a response in the second.

Supporting English Language Learners

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How can I mindfully foster positive and productive relationships between ELLs and their classmates, their classroom, and their school community using:
— lesson and unit planning strategies
— classroom management and organizational strategies?
(e.g. consider how to incorporate strong differentiated instruction and scaffolding for ELLs and non-ELLs alike)

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"If we are to succeed, we must draw on our experience and on research that tells us that student achievement will improve when barriers to inclusion are identified and removed and when all students are respected and see themselves reflected in their learning and their environment."

Ontario's Equity and Inclusive Education Strategy

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The ELL progresses most successfully when they receive second language input that is one step beyond their current linguistic proficiency.

Stephen Krashen

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Would my students describe the classroom environment I’ve created as a community—a place where they are safe to express their values and ideas?

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High motivation + self-confidence + low level of anxiety = better equipped for success in second language acquisition.

Stephen Krashen

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Are the resources I choose to use in my classroom amenable to social justice, sustainability, and respecting cultural values?