# data[].attributes.body
Am I using the languages and cultural experiences of my students to enhance learning?

# data[].attributes.body
Over 25% of students identify as ELLs according to Statistics Canada & will continue to increase year to year! Yet what is surprising is the amount of ELLs in Ontario classrooms that are Canadian born!

# data[].attributes.body
- Teacher can gauge understanding of a lesson
& provide feedback to the student on how to structure arguments and sentences or clarify terms

# data[].attributes.body
- discuss features such as hooks, headings, captions, diagrams of textbook
- Let students scan for vocab words so they can begin to form meaning on their own first

# data[].attributes.headline
7. Encourage vocabulary lists & decoding

# data[].attributes.subject
7. Encourage vocabulary lists & decoding

# data[].attributes.body
Point out new terms to students. Consider specifying what prefixes and suffixes mean on a word in text.  (I.e. unhappy = not happy)
Acknowledge base/root words for the student.

# data[].attributes.body
Re: academic jargon. Use words that are not common/mundane but not too low-frequency that they have never been heard.

# data[].attributes.body
Exists in various subject areas and are often low-frequency, technical words derived from Greek or Latin sources. Students may not be familiar and need a guide to navigate a text full of jargon. This leads to discrepancies between knowledge and learning for the Canadian-born ELL.

# data[].attributes.body
- Create learning goals & success criteria (one being english proficiency) for the student(s)
- Let peers revise work
- Ensure ample feedback & practice opportunities
- Identify strengths, interests and areas of need

# data[].attributes.body
Do not be tricked by their social english skills. It may not translate into written academic work!

Consider if the students work reflects their knowledge on a topic or their knowledge of english? Alter assessment as necessary.

# data[].attributes.body
Students should practice both In english &  in their first language.

As a teacher you can model english extensive talk that may not be used at home!

# data[].attributes.body
Let the students see themselves, their experiences, and their background knowledge in classwork. Make it meaningful.

# data[].attributes.body
State your message as a teacher in multiple ways, ask the student to paraphrase instruction back to ensure comprehension, simplify sentence structure and teach new structures, and explain english idioms if you use them

# data[].attributes.headline
Steps to take in class? 1. Identification

# data[].attributes.subject
Steps to take in class? 1. Identification

# data[].attributes.body
1. Identify who your CB-ELL students are by asking what languages they use and to identify them as first, second, and additional.

# data[].attributes.headline
But they were born here, shouldn't they be masters of english?

# data[].attributes.subject
But they were born here, shouldn't they be masters of english?

# data[].attributes.body
False! In education theory, these ELLs are not masters of academic english or "cognitive academic language proficiency"  (CALP)

# data[].attributes.body
- Their verbal english is good & so are their basic interpersonal communication skills (BICS)
- They have english-speaking friends
- They register for school with english as their "spoken language"

# data[].attributes.body
- FNMI students whose first language is not english
- Those with distinct cultural & linguistic tradition and where english is secondary in the home

# data[].attributes.body
Canadian-born ELLs are underperforming in comparison to both their english-speaking counterparts + recently arrived immigrant students!