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Studies found Canadian born ELL do not reach the same level of achievement as their peers domestic and immigrant.

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Basic Interpersonal communication skills (BICS) is characterized by :

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Basic Interpersonal communication skills (BICS) is characterized by :

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-        ability to have face-to face conversation

-        talk and write about what is happening at present.

-        Use high-frequency vocabulary in simple sentences

-        Describe his/her own life experiences.

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-     Incorporate students backgrounds in the classroom.

-        “Talk, talk, talk”- provide opportunity to talk in small groups to build trust and confidence.

-        - Allow students to share ideas in L1 to encourage participation.

-        Allow extra response time.

-        Check frequently for comprehension.

-        Carefully choose reading text to expose ELL to academic language.

-        Encourage students to look for smaller words to understand meaning(eg- unsure> un- sure)

-        Have students write regularly and review and edit their and their peer’s work

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Most ELL in Ontario are Canadian-born.

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-        Can be hard to identify, (assumed to be fluent in English)

-        Are able to interact with others orally fluently – Basic Interpersonal communication skills (BICS)

-        Can have various proficiency – (no English/ exposed to some English/ able to speak and understand oral English)

-        Some may have lived in and studies abroad when young and exposed to no or little English.

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-        Create a alphabetical list of all the languages spoken with the students.

-        Students interviewing one another

-        Brainstorm the meaning of first and second languages. Ask “where do you use the language?’ “where did you learn it?”
-        Provide authentic and Cognitive challenging learning task- Don’t provide alternative task but scaffold the same task.

-        State the same message in more than one way.

-        Ask students to repeat instructions

-        Use simple and sophisticated vocabulary side by side.

-        Simplify sentence structure but explicitly teach new sentence structures

-        Explain idioms.

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“Teaching is about relationships. The more we learn with and from our students and their families, the more they are likely to learn with and from us”

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“Teaching is about relationships. The more we learn with and from our students and their families, the more they are likely to learn with and from us”

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-        Learn what students read at home- they may read in L1.

-        Understand the L1’s structure- to help understand how they connect to English and errors they make.

-        Interpret Miscues carefully- Some ELL may make errors in reading but is still able to understand the text completely.

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Research show BICS takes 2 years to aquire but show about 10% of the langague in academics. (Roessingh, 2006, p. 92).

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-        Alternative or supplemental assessment strategies may be needed for ELL to show their learning.

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-        For academic success students need to master cognitive academic language proficiency (CALP)