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- The background of their students [do they come from a country with war/conflict/environmental catastrophes etc]
- A students education may have been interrupted/limited/non-existent
- A students history can cause them to be angry, to have limited concentration in the classroom, avoidance or other characteristics
- A teacher needs to understand what English Language Development looks like
- Teachers need to know students strengths/interests/courses they are engaged in etc.
- Teachers need to know about the STEP program currently being developed
- Teachers need to understand how L1 can benefit student interactions and learning
- Teachers need to know what texts to use with ELL students
- Teachers need to know how to break down goals for ELL students into categories [Curriculum goals/Language goals/Social goals etc.]

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This article illustrates social interaction theory by stating that students need to interact with their peers in various forms in order to feel a sense of community and feel part of the classroom.

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Language experience approach - identity texts can help ELL students share their experiences with their peers, but can also turn into a learning moment for the ELL student - using the context and environment to encourage language building

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English Only - This article illustrates how using the students first language can assist in their learning and create an identity for the student

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Accommodation and modifications are key strategies that can be key for ELL students

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Knowing your students strengths, likes, dislikes and a little information about them can help you as an educator when developing a timetable for the student

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Developing a student profile is a strategy teachers can use to further develop teaching strategies and curriculum

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Student created texts - student can use visuals to explain more about them, which can become a communication piece in the classroom

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Incorporate small group tasks in order to build language and community within the classroom

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The power of pictures - visual aids for further communication

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Educators need to ask themselves how the student must feel coming into a new environment with no language and many cultural differences

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Need to ask how much schooling has this student had

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Educators must ask themselves if they have put in enough supports in place for this student, what expectations do they have for this student and are they achievable, can this student picture themselves as a learner and feel part of the school community, and are you giving students enough time to process and complete tasks

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Have you addressed all the students needs- educators need to ask all the appropriate questions in order to ensure they are meeting ELL student's needs

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Educators need to ask themselves when it is appropriate for an ELL student to use their first language and be aware of when they need to use their L2.

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- STEP is a pilot project in Ontario - have any stats around its success been released?
- What can you do as an educator if your student only uses their first language and the boundaries you have set aren't working?
- What if families are not willing to share history of the student with you? What are other ways to discover more about your student?