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Canadian-Born ELLs are the students who were born in Canada, but who speak a different primary language other than English at home. Canadian-born ELLs may come from different language backgrounds. They may have little to no English exposure at home, they also may have been raised in a different country or may have been raised in Canada but went in a different school system that has a different language of instruction other than English.

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Research suggests that Canadian-born ELLs underperform in academic achievement compared to their peers who are immigrants or native-speakers. They are proficient with the oral language, which often mislead educators when it comes to their language needs.

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One of the strategies that would help you meet the needs of your students is by getting to know them. By knowing your students, you will be able to identify their interests and where they are in terms of development. It will also help you know their background and if they speak a different language at home – this will then help you identify if you have Canadian-born ELLs in the class. Knowing your students will help you find out the supports that you need to provide. This will also allow you to be more intentional with your instruction and at the same more mindful of the language environment that you are creating.

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The reading suggests that different supports for the development of CALP should be applied by all teachers and not just the ESL teacher. Here are some suggested strategies:
- Explicit instruction
(use of simple sentences, intentionally choose text, model text navigation, word focus)
- "Text walk"
- Word mechanics
- Decoding skills
- Write reflections and peer comments

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- How well do I know my students?
- Am I providing developmentally appropriate support to my students? (Scaffolding)
- Is my classroom environment reflective of my diverse learners?
- What are my assessments for, as, and of learning?

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- Large group activity: walk around the classroom and ask each other about their first, second and/or additional language. Make a chart for the results.
- Engage in small group discussion, which allows dialogue between students and better understanding about different classroom topics

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1. How do you explain to a parent that his/her child is a Canadian-born ELL? (consider BICS)
2. Regarding large-scale assessments, it was mentioned that ELLs need strategies and practices when it comes to text features, questions and prompts. Does this mean that in order for them to perform well in EQAO, they need to practice answering the test? If doing so, aren't we cultivating a testing culture?

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- Continuous observations
- Small group presentations
- Portfolios
- Daily check-ins (write-ups)
- Co-construct learning goals and success criteria