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1.    As a new teacher, how can I spend a reasonable amount of time learning and understanding the spiritual and cultural values of ELL students?

2.    How would I build relationships of trust with ELL students so that they feel respected and welcoming to share their knowledge/experiences with others?

3.    What types of programs are offered to teachers to assist them in their professional learning of supporting ELL students?

4.    How would I involve parents of ELL students in ongoing learning and assessments of their child that shows my commitment and “Care” towards their child?

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Groups of ELL's in your classroom can be students with refugee backgrounds, Canadian-born, Newcomers, International Students, and First Nations, Métis and Inuit peoples of Canada. ESL and ELD programs and services are offered based on student needs and assessments.

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School boards have to comply by the policies and procedures outlined in the documents and legislation to know how to effectively plan and implement their program. The documents are also very useful to teachers in guiding them through the process to support ELL's and their families.

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As teachers, we need to create many opportunities to observe the social and academic skills of ELL's. ELL's need time and support of their teachers and parents to become proficient in academic language. It is our responsibility to recognize whether the student is lacking on BICS or CALP language skills and plan our program accordingly.

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As an educator, how can I effectively record and share the results of ongoing learning and assessments with other staff and parents so that they can better support the English Language Learners as well?