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The document English Language Learners ELD/ESL programs and services is a policy that boards must follow.
It was interesting to see how written policy is put into action by different boards. For example, many boards have different ways of registering newcomers for example some have Welcome Centers set up. In Peel, I would like to examine further the Policies surrounding ELLs with special needs. I have read that they have a Step 7 in place and come to understand that a bit better but would still like to gain a deeper understanding of the actual process.

A new learning was section 49.1 of the Education Act which mandates that every child regardless of immigration status (even unlawfully) must attend school in Canada and the duties of the teacher to inform students and families that they have a right to education.

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Videos and information regarding the registration and ELD/ESL programs

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Limited Prior Schooling Ministry Resource

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Capacity Series: Supporting Students with Refugee Background

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1. How can I effectively accomadate ate or modify a student at the early stages of English Acquisition at the intermediate level.
2. How can you create an effective learning environment in Core French that will support ELLs.

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Differentiating Instruction Planner for ELLS

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Beginning Resources to Support Inquiry Questions

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Beginning Resources to Support Inquiry Questions

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Segment 7: Adapting the Classroom Program for ELLs. Provides instructional strategies and staring points for Modifying/Accommodating Learning
Segment 8: Differentiating for ELLs

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Supporting English Language Learners Grades 1- 8 Video and Print Resources

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The print resources facilitate note-taking, inquiry, reflection and planning before, during and after viewing. Download the Viewer's Guide in PDF for complete instructions on how to use the print and video resources.

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Inquiry Questions

1. How does one differentiate for a student that may have gaps in knowledge and not on a step, in a way that is inclusive and respectful to the student?

2. In order to maintain a commitment to student learning and increase professional knowledge, I wonder if it should be mandatory for teacher's teaching ELL's to have taken an AQ on teaching ELLs?

3. How can a teacher use professional knowledge to effectively assess ELLs at various levels of STEP and also in tow with the appropriate Grade expectations of a subject curriculum? For example, ELL at Step 1 and Grade 8 core French?

4. In order to maintain trust with parents, how can teacher's effectively maintain communication with parents who do not speak English and who speak many different languages?

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During this class, I learned about ELD and ESL programs and the difference between the two. This was really important because as I was reflecting on a student I had, I placed him in the ELD program due to his limited schooling. Understanding the differences between the two also help to understand the mandatory resources that are available to you as a teacher for example: tutoring is available in the ELD program.
Additionally, I also learned the difference between refugee and migrant. I think this is important because it provides teachers with a richer understanding of where their students are coming from and the situation that their students and families face. Great document for this was: The Capacity Series: Students with a Refugee Background.

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Ministry Resource: Supporting English Language Learners