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Peer supports

Repeating instructions at various language levels

Visual supports / gestures

Clear speech and phrasing / explain words that need to be explained

Keep it simple & don't put pressure on the student(s) to understand all the time. Give them space to ask questions and continue explaining using different strategies / rewording.

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Create assignments, signage (posters, displays, etc) that are multilingual or dual-language.

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Provide notes that highlight key ideas and new words

Limit use of cultural references or idioms

Label objects in the classroom in english and students' first languages

Set short term goals to students based on observations

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Making the classroom environment welcoming.

Provide books, visual representations, and concrete objects that reflect their backgrounds and interests.

value them as a positive presence in the classroom and the school

encourage their efforts at learning English and sharing their knowledge of the

world;

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If doing a novel study, go over the words before reading

Provide visuals for definitions of words (ex: the word: catastrophe... maybe show a picture of a natural disaster)

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Assessment of learning for ELLs should:

• be based on clear statements of expectations;

• take into account the cultural and linguistic background of the student;

• allow for the use of the student’s first language as appropriate;

• include clear guidelines for program monitoring;

• reflect appropriate program adaptations.

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Being mindful as an educator is the most important aspect when doing with English Language Learners. Being clear, simple, and providing accommodations when needed is key to each student’s success. When creating lessons, we could be mindful of our words, use visuals, and give extra time for some students.

give clear instruction to students

Have written outlines so it is easily translated and understandable

Allow sufficient response time, give some students extra time with assessments

Emphasize peers helping each other (bilingual peers)

Simplify words

Use visuals

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keeping language simple, have visual cues and signs to help them communicate

Clearly explain various words and sentences

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1) Teachers should adjust their expectations according to the length of time students have been in Canada, students’ previous educational and social experiences, and the amount of cultural adjustment required. Evaluation procedures should be clear and purposeful and should distinguish between ELL needs and program content needs.

Adjusted Strategies/ Assessments:

peer support, oral instead of written assessments, lots of visuals in our instruction, clearly written and spoken instructions

2) Continuous communication with parents

encouraging heritage language to continue being spoken at home

explain how primary language can help learn secondary language

consistent communication between parents helps encourage them and student to continue trying

make sure you're giving them space for mistakes and growth

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allowing, and even encouraging, the use of technological aids

Not rushing the student in speaking or learning. Let them move at their own pace

Keep it simple in explanations, in extra explanations if necessary use less complex words to ensure your meaning gets across

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Chunk information by breaking tasks down into smaller, more manageable pieces.

Provide feedback on one kind of error at a time. Note specific, habitual errors and provide direct instruction later.

Select common errors as the language feature of the week, teach them explicitly, and provide opportunities for practice.