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1) How do we as educators teach ELL students who come in with little to no knowledge or exposure to the English language?

2) How can educators (especially newer ones) find effective resources and strategies to help their students flourish? Where do we start and what is effective to use?

3) How can educators gain the support and build a rapport with our ELL students' families? Especially in the case when their parents have a very limited knowledge and exposure to the English language as well?

4) How can we ensure that their English skills (orally and written) are improving in language classes, but that it is also helping across the various other subjects? For example, perhaps math could be more computational and less literacy (instructions) based? Teachers have mentioned that jump math is used in many special education programs and Nelson for many mainstream classes.

5) What is the best way to access and evaluate ELL students?

6) In certain cases, when should ELL students be exempt from a second language (like French or heritage languages)? I know some schools make exceptions. However, I am not sure what the protocol for that is.

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-Students who are unable to communicate fluently or effectively in English
-They often come from non-English speaking backgrounds
-They speak another language (other than English) primarily
-They typically require specialized or modified instruction in their academic courses

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Activity 1.5 and 1.7- Policies and Procedures 

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Activity 1.5 and 1.7- Policies and Procedures 

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Sections 1.5 and 1.7 had us take a closer look at the procedures that take place within our schools and individual school boards. We examined what is done well, where our gaps in understanding lay and what we felt needed improvement. I would like to learn more about policy. 2.8.2. This policy states that, “When learning expectations are modified for English language learners, evaluation will be based on the documented modified expectations.” I feel like this is the meat and bones to ELL students. What is modified and how is being done, to ensure their success?

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Ministry Resource: Supporting English Language Learners

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Ministry Resource: Supporting English Language Learners

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I learned that there are two types of learning forms in language acquisition: BICS and CALPS. BICS refers to learners’ basic everyday communication skills. Where as, CALP focuses on proficiency academically and the different layers of academic competences.

I learned about Krashen’s theory on comprehensible input. He said that speaking and practicing a language doesn’t help you and that we all acquire language in the same way. Further, he also stated that when we are listening we are picking comprehensible input and listening to others to help in our language and understanding. Catering to the different types of learners also allows us to make information more comprehensive and digestible for our learners.

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ELL Students with Limited Prior Schooling

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ELL Students with Limited Prior Schooling