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Conclusion:                How this research changed your knowledge or practice in teaching ELLs:

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Conclusion:                How this research changed your knowledge or practice in teaching ELLs:

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Evidently, all this research has changed my knowledge in teaching ELLs. I’ve learned the importance in creating a safe environment for ELLs. In order to do so, getting to know your learners, their story and experiences. Culturally relevant and meaningful lessons, that allow them to feel comfortable and accepted in the learning environment.  When students feel safe, they take on an active role in their learning. It is also important to keep an open line of communication with families. Informing families of the resources available to them and allowing them to take on an active role in their child’s education. When creating lessons, making the appropriate modifications for ELLs based on their STEP level eliminates barriers. When creating lessons or even giving instructions it is essential to include visuals (pictures and videos) to deepen students understanding. As well as multiple ways for ELLs to demonstrate their learning. This includes informal and formal assessments that include assessment of, as and for learning and oral communication and written tasks.

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How can I ensure the strategies implemented in the classroom for English Language Learners provide enough support for their language acquisition?

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I chose to conduct further research on this question because I want to ensure the proper supports are put in place to eliminate barriers for my ELLs. In doing so, it ensures each student has the potential to succeed. In my class last year, I had a student who would continuously tell me that he understood the task. However, when I would check in on him, it was clear he didn’t understand the expectations and required more support. Moving forward, I want to ensure my ELLs have the necessary tools that support their comprehension of concepts and further their language acquisition.

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To support language acquisition, this article suggests strategies to support English Language Learners comprehension. These four strategies include;

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-Pictures are universal
-Providing students with a visual will help clarify any misunderstandings.
-  Too many words can be overwhelming for students.
-The more visuals and less wording provides more context for students.

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-In this article they stated that ELLs will often say the understand concepts ( similar to my student) because they don’t want their peers to know.
-In this article it suggests using quick formative assessments such as, Turn and Talk ( or think pair and share) to reduce anxiety.
-Observing students during this time is an effective way to evaluate their understanding.     -Also, an exit ticket (with visuals or sentence starters) to check their overall understand is useful to see what further support they require.
-Checking in regularly, modelling, and providing clarification “provides repeated language practice for students who are still developing proficiency with English.

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3. Using sentence and paragraph frames: 

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3. Using sentence and paragraph frames: 

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-Providing students with sentence starters and paragraph frames supports deepens their comprehension
-Allows students to work independently while communicating their ideas effectively.
-Including the prompt reduces anxiety and feeling overwhelmed.

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- Use visuals and key words to chunk texts.
-Have students write brief one sentence summary to ensure understanding.
-By breaking down the text, it makes it less overwhelming for students and easier to build content knowledge

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https://www.edutopia.org/article/4-simple-ways-support-english-learners-comprehension

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How can I effectively monitor and evaluate the progress of my English Language Learners?

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-This inquiry question is relevant to me because as a new educator I find that I’m not always aware of the resources available for  my ELLs, parents or even myself.

-The more I inquire the more I learn, if I dont research, ask the right questions or approach the right people I am unaware of how to help my learners.

-Also, this inquiry question is relevant to me because it’s important to effectively monitor and evaluate students’  progress to ensure they are set up for success.

- As educators we need to advocate for our students, if we don't, It’s very easy for students to  fall through the cracks.

- This  inquiry question really resonates with me because I’m still learning myself and I want to continue learning to find ways to help my ELLs reach their fullest potential.

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What can I do to further explore new ideas?

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What can I do to further explore new ideas?

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- In hopes, taking this course, will help me find ways to set my English Language Learners up for success. I will gain a lot more knowledge and a wide range of tools and resources to better monitor and evaluate my learners.

- I will come to understand the rights of ELL’s, the process and how to properly identify what levels/ steps they are at.

- I believe it’s extremely important to become familiar and comfortable with the step process. I’m finally learning how to effectively monitor my students progress through the steps. ( I was exposed to it briefly during the school year, but it was challenging to dive in and familiarize myself with it).

- Now that I’m given the chance to explore it, it’s a framework I will use to monitor their learning.

- As mentioned in the STEP document, “STEP informed the work because it gave us a platform from which to launch our journey with helping our ELL achieve their potential. Specifically, it showed us what the next “step” will be to get to the next “STEP” which enabled us to create realistic tasks, goals and success criteria to meet the Ontario Curriculum Achievement Chart and rubric.” Professional Learning Facilitator

- Evidently, Using STEP, allows us as educators to create realistic goals for our students, and monitor their learning in an effective, efficient and meaningful way.

http://www.edugains.ca/resourcesELL/Assessment/STEP/STEPUserGuide_November2015.pdf

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According to the Capacity Building Series- “Student Identity and Engagement in Elementary Schools”

Involving students as “partners in change” invites us to:

• see the student as a whole person

• know every student in more dimensions than just the academic

• support students in playing a more active role in their learning

• include student voice in planning learning opportunities

I think these are important steps in monitoring their progress. Once we get to know, understand and let our learners take on a more active role in their learning it makes it easier to evaluate their progress through observations, anecdotal notes, and written work. Evidently,  students will be more willing and eager to engage in their learning which makes it easier to monitor their progress.

http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_StudentIdentity.pdf

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My new learning goals are…

→To be a lifelong learner.

As I continue to learn, it will provide me with all the right tools to set my students up for success. As I grow as an educator, it will push me outside my comfort zone, allow me to  become familiar with new/ updated resources, terminology and tools.

→ To create an learning environment where all students are able to reach their fullest potential

Are there any barriers for my  ELLs?  If so, how can  I eliminate them? Differentiated instruction, technology, visuals, different teaching styles are all ways I can ensure each student is set up for success. As I continue to learn, I will become more knowledgeable on how to effectively use these methods to support my students.

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How can I effectively monitor and evaluate the progress of my English Language Learners?

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How can I effectively monitor and evaluate the progress of my English Language Learners?

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How can I best support English Language learners and their families? How can I ensure families are aware of the resources and support that the board offers?

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YRDSB SERVICES:

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Pages - English as a Second Language (ESL)

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YRDSB SERVICES:

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Pages - International and Indigenous Languages - Elementary Programs

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Pages - International and Indigenous Languages - Elementary Programs

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How to engage parents of ELL:

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Engaging with the parents of ELL students, also known as English Language Learners, is vital to helping these pupils succeed.

Parental involvement is the backbone of a child's education, and this is especially true of ELL students who are challenged by language barriers. These five suggestions should smooth the process:

1. Connect with ELL students' families

One important key to success with ELL programs is actively connecting with families. Waiting around for them to connect with your program will not work. Put in the time to learn about parents' cultural traditions and educational characteristics. Work on developing a personal, one-on-one approach with each family.

You'll need creativity and ingenuity to strengthen the relationship between the school and home environments of ELL students. Work on building a partnership based on mutual respect that empowers parents to contribute their talents and experience to their children's education.

If you become involved in ELL students' neighborhood activities, you may meet unexpected contacts like community leaders who can then put you in touch with more parents of ELL students.

2. Ensure the effective communication of important school information

Make certain that ELL families receive all of the school's scheduling and other important information in their native language-not just in English- to ensure they "get the message."

Some people mistakenly believe that using the family's native language does them a disservice because they really need to learn English. But studies confirm that strong native-language skills actually contribute to the academic success of an ELL student.

When parents understand the school's information, they can more effectively support their children's understanding of it.

3. Tailor your approach to the family's cultural traditions

Use what you learned when you established contact with the family to embrace their cultural norms. For instance, people of Hispanic heritage might have a slightly different interpretation of the role of school.

For example, at teacher conferences, Hispanic parents might seem more interested in their child's behavior than in his or her grades. Don't worry, they are not being insensitive to the child's needs; they are simply expressing their social customs- that education is more about teaching moral and behavioral controls than it is about achieving academic milestone requirements.

The key is seeing that this is a two-way street where both viewpoints are valid. Do whatever it takes to empower them to participate in their child's education.

4. Get parents involved in school activities

For starters, all parents can monitor the completion of their children's homework. But they can also be encouraged to visit the classroom and perhaps even to speak to the class.

They also can volunteer in the lunchroom, the office, the library or wherever there is a need. Involving a child's parents in the school's activities is the clearest message of all that parents are expected to have a large role in their children's education.

5. Formulate a plan to encourage parental engagement

Think about alternative scheduling. Sometimes families of ELL students (and the students for that matter) are subject to scheduling limitations that are not immediately apparent or common to other populations. Students may be working jobs for several hours after class. Parents may be working multiple jobs. Guidelines to keep in mind:

Meet the people. Learn their heritage, their problems, and their strengths.

Schedule conferences and meetings according to the family's available time.

Solicit the ideas of the ELL community.

While you are at it, don't forget to ask the students what their parents need most to become more involved.

Research your community for translation possibilities and input from community leaders.

Formulate your plan around identified strengths as well as needs.

Education is everyone's business, not just that of educators. Encouraging the contributions of ELL families is one more way to help schools work for the betterment of the entire community.

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Five Ways to Engage Parents of ELL Students

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Engaging with the parents of ELL students, also known as English Language Learners, is vital to helping these pupils succeed. Parental involvement is the backbone of a child's education, and this is especially true of ELL students who are challenged by language barriers.

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Increasing ELL Parental Involvement in Schools:

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Connecting with ELL Families: Strategies for Success:

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The following strategies offer tips for building relationships with the families of English language learners (ELLs), getting to know their strengths and stories, and creating a welcoming environment.

Supporting immigrant families

For related ideas, see the following:

1. Learn about your ELL population

A. What you need to know

Learning about your ELL families provides an important foundation for everything else you do at the school. Even basic information about students' ethnic and linguistic backgrounds, or the situations from which they have come, can help you match students with the appropriate services and programs.

B. Reflection

Answer the following questions about your ELL families using a KWL chart:

What do you know about your ELL students and families?

What do you want to learn?

Who on the staff works most closely with your ELL families?

What would be valuable for your school-wide staff to know?

C. Strategies

If you do not yet know this information about your ELLs, find out:

What countries your families come from

How many of your ELLs were born in the U.S.

What languages they speak (which may be at least two or three!)

If families who speak the same language, such as Spanish, come from different countries or different regions within the same country

The educational background of families and the school system of their countries

If any of your ELLs are refugees or students with interrupted formal education

If your families have experienced war or another traumatic event such as a natural disaster.

In order to learn more about your ELL families:

Start with your ELL/bilingual educators. These individuals are an important resource whose experience working with ELL students and families can benefit the entire school community - and they will appreciate the opportunity to share their expertise!

Find out what resources are available from the district and community. This may include helpful background information as well as a network of interpreters.

Enlist a knowledgeable staff member, community member, or parent. If you find such a person, examine his/her background as it relates to what you need. For example, you may know a Somali young adult who is bilingual but doesn't remember Somalia. He may be more helpful as an interpreter than as a liaison for Somali families who have just arrived in the U.S.

Ask the families. You may want to include some questions in your home language survey or a very basic questionnaire that ELL parents fill out with an interpreter during student enrollment.

Note: Remember that your ELL population is not homogeneous. The child of a migrant worker from Mexico and the child of a teacher from Mexico probably won't have the same educational and economic needs. Learn what you can about each child's unique circumstances to the extent possible.

D. Example

An administrator from Minnesota wanted to better understand the needs of the children who were arriving at her school directly from Kenyan refugee camps. She wrote a grant that enabled her to travel to Kenya and visit the camps from which they were coming. What she learned at the camps was not only helpful for her; it was helpful for the entire staff. Based on her experience, she was also able to prevent some major misunderstandings around discipline issues. (Related video: Understanding Student Background, Dr. Cynthia Lundgren)

Resources

2. Integrate cultural traditions of your ELL families throughout the school

A. What you need to know

Becoming familiar with and including the cultural traditions of your ELL families within the larger school community not only enhances your ability to create a welcoming and respectful school environment - it has practical considerations as well. These include:

Scheduling: Scheduling around important cultural or religious holidays will help prevent large numbers of students from missing important instruction time, exams, and school events.

Classroom opportunities: Familiarity with ELL families' cultural traditions will provide teachers a base from which to build upon ELLs' background knowledge, create educational opportunities for other students, and foster a sense of respect among students for their peers.

Improved communication: Learning about your ELL families' traditions may help avoid miscommunication or cultural blunders that can damage a budding relationship.

B. Reflection

What are your ELLs' cultural behaviors and values? Which celebrations and holidays do they observe? How does your staff feel about the changes in your school population? How do they feel about working with ELLs?

C. Strategies

Avoid scheduling important events such as conferences or tests on major holidays and celebrations that large numbers of students are likely to miss.

Share these dates with the entire staff.

Share information about cultural celebrations with teachers so that they are able to positively support them and incorporate them into lessons. Even a simple memo that explains why students will be out and offers some ideas for follow-up activities will be helpful. (Encourage teachers to start with children's books, which often have background information and activities, such as these titles about Ramadan, Chinese New Year, and Día de los muertos.)

Learn about, recognize, and celebrate special events or holidays throughout the school.

Invite parents to share food, activities, and music at school events and in the classroom.

Encourage students to share traditions in school assemblies, talent shows, potlucks, and fairs.

Offer food that reflects the cultural influences of your families on the cafeteria menu.

Be mindful that students who are fasting may be less energetic in the afternoon. If possible, avoid school-wide parties or food-centered activities during these times.

Notes: Staff may resist the changes happening around them, and they may be uncomfortable discussing those changes. Such was the case of a school custodian in Minnesota who asked a receptionist "why they (the Muslim students) get special days off and we can't even celebrate Christmas." Dr. Lundgren explains the importance of having an open, non-threatening conversation with the entire staff that acknowledges the challenges of serving a new ELL population and explores steps the school can take to address those challenges. (Related video: Cultural shifts, Dr. Lundgren)

You may find it helpful to bring in a neutral, outside party who specializes in cross-cultural education and communication in order to help moderate these conversations if they seem particularly fraught with tension. An open dialogue with a professional will give your staff the tools they need to adjust to the new reality and create a more positive, welcoming environment for everyone in the school.

D. Examples

Storyteller Lucía González remembers a storyteller-in-residence program she led at a Colorado elementary school. The program was going to culminate with a Spanish-language story hour for the Latino families at the school. On the night of the event, the weather was bad, and few people had arrived as she was getting ready to start. Seeing the small crowd, the principal turned to her and said, "Don't worry if they don't come, because usually they don't come." At 7:00 p.m., however, the parents began to arrive, led by the excited children who had heard her stories. (Related video: A dream come true - The Storyteller's Candle, Lucía González)

A group of Muslim students at Forest Heights Collegiate Institute in Ontario approached principal Jim Woolley about finding a place to pray within the school. After working with an immigration settlement worker and local imam, the school reserved a classroom in which students pray on Friday afternoon after the school is closed. They use the classroom and then lock the door when they finish. According to Mr. Woolley, it doesn't cost the school anything and it doesn't require supervision. "We trust them," he said (D'Amato, 2011).

3. Create a welcoming environment for families

A. What you need to know

A welcoming environment can make a tremendous difference for all families, including ELL families. Entering a friendly, vibrant atmosphere lets families know that the school is "an integral part of the community" (Houk, 63) and that they are valued members of that community. This is especially important for immigrant families who may be intimidated by the formal school environment and the English language needed to participate.

Another way to think of this is to keep your ELLs visible. ELLs are often treated as an invisible minority, but ELLs and their families should "see themselves" throughout the school:

On the walls, through student work and photos

In the classroom, with books and lessons that incorporate their experiences and traditions

In school-wide cultural activities

In the faces of staff and volunteers who come from similar backgrounds.

B. Reflection

Imagine that you have arrived in a new country where you don't speak the language and where you will be enrolling your child in a local school. Think about arriving at the school for the first time, only to discover that no one at the school speaks English. Imagine the feeling of leaving your child in the hands of people with whom you can't communicate. Now envision, instead, that someone who speaks English greets you at the door, and you see a picture of an American flag in the front hallway. What might you be able to accomplish as a parent in the second situation that you wouldn't in the first?

C. Strategies

Make sure parents know how to get into the building, especially if doors are usually locked during the school day.

Post signs in multiple languages.

Display student work on the walls.

Display student and family photos on the walls.

Display the maps and flags of your students' native countries.

Display a large map in the front lobby where parents can mark their native countries with a pin.

Enlist a bilingual morning greeter to welcome students and families.

Ensure that your bilingual staff and volunteers are visible throughout the building.

Create a parent room (such as a lounge or classroom) with bilingual information and magazine subscriptions, a bulletin board, a lending library, and a computer (Houk, 58, 63).

Include bilingual books in the school library and classrooms.

Consider playing music in the front entryway or lobby.

Encourage teachers to create a welcoming environment within the classroom.

D. Example

At Lincoln Options School, in Olympia, Washington, there are photos of the entire school community - students, staff, and families - to greet guests in the front lobby. Each year, the school hires a photographer to attend its annual back-to-school barbeque and take informal photos (Houk, 9). In addition, student work is posted throughout the building (16).

Resources

4. Make a personal connection with families

A. What you need to know

Getting to know ELL families helps build an important relationship based on trust, which in turn can pave the way to student success. This approach is most effective when the communication is personal and face-to-face (Hori, 40; Alford 85). While it will require additional time and effort, building a more personal relationship with ELL families early in the year will yield big dividends throughout the rest of the year (Hori, 40). It will also provide opportunities for the staff to see just how deeply ELL parents care about their children's education.

Indeed, as Dr. Lundgren notes, many ELL families have come to this country with the hopes of offering their children a better future, and they are eager to talk with their children's teachers about what they can do to help their child be successful. (Related video: A better life, Dr. Lundgren)

B. Reflection

What are the challenges in meeting your ELL families personally? What are some ways to facilitate more personal interaction?

C. Strategies

Hold a special back-to-school event or picnic for ELL families in which they have time to meet you, other school leaders, their children's teachers, and school staff.

Create a welcome DVD in multiple languages. This may even be a great student project!

Provide staff the opportunity to learn some common phrases in your families' languages, as well as cultural gestures.

Visit local neighborhoods to meet families.

Connect new families with a contact person who speaks their language as soon as they enroll in the school for guidance and information (Houk, 66).

Create an "ambassador" program in which students and parents are trained to give tours.

D. Examples

Educator Maricela Rincon in Las Cruces, NM calls a different parent every day to share something positive about his/her child. According to Rincon, some parents say, "This is the first time I've had a positive phone call about my child." While Rincon is enthusiastic about the calls, they weren't her idea - they were required by the school principal (Flannery, NEA.org). (Related video: Parent outreach in high school, Bobbi Ciriza Houtchens)

A group of school educators asked experts from a local university to help them learn more about their ELL community. After the initial conversation, it was clear that the school leaders assumed that the parents' lack of input, communication, and attendance reflected a lack of interest in their child's education. After getting some parent input, however, the educators discovered that the parents weren't enthusiastic about the school letters inviting them to events. They didn't feel that the events were planned with them in mind, and the letters seemed very impersonal. The parents didn't see the letters as the invitations they were intended to be. They expressed preference for more personal contact and invitations from the school, at least in the beginning of the year, in order to establish a strong relationship (Alford and Niño, 81-82).

This is an excerpt from a parent letter to the principal about her first visit to her child's school:
I was very surprised when we were not able to speak to Lupe's teacher, Mrs. Gibbons, individually. In Guatemala we all knew the teachers and the teachers knew the parents...We do not know anyone here nor does anyone know us...we would have liked to tell Mrs. Gibbons how much we value education (Amaya, 53).

5. Show that you value families' native languages

A. What you need to know

As the school leader, one of your most important roles is defining the terms of engagement when it comes to ELLs' native languages. Do you see those languages as a barrier or an asset? Do you see native language literacy and instruction as a crutch or a tool?

Unfortunately, the political climate often dictates district or state policy regarding native language support (Wright, 51), and important information regarding the value of native language literacy is often left out of the debate. Frequently, ELL parents themselves are the party most resistant to promoting their native language at home or in school because they believe it will hinder their child's ability to learn English. While this belief is entirely understandable, the research is clear that strong native language skills contribute to ELLs' academic success throughout their education - in their native language and in English.

What can you do to navigate this tricky terrain and encourage the continued development of students' native language skills, as well as biliteracy and bilingualism for all students?

Respect parents' intentions: It is critical to assure parents that you respect their wishes and goals for their children; you can do so by explaining that strong native language skills will help their children learn English. This reassures parents that you have their children's best interests at heart and that you view their native language as an asset, not an obstacle.

Encourage native language use at home: Don't miss any opportunity to encourage parents to use their native language, whether it's through reading (which will help their children's reading skills in English) or taking the time to talk to each other at home. Look for ways that the school can support this interaction by offering bilingual books, educational materials, and activities.

Professional development: Provide training to all staff on the importance of maintaining students' native language and ways in which they can support students' bilingual development. Understandably, many teachers still feel that the best way to help ELLs is to forbid native language use in the classroom. Often, in this case, the teachers have good intentions - they just need more information. There may also be some anxiety about not being able to understand what students are saying. The best way to address this issue is through good professional development with an expert in second language or dual-language acquisition. Not only will the staff learn strategies that will help them and their students, they will learn how to answer parent questions about this topic with confidence as well!

B. Reflection

What is the current attitude towards ELLs' native languages in your school? Is a student's use of his/her native language encouraged or discouraged in the classroom? Do parents know where to get information in their language? How do teachers approach this issue?

C. Strategies

Post information in multiple languages.

Discuss with parents the value of strong native language skills and being bilingual.

Encourage parents to read or tell stories to their children in their native language.

Offer parent sessions, workshops, and classes in parents' native languages (Meyers, 44).

Include books in students' native languages in the school and classroom libraries (Freeman, 42).

Make resources available to students in their native languages to support content learning.

Consider the possibility of adding academic coursework (such as Spanish Literature for Spanish speakers) or AP courses in students' native languages.

Hire bilingual staff and recruit bilingual volunteers to the extent possible.

Inform parents that they are welcome to bring their own interpreter to a school meeting.

Provide training to all staff on why maintaining students' native language is important and how to support students' bilingual development.

Offer staff guidance on how to respond to parents' questions and comments.

D. Examples

In Illinois' Evanston/Skokie School District 65, parents are continually encouraged to use their native language at home and read to their children in their native languages daily. Washington School, a two-way immersion school, offers a family literacy program funded with a state grant in which parents participate in afternoon and evening literacy activities at the school and public libraries. Parents also learn how to help their children with homework - all in their native language (Yturriago, 51-52).

At Webster Elementary School in Long Beach, California, the school library has a large collection of books in Spanish and Samoan, the two dominant languages of the school's ELLs. Parents are encouraged to borrow books and bring younger siblings to the library (Houk, 45-56).

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Connecting with ELL Families: Strategies for Success

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The following strategies offer tips for building relationships with the families of English language learners (ELLs), getting to know their strengths and stories, and creating a welcoming environment. Supporting immigrant families For related ideas, see the following: A. What you need to know Learning about your ELL families provides an important foundation for everything else you do at the school.

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How can I incorporate various languages into the classroom environment in an authentic and meaningful way for all learners?

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Reasons for teachers to welcome home languages in education

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Kerryn Dixon, Associate Professor at the University of the Witwatersrand in South Africa, makes the case for integrating learners' home languages into the life of the school. When we welcome home languages, we acknowledge that multilingualism is a global norm
A home language is the first language we learn to speak and is generally the language of our parents and community. Sometimes we can have multiple home languages.
Learners learn more when they are able to use home languages
Most of the world's children grow up in multilingual communities and interact with speakers of different languages. Jocelyn Wyburd, the Director of the Language Centre at the University of Cambridge, maintains that the world is becoming increasingly multilingual.

When learners use their home language to learn another language, their understanding and performance is likely to improve. Being able to move between two languages lessens the cognitive load (the brain having to do too many tasks at once) and lets learners explain what they know and can do.
Teachers can learn from learners
As one student teacher put it, 'I can flow with my home language'.

Humans are problem-solvers, and we use our resources to communicate with each other in lots of different ways. What counts as a mistake in the target language is often a creative attempt to solve a problem using language resources learners already have.

For example, Arabic doesn't have /p/, /v/, /n/ and /r/ so learners may spell English words using other letters. Teachers who know that their learners' home language is Arabic are more likely to understand why learners make certain spelling mistakes. Those teachers are also better able to predict the types of spelling mistakes learners will make.
Welcoming home languages will involve learners
Find out which languages learners speak by doing a class language profile at the beginning of a school year. This can be a whole-class activity. Make a class chart of the languages spoken, and add differences and similarities throughout the semester. Asking learners to talk about the similarities and differences between languages makes learners more conscious of language structures (this process is called contrastive elaboration). This is also a good opportunity to learn from learners.

Making space for only one language sends a message that 'there is no space here for you'. But when children feel their home language is respected, they are more willing to participate in the classroom.
Using home languages can provide insight into other cultures
The researcher Jim Cummins and his colleagues have argued that 'English language learners will engage academically to the extent that instruction affirms their identities and enables them to invest their identities in learning.' They give examples of children in Canada whose teachers let them create positive statements about themselves. The statements can be written, spoken, visual, musical, dramatic, or a combination, and can be done collaboratively.

Our languages express certain feelings, concepts or ideas particularly well. For example, tjoepstil in Afrikaans describes being absolutely silent, chon in Korean is the bond between friends, and hüzün in Turkish is a form of deep sadness. If your class reads a book together that is full of surprises, knowing Mandarin could be helpful. Mandarin has several ways to express surprise. Surprise can describe the experience of reading a book that keeps you in suspense, but it can also describe shock or happiness.
Seeing and hearing home languages can make school a safer place
Learning and using these words and phrases together as a class can create community and provide insight into cultures. Teachers can also encourage children to read books in their home languages. Families, aides and learners can help with readings and translation.

Many refugee learners who have been interviewed about their school experiences tell stories about how speaking a different language makes them targets of linguistic prejudice, bullying and xenophobia.

Schools that create a culture where linguistic diversity and multilingualism are the standard can lessen prejudice against learners.

Learners can create multilingual signs for their school. This means that they are included in decision making, and active in the life of the school. These signs in turn send a message that many languages are welcome. Multilingual signs in a school help parents to navigate the building, and also show that many languages are welcome and a normal part of school life.
Writing and speaking in home languages strengthens connections between school and home
Teachers can train learners' ears to listen for the message beyond accents and dialects by choosing audio and video clips with non-standard accents and dialects.The Language and Life Project at the University of North Carolina has documentaries, audio-recordings and podcasts of many dialects and languages America. IDEA (International Dialects of English Archive) has samples of people speaking English across the world and links to other sites. Some sites let students record and submit their own voices.
Visit our TeachingEnglish training page to sign up for English in the multilingual classroom our free 12-hour open learning course. The course runs from 14th February to 13th March 2023 and is available globally.
Learners can write or audio-record messages from the school to home, like lists of essential items for field trips, in their home language. Children often do lots of translation for parents. Respecting these abilities acknowledges the skills children have developed and recognises the valuable role they play in the family.

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Seven reasons for teachers to prioritise home languages in education

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Kerryn Dixon, Associate Professor at the University of the Witwatersrand in South Africa, makes the case for integrating learners' home languages into the life of the school.

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Multilingualism in the classroom Key Points:

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Multilingualism in the classroom Key Points:

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-A multilingual word wall
-Multilingual reading material
-Multilingual dictionaries
- Encourage the use of home language
- Read and write duo language books

In the classroom, translanguaging may involve:
• translating between languages
• comparing and being playful with different languages
• mixing words and expressions from different languages in the same spoken or written utterance
• using the home language in one part of an activity and the school language in another part.

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The use of technology to help incorporate different languages:

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View of English Language Learners in Canadian Schools: Emerging Directions for School-Based Policies

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Return to Article Details English Language Learners in Canadian Schools: Emerging Directions for School-Based Policies

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Multilingualism in the classroom