https://padlet.com/dwp8332/30mk1zs01a7c Made with charm en-us 2019-05-11 18:07:58 UTC 2019-05-11 18:38:47 UTC hello@padlet.com dwp8332 https://padlet.com/dwp8332/30mk1zs01a7c/wish/359131694 That Canadian-born ELLs under perform academically against their English speaking counterparts and against recently arrived immigrant students.

That students can start school and may have some proficiency and literacy skills in L1.

They may have adequate English for social interaction but this may disguise any difficulties they have learning more complex language conventions and reading materials.

That including parents/guardians/culture into the classroom and incorporating student's experience and background into the classroom enables connections to be made between familiar knowledge and new knowledge and skills.]]> 2019-05-11 18:10:03 UTC https://padlet.com/dwp8332/30mk1zs01a7c/wish/359131694 dwp8332 https://padlet.com/dwp8332/30mk1zs01a7c/wish/359131763 Research suggests that it takes two or more years to acquire proficiency in social language skills (BICS - Basic Interpersonal Communication Skills).

Research suggests that it takes five to seven years to develop and 'master' academic English (CALP - Cognitive Academic Language Proficiency)

Regardless of level of oral proficiency and social language skills students benefit from enhancement of academic language skills. 

ELLs should be viewed as students who have specific learning needs rather than as a separate group of students.

Research has found that conversation/dialogue stimulates development of new conceptual understanding and linguistic understanding as well.]]> 2019-05-11 18:11:08 UTC https://padlet.com/dwp8332/30mk1zs01a7c/wish/359131763 dwp8332 https://padlet.com/dwp8332/30mk1zs01a7c/wish/359131798 Face to face conversations to encourage practice in L2.

Use up-to-date and relevant reading materials to provide engagement and connection.

Utilize high frequency and familiar vocabulary in simple sentences.

Make it personal and relevant to individuals by bringing into the activities language and cultural references or activities.

State instructions/messages in more than one way.

Repeat, paraphrase, and use simple vocabulary along with new and more sophisticated vocabulary to strengthen language skills.

Provide opportunities to talk and participate in small groups to develop a sense of trust while building language skills.

Allow extra time for ELL students to compose a response in L1 before they have to provide it in the L2.]]> 2019-05-11 18:11:35 UTC https://padlet.com/dwp8332/30mk1zs01a7c/wish/359131798 dwp8332 https://padlet.com/dwp8332/30mk1zs01a7c/wish/359131820 Am I creating lessons for ELL that are focusing on the same skills/knowledge as the rest of the class and am I providing the necessary scaffolding for success by ELL students?

Am I providing sufficient support for all students, including the ELL students, to be engaged with authentic and cognitively challenging learning tasks?

Am I using idioms in my speech and materials that may be confusing to the ELL?]]> 2019-05-11 18:11:55 UTC https://padlet.com/dwp8332/30mk1zs01a7c/wish/359131820 dwp8332 https://padlet.com/dwp8332/30mk1zs01a7c/wish/359131885 Should assessments be developed in conjunction with individuals whose L1 is that which is spoken by the ELL so that common 'talk types', nuances, and information in the text is familiar to the ELL student?

Should teachers across the curriculum spectrum have professional development training in ELL so that academic language found in these subjects (aside from the regular English class) is supported across the curriculum?

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