https://padlet.com/marissamalandruccolo/3dvpr4st9m5lzkcu Research and Resources regarding my two questions. en-us 2020-05-21 15:22:30 UTC 2025-12-23 09:31:43 UTC hello@padlet.com https://padlet.net/icons/png/1f4da.png marissamalandruccolo https://padlet.com/marissamalandruccolo/3dvpr4st9m5lzkcu/wish/587213641  Part of providing high quality education and  proper support to students requires clear and on-going communication with their parents. How can educators continue to find new, creative, and equitable ways to communicate with the parents of ELLs, especially when there are language barriers present?

]]> 2020-05-21 15:25:23 UTC https://padlet.com/marissamalandruccolo/3dvpr4st9m5lzkcu/wish/587213641 marissamalandruccolo https://padlet.com/marissamalandruccolo/3dvpr4st9m5lzkcu/wish/587217992 The "Resilient Educator Blog": shares tips on involving the parents of ELLs in the classroom and school community, understanding cultural backgrounds and differences to break down barriers, encouraging use of their L1.
https://resilienteducator.com/classroom-resources/five-ways-to-engage-parents-of-ell-students/

English Language Learners ESL and ELD Programs and Services Ontario Policy and Procedures Document: important document to consult regarding the government mandated policies regarding consulting with parents (how to go about the technicalities of communication). Starting with the basics of communication, then we can build from there.
http://www.edu.gov.on.ca/eng/document/esleldprograms/esleldprograms.pdf

ETFO Voice Online Magazine article- "Receiving and Supporting New English Language Learners in Your School": outlines many ways teachers and administrators can offer support to Newcomers and their families, including open houses/classrooms, arranging for language interpreters, and connecting parents with resources in their outer community (such as agencies or welcome centres).

http://etfovoice.ca/node/261

]]> 2020-05-21 15:27:21 UTC https://padlet.com/marissamalandruccolo/3dvpr4st9m5lzkcu/wish/587217992 marissamalandruccolo https://padlet.com/marissamalandruccolo/3dvpr4st9m5lzkcu/wish/587262953 As educators, we are called to both be an advocate for our students, as well as teach them to be self-advocates. How can we encourage our more vulnerable students, including our ELLs to be self advocates and engaged in their own learning? 

]]> 2020-05-21 15:47:07 UTC https://padlet.com/marissamalandruccolo/3dvpr4st9m5lzkcu/wish/587262953 marissamalandruccolo https://padlet.com/marissamalandruccolo/3dvpr4st9m5lzkcu/wish/587263891 Understood.org article for building self-advocacy in children: great starting off point for all students, including ELLs. Suggests having students attend their IEP meetings, developing their own self-advocacy goals, understanding their accommodations/why they are needed (remove feelings of "cheating"), and discussing the learners strengths and weaknesses.
https://www.understood.org/en/friends-feelings/empowering-your-child/self-advocacy/the-importance-of-self-advocacy

National Education Association: 5 Steps to ELL Advocacy: A great starting point for educators to understand what ELL advocacy means and looks like. Outlines the importance of identifying allies in the educational system, having clear expectations of what the rights of ELLs are, and once we have this foundations ourselves as teachers, we can encourage our students to become self-advocates.
http://www.nea.org/home/63594.htm

The Ontario Curriculum Grades 9-12, ESL and ELD: (relevant to my focus as a secondary school teacher), having students familiarize themselves with what the goals of the ESL and ELD curriculum are, read it with them in relevant "sections" (especially pg. 3-9). Once students know their rights, the education they are entitled to, and the responsibilities of the programs they were placed in, they can become stronger self advocates.
http://www.edu.gov.on.ca/eng/curriculum/secondary/esl912currb.pdf]]> 2020-05-21 15:47:29 UTC https://padlet.com/marissamalandruccolo/3dvpr4st9m5lzkcu/wish/587263891