·         I am not an ESL/ELD teacher, however I try to collaborate with these teachers as we work together to foster a welcoming learning environment to our diverse ELL students. So as I reflect on my Inquiry Questions in activity 1.3 and after completing Learning Block 1. 

·         I am still wondering how I can provide an equitable and inclusive learning opportunities through universal design and differentiated instruction to ELL students with diverse needs in the general learning environment.
 

In my class the immigrant students often struggle with reading, comprehension and oral communication skills, because they do not possess the oral vocabulary that is a prerequisite to their understanding and retention of content area texts. Since an increasing number of students come from homes in which English is not the primary language. It is not surprising, that they have limited vocabulary knowledge which has a negative impact on the development of student’s reading, oral communication and comprehension skills. Although it is challenging at times to effectively communicate with these students, I believe that my students are capable and competent to develop these skills.

 

Resources Consulted:

 

 

·         The Vision of the English Language Learner

·         Many Roots, Many Voices: Supporting English Language Learners in Every Classroom, A Practical Guide for Ontario Educators 

·         Realizing the Promise of Diversity: Ontario’s Equity and Inclusive Education Strategy

·         Steps to English Proficiency Continua to Support ELL Grade 1-12

·         Capacity Building Series: Student Identity and Engagement in Elementary Schools

·         Ontario's Equity and Inclusive Education Strategy - www.edu.gov.on.ca.

·         Jim Krashen's Youtube Video

·         Stephen Krashen's Theory of Second Language Acquisition

·         Equity and Inclusive Education in Ontario Schools