Canadian Born ELLs by Anne McGillivray https://padlet.com/anmcgillivray/rc5h6ebztzc5 Monograph en-us 2019-02-03 10:47:45 UTC 2019-02-03 11:25:19 UTC hello@padlet.com What Educators Must Know anmcgillivray https://padlet.com/anmcgillivray/rc5h6ebztzc5/wish/327040904
  • More than 25% of students are ELLs
  • Majority of ELLs are born in Canada
  • Canadian born ELL are achieving at rates must less than other students (including immigrant ELL)

]]> 2019-02-03 10:57:48 UTC https://padlet.com/anmcgillivray/rc5h6ebztzc5/wish/327040904 Everyday English vs Academic English anmcgillivray https://padlet.com/anmcgillivray/rc5h6ebztzc5/wish/327041028
  • Beginners start by developing everyday basic language proficiency however they need opportunities to develop academic english language. Students benefit from 'interventions' and being corrected. 
  • The main difference is that ELLs may be aware of certain everyday language in conversation, but when reading a text they may not be familiar with the words or concepts. This is why it is easy for ELLs to go undetected. They may not appear to be struggling at first glance if they have access to 'everyday English'
  •  Everyday English mastery allows students to speak, write and read about what is familiar to them. Whereas Academic English mastery allows students to speak, write, and read about new ideas or concepts, none of which the student has prior knowledge about. 

    • ]]>     2019-02-03 10:59:18 UTC https://padlet.com/anmcgillivray/rc5h6ebztzc5/wish/327041028     Dialogue is Good anmcgillivray https://padlet.com/anmcgillivray/rc5h6ebztzc5/wish/327041990 Having group discussions is beneficial for bettering ones understanding of texts and concepts, but also to develop new vocabulary. Studies show that when modelled, students try to use similar constructions and word choice when they participate.]]> 2019-02-03 11:09:59 UTC https://padlet.com/anmcgillivray/rc5h6ebztzc5/wish/327041990 Wonder: anmcgillivray https://padlet.com/anmcgillivray/rc5h6ebztzc5/wish/327042233 How can we support students and interrupt their comfort with 'everyday English' through group discussions? Research suggests that the process to achieving 'academic English' is being exposed to material that one is not typically exposed to (advanced vocabulary, unfamiliar topics, etc). 
    Then again, could dialogue be a good follow-up to solidify understanding of a more academic piece? This way, the student is exposed to new ideas and vocabulary, however they can check their understanding through a more casual approach.]]>     2019-02-03 11:12:57 UTC https://padlet.com/anmcgillivray/rc5h6ebztzc5/wish/327042233     Questions Educators Can Ask Themselves anmcgillivray https://padlet.com/anmcgillivray/rc5h6ebztzc5/wish/327042854 - Am I providing a variety of ways to develop competency and language?
    - Am I stating things in more than one way? If a student does not understand, do I change my approach?
    - Is my classroom a text-rich space?
    - Am I allowing students to first respond in mother tongue language and then translate to English?
    - Am I using sarcasm or expressions? Do my students know how to read sarcasm/ understand peculiar expressions?
    - Am I allowing time to think before calling upon students in order to increase participation? (think, pair, share)

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