Capacity Building Series: Canadian-born English Language Learners by Shannon MacCharles https://padlet.com/shannon_maccharles1/yju6ue991d70 Made with serendipity en-us 2018-10-09 15:45:42 UTC 2018-10-09 21:04:29 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Send.png WHAT EDUCATORS SHOULD KNOW... shannon_maccharles1 https://padlet.com/shannon_maccharles1/yju6ue991d70/wish/290828195 ·  25% of Ontario students are considered English Language Learners
·  Most ELLs in Ontario classrooms are Canadian born
·  Canadian born ELLs are under-performing, compared with their English speaking cohort and more recently arrived immigrant students
·  Basic Interpersonal Communication Skills (BISC) only account for about 10% of the communication and language skills needed for academic success 
·   What brings about academic success is the mastery of academic English or “Cognitive Academic Language Proficiency” (CALP)
]]> 2018-10-09 15:50:37 UTC https://padlet.com/shannon_maccharles1/yju6ue991d70/wish/290828195 RELEVANT THEORIES.... shannon_maccharles1 https://padlet.com/shannon_maccharles1/yju6ue991d70/wish/290973837 ·  BICS take only 2 or more years to acquire
·  CALP take 5 to 7 years to develop
·   Interactionist Theory – Language development results from, “interaction between the learner and language environment” (Coelho 145)
·   The further development of a student’s first language is an important tool learning and an important part of personal and cultural identity (Coelho 153)
]]> 2018-10-09 19:30:54 UTC https://padlet.com/shannon_maccharles1/yju6ue991d70/wish/290973837 PRACTICAL STRATEGIES... shannon_maccharles1 https://padlet.com/shannon_maccharles1/yju6ue991d70/wish/290975705 ·  Create classroom awareness of language by creating charts, allowing students the opportunity to interview other classmates from different linguistic backgrounds, provide opportunity to share their knowledge
·  Instead of alternative assessment for ELLs, look at scaffolding in order for them to fully participate
·  Use simple vocabulary as well as more sophisticated instructions, side by side
·  State your message in more than  one way
·  Be conscious of idioms used in conversations or instructions and be prepared to explain them when used.
]]> 2018-10-09 19:34:39 UTC https://padlet.com/shannon_maccharles1/yju6ue991d70/wish/290975705 QUESTIONS EDUCATIONS COULD ASK shannon_maccharles1 https://padlet.com/shannon_maccharles1/yju6ue991d70/wish/290981656 1. How do we improve opportunities for academic successes for Canadian born ELL students?
2. Do we know who the Canadian born ELL students in our classrooms are?
3. Do you have information regarding your students’ first languages?            
4. Do you feel like your teaching is culturally responsive?
5. Are all subject classes supporting language learning? Are there specific language targets a school should be looking at and discussing as a whole group to come up with strategies in order to support this?

]]> 2018-10-09 19:48:24 UTC https://padlet.com/shannon_maccharles1/yju6ue991d70/wish/290981656 ANY QUESTIONS? shannon_maccharles1 https://padlet.com/shannon_maccharles1/yju6ue991d70/wish/290984524 1. What early language supports are there for Canadian born ELL students?
2. How often do they get overlooked in the early grades?
]]> 2018-10-09 19:55:33 UTC https://padlet.com/shannon_maccharles1/yju6ue991d70/wish/290984524 PRACTICAL STRATEGIES, PART II shannon_maccharles1 https://padlet.com/shannon_maccharles1/yju6ue991d70/wish/290986779 ·  Keep material relevant and tap into students’ experiences and background knowledge (this builds on prior knowledge and allows them to make connections)
·  Encourage small group discussions
·  Allow for extra response time and check in frequently for understanding
·  Simplify vocabulary and sentence structure
·  Teach word parts (un means “not”), decoding, making connections (“Text-Walk”)
·    Students learn by doing
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