https://padlet.com/monahanbrendan/ymzhyoxotsor en-us 2019-06-29 02:26:23 UTC 2019-07-03 17:38:14 UTC hello@padlet.com monahanbrendan https://padlet.com/monahanbrendan/ymzhyoxotsor/wish/370037435 -According to Jim Cummin (1981), many English language learners may acquire Basic Interpersonal Conversation Skills (BICS), in which they can maintain a conversation in English.  However, the student still has to master academic English, known as Cognitive Academic Language Prociency  (CALP), which discusses issues like theories, abstract ideas, understanding different media of material, etc. BICS only represents 10% of the language skills needed for CALP skills (Roessingh, 2006). 
- According to Gibbons (2002), students need authentic and challenging tasks that are not just a "reduced" curriculum, for ELL students. 
- According to Clark (2007), young children become aware of new language conversations in dialogue, and will try to use them in their dialogue. This reinforces thetheory that language is learned through imitation and habit formation.]]> 2019-07-03 03:57:00 UTC https://padlet.com/monahanbrendan/ymzhyoxotsor/wish/370037435 monahanbrendan https://padlet.com/monahanbrendan/ymzhyoxotsor/wish/370038005 1) Over 25% of Ontario students are English language learners (ELL).
2) The majority of ELL students are Canadian-born, and these students tend to not perform as well as their native English-speaking counterparts OR recently-arrived immigrant students who are ELL.
3) Many of these students may be comfortable with speaking English orally, which may hide the needs they have in the classroom when it comes to academic texts and written language. ]]> 2019-07-03 04:06:26 UTC https://padlet.com/monahanbrendan/ymzhyoxotsor/wish/370038005 monahanbrendan https://padlet.com/monahanbrendan/ymzhyoxotsor/wish/370038339 1) Who are the Canadian-born ELL students in the classroom? 
2) What is the student's proficiency in their first language? In English?  
3) Is a student struggling with content because of their lack of interaction with the English language, or due to other learning factors? 
4) How can I involve Canadian-born ELL students in helping to create learning goals and success criteria within the classroom? 
5) Am I supporting the student's first language within the classroom, by allowing them to develop their proficiency in that language to improve their English fluency?]]> 2019-07-03 04:11:08 UTC https://padlet.com/monahanbrendan/ymzhyoxotsor/wish/370038339 monahanbrendan https://padlet.com/monahanbrendan/ymzhyoxotsor/wish/370106448 1) Understand the different languages spoken in the classroom. 
2) Focus on creating an inclusive classroom, so that students are able to make connections between familiar and unfamiliar content in the classroom (Gay, 2000; Glaze, Mattingley, & Levin, 2012). 
3) Have the students participate in classroom dialogues, as this assists in understanding English. 
4) Give students extra time so they have the opportunity to think in their first language, and then construct a response in English. 
5) Be careful with interpreting errors, as some may be due to common grammar misunderstandings, but the student may still interpret the correct meaning of the text. 
6) Use explicit instruction to teach them mechanics of language (sentence structure, root words vs. prefixes, etc.) so that a student can apply those on their own to help decode unknown words and read new sentences. ]]> 2019-07-03 15:56:20 UTC https://padlet.com/monahanbrendan/ymzhyoxotsor/wish/370106448 monahanbrendan https://padlet.com/monahanbrendan/ymzhyoxotsor/wish/370107574 1) What are some effective classroom activities that help to promote inclusiveness in the classroom?  

2) Why exactly do Canadian-born ELL students perform behind recently-arrived immigrant ELL students? Is this due to a lack of motivation, a lack of support, or other factors? 

3) How can I involve Canadian-born ELL students in classroom dialogues when that student both lacks confidence in their linguistic proficiency and they are a naturally shy student? ]]> 2019-07-03 16:10:56 UTC https://padlet.com/monahanbrendan/ymzhyoxotsor/wish/370107574 monahanbrendan https://padlet.com/monahanbrendan/ymzhyoxotsor/wish/370114610 This monograph explores who exactly Canadian-born ELL students are in the classroom, why some of these students may fall behind other students in the classroom, the theories behind how these students can more effectively learn English, and some practical strategies to apply this theory in the classroom. ]]> 2019-07-03 17:35:28 UTC https://padlet.com/monahanbrendan/ymzhyoxotsor/wish/370114610