Supporting
ELLs
Collaboraton
Considerations
Adjustment Period for ELL and Families
4 Stages:
Arrival
Cultural Shock
Recovery and Optimism
Acculturation
AR
School and Classroom Factors
Supportive language feedback provides
opportunities for interaction
General Factors
Motivational and personality factors,
learning excepionality, prior schooling,
adjustment period
ELLs with Special
Ed. needs further testing
Over-identified as having an LD
Few similar characteristics:
motivation , low self-esteem
Language Instruction
Teachers can be misled by the high
degree of oral proficiency in everyday language
Assessment
Fair
Equitable
Portfolios
Oral
Observations
Program Adaptation/DI
Accommodations and/or
Modifications
Instructional Strategies:
visuals, scaffolding, journals, graphic organizers, integrated vocabulary, guided reading, technology
Co-operative Learning Strategies
Integrating Language and Content Instrurcion
5 to 7 years for learners to develop cognitive academic language proficiency and Conversational Fluency 1 to 2 years
BICS and CALPS
Cummins model for planning instruction
and assessment- Cognitive and Contextual Demands
Everyday language easier than academic language
Learning dependent on Vocabulary knowledge
Environment print rich
Challenge: expand vocabulary twice or 3 times rate of English speaking peers and
5 years or more catch up to English speaking peers
Empowering Parents
Volunteering at school and/or in classroom
Encourage communication between home and school (interpretor, Google Translate)
Encourage reading L1 at home and in English
Understanding Curriulum www.settlement.org/edguide The Newcomer's Guide to Elementary School in Ontario
Subtopic
Promote First Languages
Second Language acquisition is most effective when First language is well developed
transfer of reading skills
Advantages:
Socially, acdemically, emotionally; confident learner, mental flexibility, global issues connections with families
Creating an Inclusive Classroom
Incorporating first languages
Equity and equal opportunity
Involve parents
Multilingual resources
Positive attitude towards linguistic diversity
Peer tutors and Partners
Inclusive Displays and Exploring student roots
Delivering a Multicultural curriculum
value linguistic and cultural diversity
use of cultural knowledge understand perspectives and world views
Welcoming environment
and Reception
Reception team, interpretors, pair with peer buddy, bilingual student, bilingual dictionaries and use of L1 in the classroom
Students and parents of linguistic and cultural backgrounds feel welcomed, valued and included
Initial Assessment and Placement
STEP : initial and ongoing assessment
purposes; oral, reading and writing continua to guide instruction.
Assessment portfolio
