Supporting
ELLs

Initial Assessment and Placement

Assessment portfolio

STEP : initial and ongoing assessment
purposes; oral, reading and writing continua to guide instruction.

Students and parents of linguistic and cultural backgrounds feel welcomed, valued and included

Reception team, interpretors, pair with peer buddy, bilingual student, bilingual dictionaries and use of L1 in the classroom

Delivering a Multicultural curriculum

value linguistic and cultural diversity
use of cultural knowledge understand perspectives and world views

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

Advantages:
Socially, acdemically, emotionally; confident learner, mental flexibility, global issues connections with families

Second Language acquisition is most effective when First language is well developed

transfer of reading skills

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

Learning dependent on Vocabulary knowledge

Challenge: expand vocabulary twice or 3 times rate of English speaking peers and
5 years or more catch up to English speaking peers

Environment print rich

Integrating Language and Content Instrurcion

BICS and CALPS
Cummins model for planning instruction
and assessment- Cognitive and Contextual Demands

Everyday language easier than academic language

5 to 7 years for learners to develop cognitive academic language proficiency and Conversational Fluency 1 to 2 years

Program Adaptation/DI

Accommodations and/or
Modifications

Instructional Strategies:
visuals, scaffolding, journals, graphic organizers, integrated vocabulary, guided reading, technology

Co-operative Learning Strategies

Assessment

Fair
Equitable
Portfolios
Oral
Observations

Teachers can be misled by the high
degree of oral proficiency in everyday language

General Factors

Motivational and personality factors,
learning excepionality, prior schooling,
adjustment period

ELLs with Special
Ed. needs further testing

Few similar characteristics:
motivation , low self-esteem

Over-identified as having an LD

School and Classroom Factors

Supportive language feedback provides
opportunities for interaction

Adjustment Period for ELL and Families

4 Stages:
Arrival
Cultural Shock
Recovery and Optimism
Acculturation
AR

key to sharing information

Colleagues, Staff Meetings, Bulletin Boards, Parents, Websites and School Assemblies