LB5 Supporting ELL

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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