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Supporting English Language Learners in the Classroom
Transcript of Supporting English Language Learners in the Classroom
in the Classroom Assignment 1 - Contexts for Literacy Learning
Created by Paul Loughlin for EML450 What is an English Language Learner? What does Sam require as
an ELL (English Language
Learner)? How can we, as educators,
support Sam? Hello! English Language Learners are "students in provincially funded English language schools whose first language is a language other than English, or is a variety of English that is significantly different from the variety used for instruction in Ontario's schools, and who may require focused educational supports to assist them in attaining proficiency in English." (Ministry of Education, 2007) This is Sam. He is an English Language Learner. 0 5 (cc) image by jantik on Flickr Sam will require 3 years to master basic interpretative communication skills (Troia, 2004). He requires an additional 5 years to develop proficiency in cognitive-academic language. (Troia, 2004). Luckily, the Ministry of Education has provided educators with an abundance of tools, resources, and strategies ...
1. As part of the Board Improvement Plan, all boards will include a section that addresses the needs of ELLs.
2. When a board already has in place a plan for English Language Learners, this plan shall be reviewed to confirm that it meets the requirements.
3. All students will be properly received and oriented, regardless of their individual level of English proficiency.
4. Individual assessments are pursued to categorize each student's proficiency in 4 strands.
5. Placement of English Language Learners takes into consideration individual education backgrounds and prior credits.
6. An individual student's level of English proficiency does not dictate his/her grade level.
7. Ongoing assessment, evaluation, and reporting will be reported to the student's parents/guardians on a frequent basis.
8. Termination of ESL support only occurs when the student demonstrates a level of proficiency that allows him/her to successfully participate in all 4 strands... (Ministry of Education, 2007). Individual Assessment Strands
a) oral communication skills
b) reading comprehension
c) student writing
d) mathematical knowledge and skills What are teachers saying about English Language Learners and what practices might they incorporate into the classroom? three two one Design and implement familiar classroom routines Build confidence in ELLs Periodical review and reporting to principals and parents/guardians In some cases, the entire class could be composed of ELLs In this short video,
a teacher has the students form a circle to play a picture and word game. Teachers of ELLs must be aware of the dominant literacies within their schools and design pedagogical practices and curriculum content to target their ELLs' strengths. What is meant by the term, literacy? Literacy refers to process thinking, critical and analytical thinking, communication, and independent learning skills (V. Benson & C. Cummins, 2000). This definition of literacy reminds us of the 4 strands! http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/equity/graph3.jpg http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/equity/graph2.jpg Sam is part of a rising trend of ELL newcomers, evidenced by the following data taken from a 2005-2006 survey by the Ministry of Education: Sam represents a group of students in Ontario schools whereby "20% of Ontario's students in English-language elementary schools are English language learners" and "58% of the identified ELLs were born in Canada" (Ministry of Education, 2007). The Ministry of Education believes in a number of factors that contribute to successful English Language Acquisition:
1. Acculturation Process
2. Migration Experience
3. Their own level of development in their first language
4. Prior experience with English
5. Classroom environment
6. Supportive Feedback
7. Opportunities to retain first language
8. Parental Involvement
(Ministry of Education, 2007) By acknowledging these factors and implementing a sound and inclusive learning environment for ELLs, educators can integrate new content and encourage the learning of the English language to students like Sam. Goodbye! Sam will feel more welcome in an already foreign environment. With the added support from educators, administration, and parents and guardians, Sam will find himself on the path for success as an integrated member of the classroom. References
Benson, V. & Cummins, C. (2000). The Power of Retelling. Toronto: McGraw-Hill.
Coelho, E. (2007). ELL Newcomers to Canada. Retrieved from: http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/equity/graph2.jpg
English Language Learners: ESL and ELD Programs and Services. (2007). The Ontario Curriculum. Toronto: Queen’s Printer for Ontario.
Ontario Ministry of Education. (2007). The Ontario Curriculum: English as a Second Language and English Literacy Development. Ontario: Queen’s Printer for Ontario.
Sawatdee. (2009). Kindergarten 1 Students Learn English. Retrieved October 2, 2012
Troia, G. A. (2004). Migrant Students with Limited English Proficiency: Can Fast ForWord Language Make a Difference in Their Language Skills and Academic Achievement? Remedial and Special Education. Volume 25, Pages 353-366.
Tacsei. (2011). Classroom Routines Building Confidence in English Language Learners. Retrieved October 2, 2012, from http://www.youtube.com/watch?v=npYBufHcb4c.