Blog

Sharon Ethier General

My ETFO Summer Academy Experience

Every summer, ETFO hosts a number of different Summer Academy sessions across the province and hosted by different ETFO locals. This past July I had the pleasure of attending a Summer Academy hosted by ETFO Niagara Teachers’ Local. This three day learning workshop was a definite highlight in my professional learning.

The topic of this Summer Academy was ‘Digital Literacy: Student Led Podcasts’. The fabulous duo, Chey and Pav, were the session leaders. These elementary teachers from Toronto have their own podcast called “The Chey and Pav Show: Teachers Talking Teaching” and shared with us ways in which we can bring podcasting to the classroom. We started the first day learning about what podcasting is and thinking about why it is important. Podcasting can be a way for students to find their voices. They can share about issues that are important to them, such as social justice issues or items they’ve learned about in the news. Podcasting is also so creative in that one can add music, video, or pictures that can help enhance the storytelling experience. It offers students a multitude of ways to utilize the writing process in a way that is practical; helping to develop writing and editing and critical thinking skills in a meaningful context.

The first day was so important in setting the stage to build a safe community, learn about one another, and feel comfortable in sharing our own voices. By the second day, we began to learn how podcasting could be used in schools. It was fascinating to think of all the possibilities, from engaging with the school and parent community to providing ways for students to engage in the creation of their own podcasts. By day three, we were writing our own scripts and becoming familiar with using a variety of equipment and software.

I loved that this learning experience provided educators with learning that was practical and allowed us to gain the confidence to try something new in the classroom. There were real life examples of how podcasting looked, ideas on why it is engaging for students, and gave us the time to gain hands-on practice with a variety of equipment. Learning was accessible and shared by teachers with experience for all the educators to be comfortable with our new found skills. In addition, participants were encouraged to build community with other teachers through conversation, project work, and feedback. It was also exciting to learn that the equipment needed could be as simple as chromebooks or as advanced as a full podcasting studio. I loved being the ‘student’ so that I could remember what it was like to be a new learner in a new situation and to think about what I needed to help me become more comfortable to take risks.

I have been to many ETFO professional learning opportunities over the years, such as after school professional workshops at our ETFO local office, women’s programs delivered by ETFO Provincial, and more. Each time I return from professional learning inspired and empowered to think more deeply about my practice and try something new. This year, I encourage you to reach out to your local ETFO office or keep your eyes peeled for ETFO Provincial professional learning opportunities. It’s a fantastic way to connect with other educators across the province, take part in some fabulous learning, and gain the courage to try something new.

Preeti Deokharan 21st Century Learning, Flexible Classroom, General, Inspiring Students, Inspiring Teachers, Learning About Your Students, Math, Mindfulness, Resilience, self reflection

Growth Mindset

Growth Mindset

As a teacher, you’ll likely wear many hats and work with students across different grade levels. Along the way, you might find your sweet spot—a grade that feels like the perfect fit. But just when you’ve settled into your comfort zone, you could be assigned to a grade you have never taught before. You may begin to ask yourself, “How will I connect with my students?”, “Can I manage the new curriculum?” “Will I teach it well?”, “Will I be judged if I do it wrong?”.  These concerns are natural and understandable. During moments like these, it’s important to remember that these challenges are opportunities for growth rather than as obstacles.

One of the most difficult things to do is to change our mindset. It is not a sign of failure—but it is a sign of growth. When we have a growth mindset, we are open to new possibilities and strategies. We allow ourselves to be flexible, a trait that is important in any learning environment.

In my classroom, I encourage students to embrace a growth mindset, regardless of the subject I’m teaching. I believe every lesson provides an opportunity to foster this way of thinking. A few years ago, I had a student who struggled with math and often grew frustrated when faced with challenging problems. Initially, I focused only on finding new ways to explain the concept, reteaching it in hopes of helping him understand. Despite my efforts, he continued to struggle. So one day I decided to have a deeper conversation with him.

During our talk, he shared that his fear of making mistakes and being judged by his classmates was causing him to lose focus. I realized in that moment that, without knowing it, I had been keeping with a fixed mindset myself. Instead of celebrating his efforts and the process of learning, I had been focused on getting him to the correct answer.

I shifted my approach.  As a class, we began to prioritize social and emotional learning, discussing what we knew and what we were “yet” to master. Together, we celebrated small victories—like the day we finally solved a difficult problem after several attempts—and I encouraged everyone to see how persistence and the willingness to make mistakes led to progress.

To reinforce the idea, I also introduced stories of  individuals who faced challenges but went on to succeed. Over time, my student’s attitude toward challenges in math began to change. He became more willing to raise his hand and share in open discussions and kept a positive mindset. Overall, he became more confident in his ability to improve.

To foster a growth mindset it is important to recognize how embracing change can positively impact both educators and students.

The Importance of a Growth Mindset for Educators and Students

  • Being open to change helps you connect better with students, and colleagues. When students or colleagues know you are open to change, they see that you are willing to understand where they are coming from and meet them where they are. 
  • When you step out of your comfort zone, you explore new ways to engage your students and colleagues. It expands your thinking and what seemed difficult becomes an exciting challenge.
  • Give yourself permission to try and fail. You will learn to be kinder to yourself. You’re no longer burdened by the pressure of perfectionism. You will also teach your students that it is human to make mistakes and learn from them.
  • When you are stuck in a specific mindset, there’s not much room for further development. Embracing change means you are always learning and growing, both professionally and personally.

How to develop a growth mindset:

  • Take time to reflect on what you know, what are you great at and where you might be stuck.  Journaling or talking to a fellow teacher can help clarify where you need to grow.
  • Observe colleagues, attend professional development workshops or conferences, or ask for advice from colleagues. Sometimes, seeing different teaching methods in action can inspire change.
  • Give Yourself Grace and recognize that no one has it all figured out. Teaching is a journey, and every challenge is an opportunity to learn something new.
  • You don’t have to change your entire teaching approach. Start with small adjustments, such as using a new classroom management strategy, having more student conferences or incorporating different lesson structures. 

So to my fellow educators, I want to say, embrace flexibility and a growth mindset when things aren’t working. Sometimes, the key is simply in our willingness to grow.

Resources on growth mindset:

Mindset Matters by Bryan Kyle Smith
Rosie Revere, Engineer by Andrea Beaty
Your Fantastic Elastic Brain by JoAnn Deak
School Mental Health Ontario:
https://smho-smso.ca/emhc/positive-motivation-and-perseverance/reframing/the-power-of-yet/
Diane Kim General

September Inventory

Towards the end of August, whenever I drove past a school, I noticed that the parking lots were filling up again. At first it was just one or two cars dotting the pavement, but as the first day of school inched closer, entire rows of vehicles stood at the ready, some with trunks and side doors open as teachers carted in the materials they would need to start the year.

Every September this dedicated ritual occurs. And with each box of supplies carried into the school, educators are busy planning, anticipating what we will need to welcome, include, and teach students. And one of the most important aspects of that planning, that inclusion, involves first languages (L1) in the learning environment.

I’d like to share a story I read years ago that may help explain why.

I wish for the life of me I could remember where I read this story. I cannot recall whether it was a book or an article. Don’t remember the author. But I do remember stopping at one heartbreaking point. The passage recounted a graduation exercise, in which students were asked what they thought their teachers and classmates would remember about them. I hope I am accurate in quoting the response from one of the students: “They won’t remember anything. They didn’t know me. I never spoke my language.”

So integral is first language to our identities that this student felt no one knew him because of its absence.

As I have mentioned in numerous blogs, the importance of home languages in school and learning cannot be overstated.  Lost in Translation  explored the devastating impact of first language loss on identity and family connections; West detailed all of the additional thinking, abilities, and skills students are able to demonstrate when using L1 in learning tasks;  and Beginner ESL Class: Fluid Dynamics and Bernoulli’s Principle summarized one teacher’s success in using L1 to teach science curriculum topics to all students in her class.

But perhaps, through all the research and statistics and cited benefits, perhaps that one statement from a graduating student encapsulates it all: if a student’s language isn’t there, in many significant ways, the student is not there either.

But how to start? This year, what will we need to make sure that this essential aspect of identity and learning is meaningfully embedded in schools?

There are some initial considerations that may help …

We might consider if there are multilingual signs in the school, or translated resources for parents. Or if there are dual language books in the learning commons, or in individual classroom libraries. Perhaps dual language books could be included in home reading programs and nightly book bags, strengthening not only the student’s first language development but also parent partnerships. In day-to-day instruction, we might notice if there are opportunities to research curriculum topics in first language, using multilingual videos or books or conversations with peers, allowing students to more fully comprehend and negotiate curriculum content.

And finally, we might consider if it is normal to hear, see, use, and recognize the value of other languages in our classrooms …  for all students, not just MLLs. We might notice if our school is, intentionally or not, an “English-only” space, or if it posits the multilingual identities of students as central to learning and belonging, and just as important as English.

With September already in full gear, I have used several different multilingual resources with students so far. But I am still working on my inventory, still wondering about the ways I can bring first languages to the classroom.

And I cannot wait to see how this will help students to fully be there, too.

Colleen Elep English Language Learners (ELLs), General

Understanding How Newcomer Students Learn English in a Mainstream Classroom Part 2: Supporting Oral Language

In the last blog post, we explored ways educators can leverage the learning environment as the “third teacher” to explore language acquisition. Creating a language-rich learning environment is one way you can facilitate English development for newcomer ELLs without focusing solely on explicit instruction or waiting for an ESL/ELD or MLL support teacher to work with ELLs in a one-to-one or small group format.

But what about the “second teacher” – the other students in the room? In any given classroom in Ontario, you will likely have students that have different levels of English proficiency. Some students will have been speaking English their whole lives, both at home and in school, and are completely fluent. Others will be fluent in multiple languages. Some may be in the intermediate or advanced steps of acquiring English.

Leveraging the “second teacher”, or the linguistic skills of the students in the room, is a powerful way to help ELLs acquire English. Recall that one of the best ways to accelerate language learning is to be in practical or interactive social situations where you must use whatever language skills you have to navigate the situation.

When ELLs build their oral language, or their ability to communicate orally in different social and academic situations and listen to others, they are also supporting their literacy skills in English. This is because they will now have vocabulary they can recognize when they read and use when writing. Typically, language learners will develop oral language at a faster pace than reading and writing skills.

Here are some ways we can develop the oral language skills of ELLs through peer-to-peer interaction.

Pair or Connect Newcomer ELLs with Same-Language Speaking Peers

If you have same language speakers in the classroom at different levels of language proficiency, you are in a great position to support newcomer students. Pairing newcomer ELLs with students that speak the same language is an easy way to bridge communication in the classroom.

And while your goal is to get newcomer students comfortable and confident in speaking English, using the strengths of same language speaking peers is a highly effective way to provide a scaffold for students when they are in the pre-production phase of speaking English.

In my own experience, ELLs that benefit from the support of their peers in this way are happy to support future newcomer students when they enter the school. It is incredibly rewarding to see newcomer students become more experienced users of English that share their multilingual skills with others.

Opportunities for Group Work

Group work can be a highly efficient way for students to develop the ability to speak spontaneously with others. When working in small groups that ares selected with care, newcomer students have a great opportunity to take risks and talk in a supportive environment.

When setting up group work, it can be critical for all students to learn norms of group work and collaboration, especially when working with students that have language learning needs. Take the time to visit each group individually and provide support and structure as needed.

Make Time for “Small Talk”

Simple conversations that happen in unplanned, unstructured contexts are an easy way to support language acquisition. When you bring students outdoors for play, take some time to make “small talk” with newcomer students. While this may seem inconsequential, it is actually a powerful way to help students build confidence in speaking.

Ask questions like:

“How are you?”

“What do you think of the weather?”

“Are you having a good day?”

“What did you do on the weekend?”

Model answers using clear language, and ask multiple students when possible so they can model responses for their peers.

Honour the Cognitive Load of Learning a New Language

Learning a new language, and being in a completely new environment, is a significant cognitive challenge for students. Add on the variety of stressors associated with adjustment, particularly for students that may be coming from refugee backgrounds or traumatizing situations, and the transition to school can be extremely challenging.

With these factors in mind, understand that oral language acquisition and peer connections can take time! Newcomer students may need more time to listen to their peers and teachers and absorb their surroundings before producing speech in English.

Looking Ahead

In our next article we will finally get to what educators can do to reframe content based instruction for newcomer ELLs and support language acquisition through direct instruction.

Diane Kim General

All the strength in the world

It can be exhausting, at best, to move through a world that is not built for you, to encounter a steady stream of reminders that you don’t quite fit into “normal” spaces. If you have a hearing impairment, for example, and regularly walk into meetings held in echoing or crowded rooms, preventing hearing aids from isolating sounds and speech. Or if you have mobility needs and routinely encounter physical team-building games with no modified alternative to allow you to participate. Or if you require enlarged font to read handouts, but only single-sized hard copies are ever distributed during presentations …

I suspect I could not record in a single blog entry all the ways people with disabilities encounter barriers in their every-day lives. I could not capture the frustration and isolation that may result. Could not adequately convey how it feels having to ask — again — for what you need to be included.

Well. Some teachers I know are tackling this issue head-on; at meetings, committees, and during discussions they bring to the forefront issues that may, in usual circumstances, go unnoticed. These educators always advocate for presentation rooms with various accessibility equipment. They discuss the need for sensory-friendly lighting and sound amplification (among many other supports) to always be present, not just when facilitators become aware of participants who require them. And one of the most ingenious ideas they put forth was to have a stored selection of accessibility equipment in shared spaces, including back supports and ergonomic chairs. When teachers attend meetings, they can simply select the equipment they need to be included. All the time. Every time.

Now there’s a little bit of that “new normal” I was talking about in previous blogs …. Teachers creating spaces in which accessibility is not an afterthought, but embedded and normalized. And I’ll wager their classrooms are equally as inclusive.

Creating inclusive spaces from the beginning seems a critical first step in strengthening any organization, any classroom, and accomplishing any task. Diversity of experience yields diversity of perspective, and a rich source of wisdom and knowledge that others may not have. And that is a strength that can benefit us all.

Preeti Deokharan General

Nurturing Yourself, Nurturing Your Classroom

The new school year has begun, and before we know it, we will be wrapped up in the demands of our profession—lesson planning, managing classes, assessments, and supporting our students. We often feel like there’s never enough time in the day to get everything done and start to feel the burn out.

I remember a time during the last school year when I felt completely drained by the end of the first term. I had been staying back to mark and plan, skipping lunches, and rushing to grab water or a snack when necessary. My evenings were just as hectic, filled with family obligations and the demands of home life. One day, a colleague, who was coming back from a lunch time walk, saw me rushing down the hall and said, “You’re not a machine; you need to recharge too.” That simple statement hit me hard.

The next day, this colleague invited me for a walk during my lunch. Although it was very difficult to say yes—there were so many things I could be doing with that time—I decided to go. It turned out to be the best thing I could have done for myself. The simple act of stepping outside, talking about life beyond school, and taking in the fresh air helped me feel better. When I returned to my classroom, I felt happier, more focused, and energized. From that day on, I made a conscious effort to carve out a few minutes for myself each day.

Creating a healthy work-life balance is essential, especially when you return home to an equally busy environment. After work, you may be a parent, partner, caregiver, or take on roles that don’t disappear at the end of the school day. That’s why it’s even more important to take moments for ourselves throughout the day.

Whether it’s finding a quiet space to breathe for a few minutes, connecting with a colleague over a coffee, or making time to visit the staff room, these small acts can make a world of a difference. When we take care of ourselves, we are better able to care for our students.

Our practices in the classroom can have a great impact on both our students’ mental health and our own. I have taken this idea back to my classroom to further promote self-care, not just for me but for my students too. Here’s how you can incorporate these practices into your own teaching:

Get to know your students: Build strong relationships with your students. When we take the time to understand their needs and struggles, we can better support them in the classroom. For example, you could create a practice of having morning, mid-day or afternoon check-ins. Creating a space for students to feel valued and safe will help them feel supported.

Recognize burnout in students: Just like us, students can also experience burnout. Be mindful of this and provide them with tools to manage their stress and teach them the importance of self-care.

Be aware of schedules: Families have busy lives too. Many children take part in activities/programs after school. Be mindful of parents’ time and try not send home too much work so that we can help foster a healthier balance for both students and their families.

Provide brain breaks: Allow students to take short breaks throughout the day. Taking a walk as a class, a stretching routine or a quick class challenge can help them reset and stay focused.

Mental health: Prioritize mental health in your classroom. Have have conversations about mental health in a way that does not promote stigma.

So, as we head into the new school year, let’s remind ourselves that balance is a necessity. By prioritizing our well-being, we can be more present, energetic, and effective in the classroom. And at the end of the day, both us as educators and our students will benefit from that.

For further information on supporting mental health and wellness visit:

ETFO:

https://www.etfo.ca/about-us/member-advice/prs-matters-members-as-professionals/96-member-mental-health,-2017/member-mental-health,-2017-(96)

School Mental Health Ontario:

https://smho-smso.ca/

Government of Ontario

https://www.dcp.edu.gov.on.ca/en/program-planning/considerations-for-program-planning/student-well-being-and-mental-health


Brenda MacNaughton General

Using Books from First Nations Communities Read

In the spirit of truth and reconciliation, here is one way to find highly recommended books by Indigenous peoples for your classroom.

The First Nations Communities Read “…celebrates the very best of Indigenous literature across Turtle Island. The program encourages family literacy, intergenerational storytelling as well as intergenerational knowledge transmission. FNCR also helps to increase awareness of the importance of First Nation, Metis and Inuit writing, illustration and publishing.”  (fcnr.ca)

I am sure there are books from the past and present short lists that would be incredible stories to  read aloud in your classroom. 

Let’s look at last year’s winning book in the children’s category, Phoenix Gets Greater. The main character is a boy whose confidence gets shattered when he realizes he’s different. His self-image is rebuilt as he begins to understand what it means to be Two Spirit. The acceptance and love from his family help him rekindle his passion for dance and dolls. I can imagine using this story as a wonderful teaching tool.

The volunteer jury of First Nations librarians who select the award winning books from the short list must have a difficult time. There are so many great books nominated that I wouldn’t know how to narrow it down!  This year there are 34 books on the short list in the children’s category. The program awards $5000 to the authors through sponsorship by the Periodical Marketers of Canada. 

The FNCR also has a YA/Adult category where you can find titles for yourself. Many of you are avid readers who are looking to better understand our role as teachers in truth and reconciliation. Looking through the titles I can see many that would interest my colleagues and friends. One of the things that I love about reading is that it gives me a deeper understanding of other people’s lives. No doubt I will be suggesting titles of this list to my book club!

I’m heading to my local public library to get familiar with some of the nominated titles in both categories.  When I’m out on my supply teaching days, I will also be talking to teacher librarians and principals to encourage them to add books from FNCR to their collection. I’m grateful to the Ontario Library Service for running this program and shining a spotlight on these wonderful books!

Rashmee Karnad-Jani First Nations, Learning About Your Students, Mentorship, wellness

Sometimes We Feel Wobbly

Ever since I heard last June that I was going to be able to connect with all of you, as my colleagues and readers of Heart and Art Blog, my first thought was about  what I would like to say to you first. How shall I begin? Then I thought the new-ness of this connection is very similar to the feelings before each new school year: “I can’t wait to meet you”

As I went about July and August, there was excitement in the air: I was receiving news from friends and colleagues as well as reading on social media, posts from people I have not met, about how happy they are to be hired for a contract or for a Long Term Occasional position at a school. This was usually followed by a request for connection: to people, resources, and all the other things we know we are going to need to do our jobs and support our students. People were getting together to prepare for school. 

The excitement at such a time is palpable: whether it is a new job or a new grade one is teaching, whether it is a new school or one where one may have taught three children in a family in a long career. Although many ETFO members take Additional Qualification courses over the summer, engage in other self directed professional learning, there is also apprehension because you and I do not know what lies ahead. 

Perhaps you paused in those busy weeks before the start of school and wondered what it was going to be like that first day, first week back. After all, whether new or experienced, whether you have gained professional experience in Ontario or elsewhere, every September feels like the first September sometimes. 

What do we do when we feel wobbly?

A system leader once said to us in a large departmental meeting “Sometimes we get wobbly”. At the time of publication, it is almost the end of September. Some of us may be feeling wobbly with all that we carry on our long lists of things to do. I know I feel this way. So what do I do then? I think of people who have steadied me at such times and I try and reach within and reach over.

Self, Students, Families and Fellow-travellers

While there are many formal supports available in school districts within Ontario, some of us are either far away from accessing them or these supports may be hidden under links on a massive website and that takes time. 

I would therefore like to begin with the connections that are accessible and nearby. Although they have the potential to be fulfilling and frustrating before becoming fulfilling again, I am sharing below some key connections that have helped me during two decades of this work I have been privileged to do when I feel wobbly.

Self

While there are many ways to seek support, I find that for me and many (a term I use often as I hesitate to say “we” because it may not be so for all) it helps to sit with oneself and think about what matters to me in this job, who matters to me in this job and how can I use what I already know in this job? That often is a calming space because I then know that I have done The Work to get to this point. While I shall continue to learn, I also know that I am able to take the first steps I need. There, I feel better already.

Students 

Students have always been the guiding heartbeat for the work of educators. Our youngest learners whether they willingly enter a space or cry for a few minutes before joining their peers in a conversation or exploration show us what they like or dislike, how they want to be seen and spoken to and how they will engage with the carefully planned lessons and materials you or I have laid out.  In times when things didn’t go as I planned whether in a Grade 7 classroom or a kindergarten space, after the initial wave of “what now?” had passed, I learned that examining the “why” of that communication helped me and the student connect just a little better the next day. Or perhaps the day after. What was the student trying to tell me? Did I listen, notice, connect and understand? This helps. 

Families

One of the invisible aspects of a teacher’s work is to engage with families and to work in partnership with them. Families do not always fit into what is seen as the Standard North American Family, or a two-parent, heterosexual family where the father’s work allows the mother to attend to the children’s schooling and educational outcomes as I had shared in 2021 through ETFO’s Voice The school-family connection is mainly the connection between the primary caregiver of the student and you, their educator. However different from me the family of my student may be, when I relate to the humanity of the person in front of me and when I listen without taking things personally, I am able to see that there are ways that I can work towards positive partnership possibilities.  After all educational work unfolds in the murkiness of social problems and when we think through that, we can access resources that can help. Families are also rich sources of information and aspirations for our student and seeing that early on, helps.

Fellow Travellers

Although the formal word is colleague, I choose the word fellow traveller (or hum-suf-ur in Hindi and Urdu, two of the few languages that I speak). Our fellow travellers have walked this way before, either as educators through ethical practice and professional experience in the situation that is challenging me that day.  Talking to our colleagues helps us make meaning of the struggles and also reminds us to look forward to the sunshine.  I hope we all have that one person who listens without judgement and then asks, “How can I help? One cannot thank these mentors enough therefore one strives to pay it forward whenever the opportunity arises.

Learning Together

As we approach Orange Shirt Day, I recognize the deep responsibility to learn everyday so that I can continue to make a positive difference in the way I engage with the people and spaces around me. This month the youngest students in Ontario schools started their journey to and through our classrooms where they will spend a decade of their lives, either in one building or perhaps after Grade 5 going to another building to complete their middle school years.

As a gardener, I know that the tender seedlings must be nurtured carefully so that they thrive and grow stronger.  I am sharing “Healing Conversations: A collection of activities for the primary classroom”with you and I hope it leads to many rich discussions.

I wish you all the best in the weeks ahead.

With you, in solidarity

Rashmee Karnad-Jani

Diane Kim General

A New Normal

I’ve said it before, and I’ll say it again: it is a joy to collaborate with educators in our board. Whether visiting a bustling kindergarten class or co-planning with on-the-go grade 8 teachers, the knowledge and ingenuity of my colleagues always enriches my practice. 

Such educators ensure they teach in ways that reach all students in their classes, that everyone has what they need to learn and belong: the student with attention challenges, for example, might have noise cancelling headphones to help them focus, among other supports; or the student who experiences challenges with written expression might have extra time, assistive technology, and alternative ways to demonstrate learning … 

However, an equally impressive feat is when these same skilled educators use strategies for students who are yet to arrive, but that also benefit the current students in their classes. They embed and normalize diversity of identity and learning needs, every day. Here is a sampling of their inclusive efforts:

An intermediate teacher always adds a multilingual box to her “new vocabulary” graphic organizers, even if there are no Multilingual Language Learners in her class; in addition to recording the new word’s definition, a picture of its characteristics, examples and non-examples, she also requests students translate the term to another language of their choice, later discussing any commonalities or insights gained through translation. This rich learning task is just one example of multilingualism she incorporates in regular instruction. And if one day an MLL does arrive in her class, they will find the use of multiple languages already well-established in the learning environment …

A primary teacher uses a speech amplification system at all times, even though there are no students with known hearing impairments in the class. Her delivery is crisp and clear, her voice is saved from projecting, and all students have the benefit of a volume and clarity that enhances and literally amplifies the message. If a student who is hard of hearing arrives, that learning environment is ready and waiting …

A junior teacher I knew many years ago learned sign language for one of her new students, and continued using it in every subsequent class she had over the years. It was always a delight to watch her students request to learn more, acquire a new way to communicate with members of the deaf and hard of hearing community, and have the benefit of visual signals accompanying transitions throughout the day. Plus it never hurts to have a little bit of the incomparable joy sign language can create in your class.

It is of course impossible to anticipate all the ways in which our learning spaces would benefit from re-imagining, re-creating. But the beauty is in the journey. And each day I see educators like these making their classrooms that much better for everyone.

I will take that “normal” any day.

Colleen Elep General

Understanding How Newcomer Students Learn English in a Mainstream Classroom: A Blog in 3 Parts

It is pretty typical to wonder how newcomer students who are just starting to learn English acquire the language in a mainstream classroom. Educators often ask: what will the student even learn in the classroom if they cannot understand what I am saying? How can I even assess this student?

Most professional learning about English language learners (ELLs), or multilingual language learners (MLLs) address this topic by focusing on program adaptation and instructional tips. I’m not convinced that those approaches have always been effective, especially since we don’t often think about language acquisition from the perspective of the learner.

This blog will first focus on exactly how students learn English, or the language of instruction, in Ontario. We will then explore practical ways educators can enhance language acquisition through instruction and program adaptations, using a student-centred perspective.

How do We Learn a New Language?

Language learning is something that most Canadian teachers are familiar with to some degree. Even if you haven’t invested time in learning an additional language, you still live in a bilingual country where everything from road signs and toothpaste labels are in at least two different languages. At this point, you have probably learned a handful of French words and phrases, simply by reading and re-reading environmental print.

As someone who has spent a considerable amount of time language learning and travelling in places where English is not typically the first language spoken, I can confidently say that a lot of the best learning I have experienced comes from listening, attempting to decode environmental print, and having to interact with others in practical situations like asking for directions or purchasing something.

Yes, explicit instruction makes a big difference. When you take time to learn a new language in a class, study and complete activities from a language learning activity book, or consult a phrase book or digital translator, you can enter a linguistically foreign context armed with much more background knowledge that helps you to navigate situations more easily.

It is no different for newcomer students (students that have recently arrived to Canada for the first time) that enter a new country, community, school, and classroom. Many students come with some background knowledge of English learned in school or through media exposure. Others may not, and will be exposed to English for the first time during the time they join your classroom.

In either case, you will want to consider the environment you work in and the content you teach  to be two powerful pathways newcomer students can acquire English language skills.

A Quick Note on Content

It is important to note that much of the content you use will not teach English as a second or additional language explicitly, especially if you are teaching older students in the intermediate grades. Because you are teaching curriculum to a large and diverse group of students, it is important to reframe the way you think about how your teaching will land differently with a newcomer student.

One way to understand content based instruction to ELLs is to put yourself in their shoes. Find a piece of content on an academic topic in another language using a search engine. Watch a news report in a language you are completely unfamiliar with.

What information can you actually extract or learn from that text, or piece of content? What would you need to make that content more comprehensible?

We will explore how to reframe the content you teach by making it more comprehensible in the second part of this blog.

Language Acquisition through the Learning Environment

Let’s get back to focusing on the learning environment – how might a newcomer student acquire English by simply being in the classroom?

You have may have heard about the Reggio Emilia philosophy of peers being the “second teacher”, and the classroom being “the third teacher”. When an environment is set up effectively for learners with opportunities to explore and problem-solve, they can be active participants in their own learning.

While this concept has roots in learning in the early years, it can also be incredibly relevant to supporting language development in older, newcomer students that are acquiring English while learning alongside non-ELL peers in a mainstream class environment.

Perhaps more importantly, it leverages an additional teaching resource – the environment; in other words, your classroom is also doing some of the work! Consider “tweaking” your classroom for English language development by taking the following actions:

  • Label common objects (ex. Whiteboard, clock, garbage can, computers, bins, etc.). You can even add labels in the home languages of your students if they have literacy skills in those languages.
  • Include literacy materials around the class that address a range of different reading levels. For example, display non-fiction texts that have lots of features like subheadings, pictures, and table of contents. Have a selection of graphic novels and picture books that students can explore.
  • Make a large scale timetable for students to reference, with visuals or symbols that support the subject being learned during a specific period.
  • Provide opportunities for informal, low risk conversations among students in small groups or play games in large groups. Listening is a rich way for ELLs to acquire language, and all students benefit from activities that build community.
  • Encourage all students in the class to use translation tools to bridge communication gaps in spontaneous conversation.
  • Use the outdoors as much as possible, whether it is time for unstructured play and socializing or a guided walk through nature or the community. Language acquisition is powerful when the learning is experiential, and you are referring to concrete elements. The break from the classroom environment and tech also supports your students well-being.
  • Have charts with common sentence starters and frequently used academic language (ex. transition words, mathematical vocabulary) posted around your room and refer to them frequently as you teach.
  • Leverage phonics resources like sound walls in the classroom to help students, including ELLs, with their decoding skills.

The Learning Environment is Just a Starting Point

Setting up your learning environment to support language development for newcomer ELLs is just a starting point. The main takeaway is that you can support English language acquisition through “implicit” forms of instruction instead of relying solely on program adaptation and explicit instruction – which we will explore in this blog series!