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I can remember the first time I went to …And Still We Rise. Imagine, if you will, a room filled with women who are working to empower each other, further their learning, tell their stories, and be mentors for others. I was in awe! I attended workshops and sat in amazement of the educators and the guest speakers. Listening to their experiences and views of the world, I was so inspired to think differently about women and our places as part of society as educators, co-conspirators, and disruptors. Whose voices should we uplift and whose stories should we amplify?

As every year, this one was filled with amazing women at the podium, including Funke Alexandra, who shared her research focussing on the history of Black Canadian women in education. There was Deb St Amant, the Elder-in-Residence at Queen’s University, and whom I remember being a strong advocate and leader in her time with ETFO. ETFO President Karen Brown, whose voice and presence was empowering and inspiring. We also got a chance to hear the story of the Toronto Women’s Bookstore through the eyes of Anjula Gogia. Though I was only in attendance for part of the conference, there were beautiful sentiments of solidarity and wonderful opportunities for learning. It was incredibly empowering to be part of it all.

What I love about …And Still We Rise is the space for women to come together. In life, I wear many different hats and it is hard to carve out time and space in my day to think about myself. I am busy with work, with parenting, with family and at times it feels like every spare moment is allocated to something. A women’s conference like … And Still We Rise is a place where coming together with other women who have similar experiences where we can learn from one another provides a few moments of breath.

There is time to think and connect with one another. There’s actually time to sit and eat a meal together, sharing ideas and conversation with new friends and in community with those who are already a part of our lives.

When I first started my journey with ETFO, everyone told me that going to …And Still We Rise was a must-do experience. I wholeheartedly agree! It’s the space for all women to be heard on issues that they think are important. It’s a place where women can tell women’s history and experiences that are often erased or unvoiced in history books. It’s a time to consider how women can advance social justice, build solidarity between struggles, and contribute to the broader women’s movement. If you have the opportunity to attend …And Still We Rise, I encourage you to take the time to learn, connect, and grow!

… And Still We Rise is ETFO’s signature women’s conference that runs annually in February each year.

There has been much discussion of late about the importance of systematic, explicit phonics instruction in literacy. Decodable readers and phonics programs are popping up on book room shelves, nudging to the side the guided reading bins that have so long reigned supreme. These days, it seems acronyms such as UFLI are uttered more commonly than DRA or LLI.  And yes, systematic phonics instruction is an essential component of reading, especially for students struggling with learning disabilities such as dyslexia (there has been more than one beloved learner in my family who needed such explicit and multisensory literacy instruction to learn to read). But what about multilingual learners? Is reading instruction different for them? Should teachers jump right into phonics instruction for a student just learning English, as they would for any other student?

Perhaps the following scenario will highlight some critical considerations in this question.

Imagine you are a multilingual leaner, about to learn a new language. And more than that, you are going to learn to read in that new language. Here is your first phonics lesson:

Just three sounds, and you blend them together. Got it? Now read this:

Could you decode it? Read it out loud? You blended all the letter sounds together? Great! Good for you! You are reading.

Just a couple more questions:  

Did you get the joke in the first line? Were you moved by the revelation in the second sentence? Did you see the connection to your science curriculum at the end? Did you gain any ability to communicate in this new language you are trying to learn?

No?  

Ah. There is the difference. Native speakers of English already understand the vocabulary they are decoding. When we ask them to sound out c-a-t, they know what the word ‘cat’ means. They can use the word in a sentence for real communication. If they read a story about a cat, they can enjoy it, make connections to it, ask questions about the text. Not so for multilingual learners in the beginning stage of English acquisition. 

So is phonics instruction just as important for multilingual learners as for native speakers of English? Yes. But it is not equitable to make a student decode something they cannot understand. That is where we come in as teachers, to front load and embed oral language and vocabulary development in phonics lessons, so that multilingual learners learn the meaning of the words they are about to decode and encode. So that they can use those words for real communication, in multiple authentic situations. So that they have the same access to rich texts, ideas, and learning experiences as native speakers of English. In this sense, teaching phonics in meaningful context, rather than only as an isolated skill, is an issue of both instructional practice and social justice. 

There are far more considerations in teaching MLs to read than I have discussed here. For a deeper dive into the complexities and nuances of literacy instruction for multilingual learners, I have found Literacy Foundations for English Learners: A Comprehensive Guide by Cardenas-Hagan to be very helpful. And of course, for free insights and best practices in ML instruction, and mapping out the ways phonics and reading instruction need to be tweaked for multilingual learners, there is always https://www.colorincolorado.org/ which has an entire section devoted to literacy instruction for multilingual learners. 

Speaking of which, the Spanish phrase “colorin colorado” might also be a good way to conclude to this blog entry — “happily ever after”  is indeed the sentiment I wish for all readers.

In November, I had the opportunity to shadow some wonderful facilitators at a Women In Action workshop. I was so impressed with their ability to connect and uplift the women to see themselves as leaders. While I had already attended Women In Action Part I many years ago as a participant, being a facilitator was a completely new and inspiring experience.

When you attend Women In Action, it is the chance to be part of something special. You get the opportunity to connect with other women in a safe space. Some may be part of your local and some may not be. You will get the chance to really think about the skills and traits that you bring as a leader and recognize the strengths that you already have within you.

Women in Action is designed to inspire attendees to think more broadly about their roles as activists and unionists. Learning and setting goals for yourself is an important part of the time you spend together. As facilitators, we really worked hard to encourage the women to reflect on social justice issues and unionism as they pertained to them and consider themselves as powerful individuals capable of changing the world.

While the food, facilities, and workshop was amazing, I think what I really enjoyed most was the bonding. Hearing the voices of women laughing and chatting and building relationships with one another is a sound unlike any other. I missed that sound over the past three years! Having the space and time together without distraction to focus on professional growth and begin the journey with peers who become friends is unparalleled.

If you have already had the opportunity to attend a Women in Action Part I session, there is also a Part II and a newly developed Part III. Each part provides space to learn more about yourself and to forge relationships that will last a lifetime. In fact, I am still friends with some of the women that I met all those years ago and we are so fortunate to connect annually at Annual Meeting together in Toronto. It’s such a pivotal experience in my work at ETFO that it still influences the way I think about myself today.

If you are able to attend a Women in Action workshop, you will not be disappointed. You will learn a lot about yourself, about issues pertaining to women, and about how to overcome them. You will be reminded of your inner power and your own strength. And you will be changed for the better. This program is organized through your ETFO local and members who identify as women can connect with their local to inquire about the chance to be part of the program.

The words ‘learning gaps’ and ‘gap filling’ always give me a sense of urgency and dread. The word ‘gap’ seems so impossible – I get a visual of the Grand Canyon in my mind and think of how long it would take for me to fill it. It brings memories of rote worksheets and intensive pull out programs which seemed scary to me as a student and overwhelming as an adult. However, most recently in a conversation with a colleague, she gave me an alternative way of thinking about how to connect with student needs. The words “missed experiences” suddenly seemed like something I could do.

Think about the math learning continuum, for example. If students are working with multiplication and are relying solely on skip counting when multiplying, they have missed a few experiences along the way; perhaps they were away due to Covid, perhaps virtual learning was a challenge. Whatever the reason, they have missed a mathematical experience that they need to build their understanding. It might mean working physically with array models or the experience of sharing mental math strategies with peers. It could even be building and scaffolding questions that help to frame their thinking. Whatever the experience looks like, it should be meaningful for everyone.

A missed experience isn’t a deficit in learning. It is a circumstance that can be changed. If I got lost while driving to a new destination, I had strategies to use; I could consult Google Maps, I could stop and ask for directions. I knew how to navigate through the challenge and not just think I had to give up and go home or be stuck there until someone came to get me.

Changing my language from learning gaps to identifying missed experiences was empowering. It meant that I could provide intentional lessons and tasks that helped to meet their needs. It meant that I knew what my actions should be and that I could focus on what the students COULD do and build from there. Keeping an asset based mindset gave me a hopeful feeling and I felt that I could use the tools and knowledge I already had to provide experiences for all students to learn with and from one another.

Is there a space and time for intensive instruction? Of course there is! But that doesn’t begin and end in one session and teachers are a powerful force when it comes to helping students within the classroom, too. We have a great wealth of knowledge, strategies, and expertise. Providing meaningful experiences for students to learn and feel confident is what we all do best.

Reading a new language you are learning can be challenging, particularly for multilingual language learners (MLLs) – who are expected to read English texts in every area of the curriculum. Novels, textbooks and other curriculum resources are laden with academic language: verb tenses, words, and phrases that are rarely used in everyday conversations. Those in the early phases of English acquisition may spend a lot of time decoding, in addition to comprehending the overall meaning of the texts they are reading.

Intermediate English language learners are a unique group. As older elementary students, they may have already spent years developing literacy in another language. While their level of English language proficiency suggests that they need books with a level of text complexity different from their peers, it is unlikely that they will want to read picture books used by younger children.

Helping intermediate grade MLLs to gain confidence as readers does not require any sophisticated tools or reading kits. There are lots of strategies educators can use to support multilingual learners to become more confident readers of English. Of course, if you do observe a learner who continually experiences difficulty in reading with appropriate program adaptations in place, it is important to discuss their learning with the family and educator team to determine if further interventions are needed.

Here are some tips to help MLLs become more confident readers.

Help the MLLs you Teach Select the Right Books

When starting in a new classroom, newcomer MLL students may be eager to engage in the same texts as their peers, even if the text complexity is beyond of their zone of proximal development. How do you encourage students to choose other books without discouraging their enthusiasm?

To help newcomer students find books that are both challenging and accessible, provide opportunities for them to browse and explore several books at different levels. Hi-lo readers, non-fiction magazines, and graphic novels are great options for older elementary students. Your school librarian, MLL or ELL teacher, or Special Education team may have suggestions or books on hand to share. Always aim to share texts that are culturally responsive to the student and reflect their interests – if the text is not engaging, it will be much more difficult to read!

Encourage Students to Use a Digital Translator

Digital translators such as Google Translate, Microsoft Translate, and Say Hi are great tools intermediate students can use to get through a challenging sentence or paragraph. They are free, can be added easily to any mobile device, and are a convenient way to clarify meaning and build vocabulary. To get the best translation, encourage students to translate a sentence at a time. Consider that digital translators may not give an exact translation, or even capture the full meaning that the author may want the reader to understand.

As an educator, you may be wondering if reading with the help of a translation app problematizes the assessment and evaluation of reading. Can you assess or evaluate a student on their reading comprehension if they are relying on a translator? Keep the intention or the purpose of the reading in mind: is it to learn content or concepts? If so, then the use of a translator is an effective accommodation. Are you assessing their English comprehension skills? You will want to focus on helping the student to select texts that are within their zone of proximal development that they can read to build proficiency in reading in English independently.

Show MLLs How to Use Context

When students run into an unfamiliar word and do not have a dictionary or translator close by, they can try reading ‘around’ the word to see if they can figure out the definition. Model the process of using context to determine the meaning of words – this a great skill for all learners to practice!

When modeling the use of context, ask students to consider the sentence or sentences around the unfamiliar word. If the student is reading a graphic novel or a text with images, encourage them to use the graphic context to determine the overall meaning of the sentence or paragraph.

It may also be useful to ask students if they recognize part of the word. Identifying the root of a word can be revelatory. For example, the word origin sounds a lot like original or originate – which may be a clue that the author is writing about the start or beginning of something.

Encourage Students to Read Summaries

The internet is filled with book summaries, and MLLs may find that these summaries are easier to understand than the text itself. Book summaries share a short or brief explanation of what happened in the book, and can be found on sites like Good Reads, book blogger, and bookseller websites such as Amazon or Indigo. Students can also be encouraged to read summaries to check their understanding of a story.

Make Rereading a Regular Literacy Activity

Rereading a text is one of the best ways to support your comprehension of a book. Reading a chapter or even an entire book again will also help students to develop confidence in the language they are learning, as reading something a second time will often be easier than the first time. They may notice things they did not before, such as details about a character or an event in the story.

It’s OK if Students Don’t Understand Everything

When students are reading a challenging text in a language they are learning, it is important to accept that they may not understand everything fully. This is completely normal! It is more important to get the general idea of a text or the main events of a story. Encourage students to mark the areas you want to return to with a sticky note – they may even find the challenging parts easier to understand once you have explored the rest of the text. In other words, just keep reading.