Colleen Elep English As Second Language (ESL), English Language Learners (ELLs)

Understanding Program Adaptations for Multilingual Language Learners: Part 1

It’s not uncommon for educators to wonder how to adapt programming for emergent speakers of English. How do you engage newcomer students while teaching the curriculum to the rest of the class – most of which are already proficient or fluent users of English?

Newcomer multilingual language learners, or MLLs, face the daunting challenge of learning English while also learning the same curriculum content as their peers. As educators, we must take on the challenge of ensuring that the program is adapted appropriately for them through accommodations and modifications.

To support educators in adapting programming for MLLs, ETFO has created an easy-to-use resource that can be used to develop modifications and accommodations. You can download this resource from the ETFO website, along with other fantastic resources on topics like translanguaging and literacy screeners for MLLs.

In this 2-part blog, we will take a deeper dive into Program Adaptation for MLLs, specifically the process of determining which adaptations will best serve the needs of the MLLs in our classrooms. Part 1 will focus on understanding the importance of knowing the learner and determining the language demands of your program. Part 2 of this blog will unpack accommodations and modifications for MLLs.

Source: ETFO.

Know The Learner

MLLs are not a monolithic group: they include Canadian born MLLs, long term learners of English, newcomers, or they may have missed significant amounts of formal schooling. They may come from a variety of lived experiences, such as separation from family members, trauma, or live in communities in Canada where a language other than English is spoken.

Part of knowing the MLLs you teach is also understanding their language and literacy skills in English and the other languages they speak. In Ontario, English language proficiency levels are identified using the Steps to English Language Proficiency continua, which contains a detailed continuum of observable language behaviours that will enable you to understand where they are in terms of their English learning.

It is also useful to know if the MLLs you teach have writing and reading skills in another language. Being able to leverage those literacy skills is an easy way to create an entry point to the curriculum: if you can provide them with translated content, then they can continue building critical language skills that will be transferred as they learn and acquire English.

There are many other elements that make MLLs unique, so it is important to gather information from conversations with students and their families, or from an initial assessment report if one is available.

How does knowing the learner impact programming?

Imagine you have a grade 7 student who has never attended school until their arrival in your school. As such, they will need a significantly modified curriculum where they can build foundational literacy and numeracy skills.

Or perhaps you have a student that arrives in grade 4 with strong reading and math skills from their education in their previous country of residence. They will benefit from strategies like translanguaging and opportunities to read level appropriate texts in their preferred language so they can continue building their cognitive skills.

Knowing the goals, interests, and backgrounds of students will also enable you to be culturally responsive in your teaching practice and foster strong relationships with the student and their family. Some fun ways to gather this information include the creation of “identity texts”, like poems or art projects, multi-modal journaling, or student surveys and interviews.

Determine the Language Demands of the Program

The next step of adapting instruction involves examining your program critically to determine its language demands. Some key questions to ask include:

  • Does my teaching incorporate multiple entry points into content, such as video, illustrations, audio, or opportunities for experiential learning?
  • Am I offering students multiple ways to demonstrate their learning, such as oral presentations, recordings, or visuals?
  • Do I intentionally use Universal Design for Learning strategies?
  • Do I have a clearly articulated language policy where MLLs know they can leverage the entire repertoire of their language skills (ex. Home or preferred languages)?
  • What am I doing to make curriculum content comprehensible to students with different levels of language proficiency?
  • Am I explicitly teaching academic language skills and do students have opportunities to practice using unfamiliar, subject-specific vocabulary?

The most important takeaway here is that program adaptation requires an understanding of the language skills students need to engage with the programming you have developed for the students you teach. You will want to look for opportunities to tweak and enhance your programming so emergent speakers of English can participate alongside their peers.

Looking Ahead: Accommodations and Modifications

With a clear understanding of the MLLs you teach and the language demands of the programming you have developed, you are well-positioned to create and implement the appropriate accommodations and modifications for MLLs. We will go into more detail in part 2 of this blog.

Geeta Kumar Differentiated Instruction, Diverse Learning Needs, English As Second Language (ESL), English Language Learners (ELLs), Professional Judgement

From Simplifying to Amplifying

From Simplifying to Amplifying

While supporting MLLs (Multi-lingual learners), we often consider differentiating process, content and product based on their Steps to English Proficiency, STEP level. Historically teachers have focused on simplification and remediation which can lead to inequitable learning outcomes.

Honigsfeld (2019) recommends addition rather than simplification in order to ensure students have access to academic language and literacy skills. Some suggestions below:

  • Chunk the text into smaller, more manageable passages
  • Add questions or headings to determine focus 
  • Add visuals with captions 
  • Add a glossary with translations

But when should we use and take away scaffolds?

Assessment and data drives decision making, so it is important to use that to help you review and revise scaffolds being provided to ensure we continue to challenge them. 

Regularly ask yourself

  • Are these scaffolds helping students grow, or are they holding them back?
  • Is the student ready to take on more independence in this task?

As MLLs engage in the full learning cycle – active engagement, risk taking, the productive struggle of the learning pit- adjust scaffolds to keep them challenged. 

Professional Judgement in Action

The ETFO docuseries on Professional Judgement highlights the critical role of educators’ expertise in decision-making. As you work with MLLs:

  • Reflect on your scaffolds: Are they amplifying learning opportunities or unintentionally oversimplifying?
  • Use your professional judgement to balance support with independence, ensuring that all MLLs reach their potential.

Let’s commit to amplifying, not simplifying, so all learners thrive.

Geeta Kumar English Language Learners (ELLs)

Translanguaging – a way to promote Linguistic Diversity

Translanguaging – a way to promote Linguistic Diversity

With International Mother Languages Day approaching I thought it would be important to talk about Translanguaging! “Translanguaging is the process of using all our linguistic resources to understand and communicate… include using words or phrases in different languages, alongside English to communicate” (ETFO Poster, 2023). This is an especially fantastic strategy for MLL who are in the beginning STEPS of acquiring the English language. As MLLs move along the STEPS, educators are encouraged to facilitate opportunities for MLLs to use their first language as a way to maintain home language.

Translanguaging is a way to invite the use of all languages in the classroom with purpose. As a culturally responsive practice, it values language as an asset, affirms student identities and provides an opportunity for the ongoing development of a first language. 

Translanguaging is a way to dismantle the idea of English over other languages, and honours the language diversity in today’s classrooms. 

Ways to support translanguaging:

  • Have students brainstorm, organize and outline their ideas in their first language before they describe them in English
  • Provide multiple opportunities to practice to practice first language (L1) by pairing with peers who also speak the first language
  • Co-create multilingual vocabulary cards
  • Co-create success criteria that outlines the way other languages can be used to meet learning goals
  • Allow students to demonstrate their learning with L1
  • Provide dual languages texts (virtual or physical)
  • Leverage Translation Tools: Google Read & Write, Google Translate are fantastic tools that allow students to access materials and respond in L1

Want to learn more? Check out this ETFO Translanguaging resource featured in Voice magazine ~ Fall 2023.

Geeta Kumar Differentiated Instruction, English As Second Language (ESL), English Language Learners (ELLs)

Co-teaching – A Way to Support Student Success: Part Two

See here part one of this series

I have been refining this practice over the years, and overall it has been a positive experience. Here are my own reflections on this experience as an MLL Support Teacher:

  • Co-planning gives both teachers direction to effectively teach the students. It leads to shared ownership of BOTH the learning and the students. 
  • Taking the time to co-plan gives both the content and MLL support teacher purpose and thereby lead to better learning conditions
  • The co-planning and co-reflect pieces are fantastic opportunities to reflect as pracitioners; they are also the MOST important aspects of the collaborative cycle
  • The collaborative cycle is an opportunity to improve both teachers’ instructional and assessment practices
  • If the time is taken to co-plan, the lessons generally flow naturally and lead to a positive co-teaching experience. 

The impact on ALL students

  • High engagement in all aspects of learning in the classroom
  • Students felt heard and supported during the learning
  • Immediate needs were met, and gaps were closed as a result
  • A great opportunity to build-on relationships with all students. 
  • Students looked forward to opportunities of two teachers in the classroom, and experienced more success

What needs to happen:

  • Principals ensured teachers and support staff have what they need to be successful, including shared planning times
  • Both teachers need to see the value of the collaborative cycle on student success, and be dedicated to the process, especially when it becomes uncomfortable

How to get started: Focus on one lesson within a unit to engage in the cycle. As both teachers start to feel comfortable, then take on more lessons each time. Keep an open mind, knowing that you can refine and move forward with each collaborative cycle.

Resource:

 Supporting Multilingual Language Learners: Collaboration and Co-teaching

Geeta Kumar Diverse Learning Needs, English As Second Language (ESL), English Language Learners (ELLs), General, Inclusion, Planning

Co-teaching – A Way to Support Student Success: Part One

In this series, I will discuss Co-Teaching as a way to support student success. I do recognize that MLL support models look differently across the boards, which means not everyone can access this model. As you read this series, I hope you consider other colleagues you can work with (e.g., grade teaching partner, SERT). I have seen that MLLs thrive when a model of team-teaching is provided. They deserve a model like this as it is a powerful way to ensure equitable learning outcomes.

 

An Overview

Collaboration takes place where members of an inclusive learning community work together with the purpose to support student success in the classroom. Through teacher collaboration and co-teaching practices, a variety of studies have reported increased student achievement in content areas and improved sense of belonging in the school community. Key outcomes for teachers include enhanced peer support, authentic job-embedded professional learning, and shared ownership of all students . There are principles of teaching co-teaching to consider while collaborating: time gifting, communication, control surrendering, perspective seeking, relationship investing.

The Collaborative Cycle

While defining collaboration and coteaching, it is important to note that it is a process, not an event. Honigfeld and Dove (2017) describe the collaborative cycle as Co-plan, Co-Act, Co-Assess and Reflect. It is similar to the Plan-Act-Assess-Reflect cycle, but the difference is that it is done in collaboration. Teachers need to engage in all parts of the collaborative cycle in order to ensure successful outcomes for students.

Retrieved from ETFO Article resource: Supporting Multilingual Language Learners: Collaboration and Co-teaching

Co-planning: This part of the cycle is considered the most important aspect, and is often overlooked. It is recommended to avoid low-impact co-planning (e.g., today’s lesson, tomorrow’s lesson, one one graphic organizer). To work towards high-impact co-planning, where each partner is seen as an equal, it is recommended to focus more on unit planning, student groups, assessments, extension activities, curriculum mapping and lesson and language sequencing. Developing an ongoing document, such as a unit plan organizer, can help work towards high-impact co-planning.

Some key questions to consider during co-planning

  • What are content learning goals? What are the language learning goals?

Both the content teacher (classroom teacher) and resource teacher (MLL Support Teacher) bring a wealth of knowledge and experience to co-planning. Below is a list of some of the skills (not comprehensive)

Content Teachers MLL Support Teachers
Set content objectives and learning cycles Knowledge of the MLL learners, including their STEP levels and background history (with a focus on strengths)
Curate Resources, and knowledge of curriculum content Scaffold access to resources, including technology
Create content specific success criteria and assessments Differentiate content, process, and product in linguistic and CRRP lens, while advocating for identity affirming interactions

Co-Teach: There are many models of co-teaching. This is time to identify co-teaching models, considering the learning environment and learning goals. The most common models includes:

  • Team Teaching: both teachers providing instruction at the same time
  • Lead support teaching: one leads, other supports instruction
  • Parallel Teaching: two teachers providing instruction to two different groups at the same time, process might look different although content may be the same
  • Station Teaching: students in small groups, multiple stations, and each station has a different task, each teacher manages their own station

Co-Assess: Assessment is usually established during co-planning; therefore both teachers share the responsibility of assessment (e.g., rubric, success criteria, observation log). It is recommended to also create a reflection collaboration log to record reflections during the co-teaching experience.

Co-Reflect: During the co-reflection meeting, teachers should discuss successes and refinements by using the assessment as their guiding tools. This will in part support the next co-teaching cycle to be more successful.  

In 2022, I started to build my co-teaching capacities as a means to improve outcomes for all students through my role as an MLL support teacher.  In Part Two I will share my reflections, including the benefits, and advice of how to get started ! 

In the meantime I invite you to review this ETFO resource: Supporting Multilingual Language Learners: Collaboration and Co-teaching

Colleen Elep English As Second Language (ESL), English Language Learners (ELLs)

What Would Support for English Language Learners Look Like if we Built Better Schools?

I spent some time in the last week exploring ETFO’s Building Better Schools website (https://www.buildingbetterschools.ca/), which contains a clearly defined critical pathway for educators and families to follow to improve the learning experiences of students.

As a parent with kids in Ontario public schools and as an educator in the public education system working primarily with English Language Learners (ELLs), it would be impossible for me to disagree with the main argument in the Building Better Schools Campaign – that schools need more funding.

In my own experience, the impact of decreased funding in schools on ELLs is most visible in working conditions for elementary school teachers and the lack of support for students. There are fewer educators that have a specialized role in supporting newcomer ELLs, which translates into less opportunities for ELLs to accelerate their English language proficiency in schools. In my own work environment, the ratio of specialized ESL/ELD educators to students last year was a staggering 1 to 200+ students.

The Needs of ELLs Today

The needs of ELLs in Ontario schools are changing. What I see in the different schools I work with are more elementary students that enrol in schools coming from backgrounds where they may have experienced interruptions to learning and traumatic experiences from conflict and displacement. Many student families face ongoing difficulties finding housing and employment, and may be living in local shelters and hotels.

Educators are increasingly working with students that have significant foundational gaps in numeracy and literacy, since those students did not have opportunities to be in school consistently in their home country or the countries they have lived in on their journey to Canada.

As a result of decreasing educator support for ELLs, and the increasing needs of ELLs that enter Ontario schools, classroom educators are placed in a difficult position where they must navigate the demands of program adaptation, programming, and initial and ongoing assessment for ELLs all while managing large class sizes with decreased mental health and special education supports.

What can schools and communities expect from the “perfect storm” of budget cuts and changing needs of ELLs?

Elementary educators – without the resources and training to develop programs and equitably assess ELLs – cannot provide the quality learning experiences ELLs need to build their language proficiency and meet curriculum-based learning expectations. When schools are not equipped to address the mental health and wellness issues that may affect newcomer students, and do not have enough specialized staff to support kids that have significant numeracy and literacy gaps, student outcomes will decline.

Elementary aged ELLs that do not get the appropriate support enter secondary schools with the same needs they had the year before, and may be underprepared to handle the rigour of coursework – particularly in schools where there may not be any programming available to ELLs.

What Would be the Impact of Better Funded Schools for ELLs?

With more funding for public education, and “enveloped” funding for ELLs, schools could make major enhancements to their programming for ELLs and significantly enhance work conditions for educators. At the moment, funding for language learners provided by the government does not get invested for its purpose.

As the Building Better Schools site states, “There is no direct accountability for school boards to spend their second language grants on the intended programs. All too often, overall shortfalls in the funding formula have led to school boards using their second language grants for other purposes and shortchanging ELL students” (ETFO).

With appropriate allocation for funding, what could ELLs and educators in Ontario schools have? Here are a few ideas:

  • Increased allocation of specialized ESL/ELD support educators in schools.
  • More professional learning targeted toward classroom educators working with ELLs.
  • Access to quality culturally-responsive resources and materials developed for English language acquisition.
  • Improved resources to support the initial assessment of newcomer students.
  • Mental health and wellness support for newcomer students that have experienced significant trauma.
  • Technology and digital resources to support language acquisition and access translanguaging tools.
  • Increased programming support for students with interrupted education and significant numeracy and literacy gaps (English Language Development, or “ELD” programs).
  • Smaller class sizes to increase the quality of learning.
  • Enhanced programs to support the transition of ELLs from elementary to secondary schools.

Next Steps

Advocating for public education and ELLs is easy thanks to the resources posted on the Building Better Schools website. Raise awareness for the campaign by clicking the Take Action (https://www.buildingbetterschools.ca/take_action) page to find content to share on socials or in your staff room, find tips on lobbying, sign petitions, or vote for a government that prioritizes children.

Rashmee Karnad-Jani Building Inclusion, English As Second Language (ESL), English Language Learners (ELLs), Inclusion, Kindergarten, Learning About Your Students, wellness

The Importance of Questions: Part 1

We’ve moved on from November and it’s the last month of the year already.  While the countdown for the winter break has begun in many minds, there are some things that catch my attention and I want to share some of them with you.

In our everyday spaces, we connect with, notice and wonder about things, and people all the time when we see them. Sometimes we ask questions and at other times based on what we think we know, we decide a response.  I am sharing some questions that I have been asked in the past months that keep me thinking about their importance.

This photograph shows two leafless trees against a blue sky with white clouds. The sun is shining brightly behind the tree to the right
Winter Sunlight (Karnad-Jani, 2024)

Who are you? 

As the range where I collaborate with colleagues is K-12, I have the experience of meeting students who aren’t yet four and older students who call me Miss. When I enter a classroom or wait outside, students either ask me directly who I am or their eyes do without words. When invited by my colleague in the classroom, I introduce myself: “My name is Ms.Karnad. I am a teacher and I’m here to learn with you”.

Do you miss that? 

The questions I receive are heart warming and they open my mind to all the things children think about. 

Often I join children at their tables to work alongside. In a Grade 4 class a student asked me “Do you go from school to school because you don’t have your own classroom now?” 

“Yes”, I said “That’s correct”.

“Do you miss having your own students?” 

I replied in the affirmative.

“What is the first thing you will do if you have your own classroom again?” 

I’m still thinking about that one. 

Do you speak Farsi?

In a Kindergarten classroom recently, a student  asked me to join them in play. They were gathering leaves to fill a small red cup, a blue teapot and a star shaped baking dish. I was instructed to guess how many scoops of leaves went into each one and I think I did rather well on that task. Then another student joined us and in a clear voice asked me “Do you speak Farsi?” I replied that I didn’t but I understood some words. “Come back and I’ll teach you some more words” she said and I’m looking forward to that.  How wonderful it is when children say to the grown-ups in their lives “I will teach you”. What a promising world this will be!

Can you help me?

At another school when I was planning a pre-collaboration visit and standing by the door as it was a rather busy time, I felt a tug on my wrist. Looking down I saw a student who wanted me to walk with them. They began leading me by the hand to another space and pointed to a shelf higher up. “Show me”, I said pointing to the visuals as I had seen a choice board displayed prominently with large pictures for easy access (for visitors like me also). The student showed me the picture of their preferred item and I helped get it down for them. A friend joined in and they tugged my hand to sit also. Building with multicoloured magnetic shapes that morning was a lot of fun.

Do you know where you are going?

As we approach the end of the year and the start of a new calendar year, it is these simple heart-touching questions that point me to where I am going. Immersed as we see in the complexities of the work and the world, this simplicity is the gift that allows me to stay in the moment and touch that glimmering droplet of joy.

I see you 

Many years ago, I was a Grade 7-8 teacher at the school with the beautiful sunrise. As I’d walk to the workroom downstairs on my prep, I’d pass an empty kindergarten classroom. Every day a rotation of women-mothers, aunties, grandmothers – and children would come in and attend a morning run by an Ontario child care programme. The women would sit cross legged and the children would sit in front of them. The service provider would play some songs while the women and children waited, listened and participated. It becomes clear for those of us who know educational pathways in Ontario that this was a school readiness programme for pre-kindergarten children.

In the early days, there would be hesitant little people being encouraged by the women and as time went by the children would begin to sing. As the workroom was nearby, I’d hear the voices change from whispers to hesitant voices to the silver sound of enthusiastic singers. 

When they’d come in for their learning, the women and children would line up outside the room. On the wall, up high, were Grade 8 graduation composites. One day as I was walking by, a child was pointing to a picture here and a picture there. As his Amma smiled at me I stopped and listened alongside. “Anna (elder brother), Akka (elder sister)”, he said. They were his cousins, who had graduated from the school, I learned from the child’s mother. 

As I was about to leave, the child pointed at someone else in the frame and whispered to his mother. I asked “Who is it? Whom do you see?”. The little one smiled shyly and pointed to me. His Amma said “He is saying, I see you”. Yes, I was there too and the child had recognized me from my tiny face in the large frame. 

Now these photos have been moved to a connecting passage between the old wing where I started working and the new wing that we saw being built from my Grade 7-8 class. That moment stays with me years later.

I see you. 

Such an important thought. I want to make sure everyday that I too see you, students and colleagues. That’s a great place to begin.

I see you.

With You, In Solidarity

Rashmee Karnad-Jani

Colleen Elep English As Second Language (ESL), English Language Learners (ELLs)

Language Acquisition and Language Arts: What’s the Difference?

It is not always easy to distinguish which types of teaching resources and strategies are best for English Language Learners (ELLs), or Multilingual Language Learners (MLLs).

I think part of the confusion – at least for elementary teachers in Ontario – stems from the fact that ELLs join mainstream classrooms and acquire English from program adaptations (accommodations and modifications) and immersion rather than from a separate ESL curriculum.

As an educator with a background in teaching English abroad, it was a new concept for me to teach literacy and numeracy to ELLs through a core curriculum designed for non-ELLs. It took me a long time to figure out how to best support the newcomer ELLs in the grade 7 homeroom I was assigned.

As someone who has worked in ESL and ELD support in schools for many years, I still get a lot of questions from homeroom teachers about how they can best teach the ELLs in their classes. Which resources are appropriate for ELLs? How are they supposed to teach English as an additional language while also teaching literacy? What’s the difference?

Language Arts vs. Language Acquisition

Understanding the difference language arts and language acquisition is key to knowing which resources to use, and how to use them.

Language Arts curriculum and resources are typically designed for students that already have a foundation of English language skills. They assume that students can draw from an existing repertoire of words and vocabulary to make meaning from texts and communicate ideas.

Language acquisition resources, or those that fall under the “ESL” (English as a Second Language) or “EAL” (English as an additional language) umbrella, are designed for students with emergent vocabularies in English (or whatever the target language is). They are designed to help students build practical communication skills, learn different verb tenses, and build vocabulary in familiar and academic contexts.

Language Arts and English language acquisition resources may often intersect in terms of content, though they cannot wholly be substituted for one another. For example, levelled texts for ELLs are designed for beginner readers in English so that they are more likely to encounter familiar or simpler verb tenses and new vocabulary at a rate that is appropriate for a student at a particular levels of English language proficiency. While these texts may be readable and enjoyable for non-ELLs, they may not contain the kind of figurative language and vocabulary that will help a non-ELL to develop skills of literary and text analysis.

Literary texts, including many stories for young children, are not designed with the ELL in mind. They may contain complex verb tenses and constructions, even when written for younger kids. ELLs can certainly read and enjoy such texts, but they may need additional support and context to understand the usage of verbs and references.

What About Literacy Resources to Support Decoding and Phonological Awareness?

As we are increasingly immersed in foundational literacy resources designed to teach decoding through phonological awareness in the language arts classroom, I think it can be tempting to use them as language acquisition resources – which they can be – but with adaptation and tweaking.

Foundational literacy resources that focus on phonemic and phonological awareness are largely designed for non-ELLs. They assume that students are already familiar with the sounds of English. And yes, these resources will be beneficial to ELLs, but much of the resources do not focus on teaching meaning. So when using these resources with ELLs, it is important to provide ELLs with opportunities to learn the meanings of the words they are decoding.

Final Thoughts

Knowing the difference between English Language Arts and English Language Acquisition resources is important, especially in teaching contexts where the differences can be blurred. Understanding which resources will serve your purpose best, or how to use both types of resources flexibly in your classroom, will help you to plan literacy and language programs effectively.

Colleen Elep Assessment, English As Second Language (ESL), English Language Learners (ELLs)

Assessment Tools and Multilingual Language Learners: Which one should I choose?

A question I get frequently as an ESL/ELD resource teacher in my board is: what assessments are appropriate for Multilingual Language Learners (MLLs) of English (also known as English Language Learners, or ELLs)?

In response, I often say: “what exactly is it that you want to assess?”

This blog is all about understanding the importance of knowing your “why” when you are assessing language and literacy. Let’s take a look at some of the most typical things teachers of MLLs might choose to assess.

Assessing English Language Proficiency

Quite possibly the most essential assessment of MLLs is their level of proficiency in English. This assessment is probably most useful to educators when a newcomer student has arrived in a school, and their teaching team wants to find out what literacy skills the student has.

English language proficiency encompasses a wide range of skills and abilities that can be broadly understood as basic interpersonal communication skills (conversation, practical language) to cognitive academic language skills (use of academic vocabulary and writing skills).

Beginner users of English will be in the process of acquiring essential English words and phrases to interact in practical situations, while intermediate and advanced users will be focused on learning the skills to participate in contexts like class discussion and formal writing for school.

In Ontario, educators are expected to use the initial assessment guidelines provided by the Ministry of Education. It is important to note that the assessment is not a “package” or “kit” that will churn out a score or proficiency level.

A better way to understand the initial assessment process is to consider it as a formative assessment for teaching and learning. Teachers can use the guidelines to choose questions, activities, and resources of their choice to get a “snapshot” of the student’s oral, reading, and writing skills in English.

The information gathered can be summarized on the Initial STEP Continua, which is a useful tool for providing an initial overview of what their level of English proficiency is. After an initial assessment, use the regular STEP Continua to monitor language acquisition on an ongoing basis.

Phonological Awareness Assessment

With structured or foundational literacy at the forefront of so many teachers’ minds, many teachers wonder if a screener like Acadience or DIBELs is appropriate for ELLs.

The answer is yes, with a few considerations to keep in mind.

First of all, students in the very emergent phases of learning English and who are just starting to learn the English may have a difficult time with the test, because they may not understand what is being asked of them or may just be encountering English “code” or script for the first time. These students are not “at risk”, but may simply need more time to build their knowledge of English language vocabulary and script.

Early literacy screeners will be more useful for assessing the phonological awareness of MLLs that have spent more time in Ontario schools and have had more exposure to the sounds of English and English texts. For ELLs it is important to consider the result of the screener as just one piece of evidence among other pieces of assessment and output, including the student’s growth on the steps to English proficiency continua (STEP).

ETFO has released an excellent document to support educators who are using early literacy screeners on MLLs. Take a look at this article to inform your own practice. ETFO members can access MLLs and Early Reading Screeners on the member site.

Reading Comprehension Assessments

Reading comprehension assessment tools have come under a lot of scrutiny in recent years largely because they do not address skills like phonemic and phonological awareness.

However, the ability of students to comprehend texts of different genres and complexities is still important for educators to understand, especially when students already have decoding skills.

When assessing the comprehension of MLLs, it is important to ensure that the texts you are using fall within the student’s zone of proximal development (not too easy, not too difficult), so you can determine what skills the student should work on. You will also want to use texts that are culturally relevant and interesting to the student.This is where using STEP tools is important, such as the guide for selecting texts for initial assessment.

Depending on the student’s STEP, you may want to base the assessment on verbal answers, or have students illustrate a level-appropriate text they have read.

Assessing First Language Literacy Skills

First language literacy skills are an important area to look at, especially for older ELLs that have spent time in schools outside of Canada. Getting a sense of their first language skills can be a good indicator of their literacy level, which will give you a good sense of what they will be able to do once they have built their vocabulary and oral comprehension skills in English.

But how do you assess first language skills when you don’t know the language yourself?

Personally, I have always found it helpful to provide students with a simple prompt, such as:

“What is your family like?”

“What was your last school like?”

I might use a translator to share the prompt with the student. In most cases, they will happily write away, knowing that they can use a language they are familiar and confident in.

When the student is finished, I might also ask that they try reading to me in a language they know. Sites like Global Storybooks have stories in many languages, or if I have a dual language text nearby I might try that. This is not the type of assessment I would score: it’s really just to get a sense of what multilingual skills they are bringing to their new school.

Other Assessments, Screeners, and Diagnostics

Of course, there are dozens of assessment tools out there that have been developed for different purposes. When you are using any tool on an MLL, you will really want to examine it critically to see whether or not they will actually capture any information beyond how much English the student knows.

This is not to say that assessment tools are not useful for MLLs – they will certainly give educators a “snapshot” of a student’s skills or growth in a certain area. Check the guidelines for assessment to see if there are any special considerations for students acquiring English, or if there are any recommended adaptations.

Diagnostics, screeners, and assessments all have a unique place in our classrooms. When we think about assessing MLLs, it is important to remember to consider learner variability (is the student a beginner, intermediate, or advanced user of English), and that you will want to consider the results of any assessment alongside other triangulated evidence in reading, writing, speaking, and listening.

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.