Category: General

Last month, I was chatting with a colleague of mine.  We work down the hall from each other and, as in the nature of education, we rarely get a chance to talk during our busy days.  But this time we learned a little about each other. 

As it turns out, Marc is a pretty cool guy.  He is an expert in audio/visual everything and plays three different instruments. I also learned that he recently started playing with a band.  Though he hasn’t played with others in awhile, Marc and his bandmates were in the beginning stages of getting together.  There’s been jam sessions, practicing, playing at his friend’s parties and the like. He shared that he was quite enjoying this return to music in his free time, but he especially loves it now that he feels he and his bandmates are getting better at playing together. 

Marc shared that the first few months were rough.  The bandmates were still figuring each other out. It was tough to learn to play together and support each other while learning new music and getting used to the new routine of weekly practice. There was a lot of frustration mixed in with the excitement of coming together, but now it feels fun and light and enjoyable.

I think it’s a similar story for every collective.  In the beginning of the year, school staff might have a shift; perhaps new grades or divisions for some, new teaching partners for others.  For some of us, we’re in completely different schools with an established staff and for others a completely new staff is coming together for the first time. Everyone in the school is working hard teaching and supporting the students in different capacities while simultaneously getting used to new routines, new curriculum, welcoming new students and families.   

The early days are filled with excitement and focus on students and curriculum. For me, I’m often so busy that I forget to make time to get to know my colleagues.  The days are long in the school year as I try to keep up with the pace and get to know students.  But it always seems to go better when I take the time to get to know my colleagues, as well.  We are each finding our own places on staff – who tells the funniest stories in the staff room, who is passionate about teaching math or drama or history.  As we find ways to support each other professionally, we also need to remember to support each other personally, too.  Getting to know each other and building community with our colleagues are all ways that help the entire school to feel fun and light and joyful.  

I wish I hadn’t taken so long to connect with Marc and learn a little more about him. While it’s hard to make time to build connections with my colleagues because of the busy, long days it is something that I need to make more effort to do. He reminded me that relationships with colleagues are important. A quick conversation or a shared laugh can shift the tone of an entire day. These connections don’t erase the long hours, but they do remind us that we are all human.

So as I face yet more changes in the coming year with another school move, I’m committing to noticing the people around me and to learn the stories behind the names on the classroom doors. When we build community together, our school becomes a place where laughter rings like music and joy has space to grow.

This was my first year in a long time that I taught a combined (Grade 3/ 4) class. Sometimes combined grades are also referred to as split grade classrooms. I had some ideas about planning and organization before the school year began, and since then I’ve refined them as I go in order to better meet the students in front of me and protect my own wellbeing. See below some tips and reflections I’ve made learned this year!

1. Considerations for the physical environment

I set up common bins for shared resources like manipulatives, art supplies, and reference books. When creating seating plans or groups, I try to mix the grades up using equitable strategies to support collaboration and learning skills.

2. Set expectations early and follow through! 

Co-create class rules, routines, expectations and transitions. It took time and reinforcement but it eventually led to independence so that I can do more complex tasks with each group, especially when we needed to separate between grades. I also focused a lot of community building and reinforced it regularly throughout the year, to ensure all students were treated equitably and respectfully.

3. Find Overall Expectations that Overlap!

During backwards design planning, I personally found that planning 60% of lessons together on big ideas led to more engagement because we were together. Fortunately the language and mathematics curriculum is framed like a continuum, so it is easier to find overlaps. When you backwards design for other subjects such as Science/Social Studies/Health, there are often overlaps, and then you can branch when there are specific expectations that differ by grade. Summative assessments with similar outcomes, but grade specific expectations, also made planning more manageable. 

4. Be intentional with differentiation

Differentiation became essential in a combined class. I used open-ended and choice tasks so students could work at different levels on the same big idea. This allowed me to meet grade-specific expectations while keeping the class together as much as possible. I also leaned on small groups and conferencing to target specific needs, whether it was extra support, extension, or practicing a particular skill.

These were some of the key takeaways this year. Do you have any tips to add?

Check out this resource from ETFO shop, if you’d like to learn more!

Sometimes a single sentence from a child can give you hope for humanity. I am profoundly grateful for these moments, especially when it sometimes seems like the world is wielding a firehose of divisiveness and intolerance, aimed directly at our faces and set to endless jet-blast.

So now, in the month of June, a month to honour and listen to many communities, I’d like to share one such moment with you.

I was working with a multilingual language learner. It was always a joy to observe this student during lessons. He moved through the day on a seemingly endless wave of energy and positivity. Everything was an adventure, everyone was a friend, and he was always the first to help others who looked like they might be having a tough time.

In this particular month, his teacher was reading a series of picture books to the class, representing many different types of families. Every time I visited, this student was thoroughly enjoying the read alouds. Since he spoke Albanian, I tried to find some of the titles in his home language, as well as other languages of the school community. I did manage to find some family-themed books … but I wish I could have found what appeared to be some of his favourites: the ones we were working on today. Once he found out I’d be working with him on those, he strolled over contentedly to see what would happen.

It was a sorting activity. Students were asked to compare the families in each book by sorting similarities and differences on a Venn Diagram.

Venns are great. Love it when these are a part of student learning. Today, as I sat next to my bright new student, I watched his eyes light up as we looked at the books again together, and then settled in for the task.  I read his teacher’s cut-out English sentences aloud (sometimes translating if necessary) and watched as he expertly took the square of paper and placed in on his sheet.

‘Family lives in a house.’ Where does this go? He slid the sentence with his finger over to the Family A circle.

‘Family lives in an apartment.’ Where does this go? This one went to the Family B circle.

‘Family has a cat.’ They both did, and he plunked the sentence squarely in the middle where the circles overlapped.

It went on this way, and my stack of sentences got smaller with each question I read.

‘Family has a mom and dad.’ Where does this go?  He slid it to the correct circle instantly.

‘Family has two moms.’ Where does this one go? Done.

‘Family is full of love.’ Where does this one go?

He snapped his head up and looked directly at me.

“What are you talking about?” he asked. The change in expression and tone was so abrupt, it took me aback. He had been nothing but upbeat and engaged through the entire unit.

Did he misunderstand the question? Was my translation off? Was he making a joke? Was he talking about something else entirely?

I stopped, uncertain of what he would say. He waited a moment, and then said in exasperation, “ALL families are full of love!”

And with that he shook his head, as if he couldn’t quite believe his teacher would ask such a ridiculous question and placed the sentence perfectly in the middle.

Happy Pride.

 

 

 

 

Things I Wish I Had Known About Acquiring Learning Resources

In my first five years of teaching I was put in classrooms with empty shelves. Very few or no resources available.

Sound familiar? Here are some things I have learned since then.

1. Make your case with administration. This can be difficult when you are new but it’s critical that some of the school budget is allocated to your students and your classroom. Be clear and concise about your needs. Advocacy is a critical part of teaching. Start early!

2. Look for helpful colleagues and build relationships. There may be a room or cupboard where shared items are kept such as levelled books, math manipulatives, or science equipment. Ask staff how they use the resources. They may have had PD from publishers.

3. ETFO has many free online resources. Log into the ETFO member site and look for classroom resources and diversity resources.

4. Attend ETFO workshops. Your ETFO local may host presentations sponsored by the provincial office. These workshops are excellent places to ask questions and get advice from other teachers, including advice on getting resources for your classroom. Currently there are workshops on being an occasional teacher, classroom management, English Language Learners, Early Years and more.

5. Apply to attend a conference. Many locals have an Education Improvement Program and will help you cover costs. Conferences help us connect with like minded teachers in areas of interest like Outdoor Education, Reading, Math, Science, Physical Education, the Arts, etc. They can be reenergizing and full of resources.

6. Talk to the teacher representative on the School/Community Council. Your SCC may have a history of fundraising and purchasing resources or sponsoring guest educators such as artists or scientists.

7. The government of Canada has lesson plans in several areas. I have used resources from Health Canada, Veteran’s Affairs, Elections Canada and the Canadian Space Agency.

8. Your school board may have a centralized collection of resources. In my area we can order sets of books on various topics as well as puzzles, technology, specialized sensory equipment, science kits and so much more. It’s really worth the time to browse this collection or ask your colleagues for recommendations.

9. Curriculum facilitators are especially helpful and can direct you in all subject areas and Indigenous Education. Reach out to them early on and ask, ask, ask!

10. You are the most valuable resource so set the boundaries you need to stay healthy.

What have I missed? Please add your ideas in the comments!

Brenda

I have been teaching for almost 20 years, and to be quite honest this is the toughest year I think I have experienced as an educator.

We are faced with staggering cuts to our workforce in an already underfunded system. The cost of living is extraordinarily high. Students suffer from mental health and well-being issues that come from being born and raised in a digital environment designed to distract and take your attention from the world around you. Schools are losing staff at an alarming rate, and yet there is seemingly an expectation to engage in more professional learning with very few support teachers or release time.

On top of all of these things, we hear stories of outdoor learning centres closing down, special education services being reduced, and specialist staff for multilingual learners being pared down to little or nothing. Educators hear constantly about a multi-tiered support model, but the only tier most students see is “tier 1” with minimal resources to provide small group or intensive support. As ETFO’s Building Better Schools website reports:

-6.4 Billion Dollars (and counting) have been cut from public education since 2018

-67,000+ students are waiting for autism supports

-77% of ETFO members report personally experiencing violence or witnessing violence against another staff member

-95% of schools need more mental health supports

Despite what school board leaders seem to think, there is no narrated slide deck, asynchronous learning experience, or digital document that will solve these major gaps and issues in public education. What schools need are more educators that are equipped and prepared to do the work of teaching children and supporting communities.

There is some hope in the dark time we are currently living through as educators. In my own kids’ school, I have see new parent council committees created with the express purpose of collectively pushing back against the defunding of our beloved elementary schools. I am receiving emails from professional educator groups like the Council of Outdoor Educators in Ontario to engage in letter writing to our politicians to save outdoor education school sites. Whether you have a stance as an educator, parent, or both, now is the time to support your school, local, or community group in protecting public education.

Schools are the cornerstone of Ontario communities. They are where our kids spend their days, learn the basic literacy and numeracy foundations on which they will build careers and futures, and spaces where families and educators can collaborate. We are witnessing the decay of these valuable spaces in real time. And honestly, it doesn’t have to be this way. This generation of kids deserves more from the adults in charge! Take the time to write a letter to an MP or Minister that can make better decisions for our communities. Show up for your schools as if their existence depends on your action, because it does.

Maintaining learning momentum in June can be challenging as students are distracted by summer weather and social activities. Here are some resources and suggestions that might help deepen learning in these high interest topics.

FIFA World Cup

2026 is unique for Canada as a it’s our first time as a host nation for the world’s most popular game: football/soccer. Toronto hosts team Canada playing Bosnia and Herzegovina on June 12. This tournament turns billions of eyes to Ontario’s capital city. We can use that momentum as a learning opportunity. We can research the teams, players, stadiums, mascots, and rules of the game. We can create art, host our own tournaments and use some of the resources online including free booklets created by Soccer Canada and/or the City of Toronto.  To deepen student learning look into the impacts the FIFA World Cup has on the economy, the environment and our society. Older students can hold a debate and practice speaking and presentation skills. Younger students will be curious about the mascots and what they represent. This is an ideal time to review world geography and get to know more about other parts of the world. Soccer is a beautiful game because it is so accessible world wide. Introducing key players and learning how they got to this level of play can be inspiring to our students as they learn that hard work and practice can bring success. These qualities apply in all types of jobs and athletes can give students a boost to set goals for the future.

Outdoor Education

As the natural world bursts into bloom, the month of June is an excellent time to get outside and observe all kinds of plants and critters. Asking key questions to get students thinking can help direct or outdoor education experiences in your area. For example:

*what is happening in your local streams, rivers and lakes?

*when you observe insects or other animals, what stage of their life cycle are they in?

*what interconnections can be observed between plants and animals?

*how are humans impacting habitats in your area?

*what actions are needed to support ecological diversity?

These types of observations can be made in our schoolyards or neighbourhoods. No need to travel far. We get our clip boards and/or cameras and document our thoughts.

 

Safety Outdoors: Water, Camping, Trampolines and Bicycles

The summer gives us incredible opportunities in Ontario for all kinds of fun outdoor activities. Unfortunately every year there are accidents. Preparing students with lessons about safety is a direct link to the Health curriculum and students will enjoy sharing their safety knowledge. I like to divide students into groups and assign each group a topic. They prepare a skit or presentation to teach safety lessons on these topics. Some of the obvious topics are water, campfires, trampolines and bicycles but you may have other risks in your area. For example some students may navigate public transit independently while others may ride a dirt bike. These are high interest topics with deep thinking and minimal resources required. Stay safe everyone!

Supporting Public Library Programs

We can reach out to our local public library for a free visit. In my case we’ve had visits from the library to promote summer programs and encourage reading. Students have been given the opportunity to sign up for a library card which gives access to online resources as well as the library collection. We have also taken a walk or bus ride to the library for programming at the nearest branch. Either way this is an excellent time to connect students to this valuable resource in our communities.

I wish you a beautiful month of June full of wonderful learning opportunities.

Brenda

For some students our classroom libraries provide the most frequent access to books. I would like to share thoughts on creating a collection of books that students will love. My experience comes from working as a teacher-librarian but the ideas apply in a classroom. Let’s imagine you have been given a budget to build a class library. Where do you start?

Know your Class

We have to cater to the age and stage of our students. That said, there is likely a large range of reading abilities and interests in every class. I propose that we prepare our classroom libraries balancing student interest, curriculum topics, quality, diversity and reading levels. You don’t need to have the largest quantity of books, but the right books for your readers. The books in your classroom can be a window to the world for your students so it’s important we consider diverse viewpoints to build a collection that reflects values such as empathy and acceptance.

Keep a Wish List

It’s helpful to have a list prepared of books you and your students want for your classroom library. We need to be prepared for those occasions when someone asks what the classroom needs. All the publishing companies and book stores send out newsletters with ideas of new books you might like and there are bloggers who will give reviews to help you narrow down your choices.

 Popular Picture Books

One strategy is to look for series, authors, or titles that have been best sellers for a while. For example many Robert Munsch titles are well loved and suit a primary classroom. Munch’s characters are diverse and the stories are often very humorous. The settings are across Canada and some even touch on curriculum topics. These books check a lot of boxes and are a great addition to a classroom library. In kindergarten and early primary classes I find Elephant and Piggie by Mo Willems is a huge hit as well.

Another approach is to collect picture books by theme. Examples of themes include alphabet/counting, character traits, holidays, cultural topics, seasons, and books you can sing.  I have so much fun when I get to sing a book!

Graphic Novels

The most popular section of my library is the graphic novels. They are highly appealing with fast-paced storytelling which keeps our readers engaged. My personal favourites are Babymouse, Dogman, Bone, and anything by Raina Telgemeir. My students also love Chi, Warrior Cats, and all the superheroes, including Teenage Mutant Ninja Turtles. Comic strips in book form such as Calvin & Hobbes and Garfield are appealing to older elementary students. Graphic novels released with movie tie-in often have a limited time that they are popular. Buyer beware!

Novels

I love to see a student immersed in a novel. It’s so satisfying when you have them come back saying they enjoyed a book you recommended. The best thing we can do is to read the books and do the research to know what we are recommending. If you can catch them before seeing the movies, then I always recommend grade 6-8 students read The Hunger Games series. Those books had me completely engaged! Often students at this age are doing research themselves about books, so it’s very important to have their input as you build your collection.

Non-Fiction

There are several non-fiction topics that students at my school constantly ask for: pets, sports, animals, and cars. The most popular book in non-fiction is The Guiness Book of World Records. I also encounter students with common niche interests such as The Titanic, WWII, or biographies of actors and singers.

Screens vs Books

I believe the classroom library is a great investment in student learning. There is definitely a place for reading using technology but the hard copies of books are still an important part of our society.

I think I could expand much more on each of these topics but I hope you find this overview helpful.

Keep on Reading!

Brenda

My mom has always loved books; over the years she has acquired too many to count. So when she moved to a retirement home this spring, and I went to her apartment to begin packing up her things, those books were one of the first things my gaze fell upon. There wouldn’t be room for them at her new home, and she knew she had to give them away. Find a good place for them, was all she said. But there were shelves and shelves, and I didn’t know how I could possibly pack them all up and haul them away in heavy boxes, or where I would take them.

​And then I remembered the Little Library.

​There is one right outside her apartment. Standing on a single pole, it looks like an oversized birdhouse, its wood painted dark blue. Two glass-paned doors open to reveal three shelves, on which community members are invited to “take a book, share a book”.

​To be honest, I have never left anything in it before. They always catch my eye though, these wonderful little giving spots that pop up in neighbourhoods all over the city. And whenever I pass them I can’t help but wonder what’s inside.

​So when I was looking at the rows of mom’s books in her too-quiet apartment, I thought, why not put some in the little library?

​I took about 10 books down on the first run, in a bag slung over my shoulder. When I got down there I found one door slightly ajar, moving with the breeze and softly tapping against the frame. I opened both doors and peeked inside. There were a few titles there … a cookbook, a novel and, delightfully, a cartoon-character festooned children’s book in Mandarin.

​I placed my books on the shelf, then lugged the rest of my bags to the car, and drove off to deliver them to my mother.

When I returned a few hours later for a second round of packing I stole a glance inside the little library as I walked by. Someone had taken the Mandarin reader, and a few of my mom’s books from on top. I felt a little of rush of excitement. I wondered who had taken them, and how great it was that people could find a little unexpected gift like that on their way home.

​This time when I came back down from her apartment, I had a full pull-cart of books to add. I lined them up on the shelves, moving taller ones to the top, and smaller ones to the bottom, until they all fit into colourful rows. Cramming the last book in, I stood back and admired my work. Every inch of space was taken. The titles looked back at me invitingly, a jumble of genres and subjects, everything from how to make soap, to yoga guides, to mystery novels, and even Mr. Spock’s autobiography. Satisfied, I started to close the doors but stopped when I heard a happy voice behind me.

​“I have some too!”

​A woman holding a bagful of books walked up, and I instantly regretted bringing those last ones down. “I’m sorry,” I said, “I think I took the last of the space.”

​She smiled and started piling her books horizontally across the tops of the others.

​“Oh it’s ok, that’s great,” she replied. “I just went to a book exchange last month, and I’ve been meaning to bring the ones I read.” She shook out her bag. “It’s been empty every time I’ve gone by lately, so I’m glad I remembered today.”

We chatted for only a few moments, but there was unmistakable kid-like energy in our exchange. You’d think we had just dumped out our Halloween candy to see what treasures had come our way.

​“It’s the best thing ever,” she said.

​“It is the best thing ever,” I agreed.

​This ritual has continued for weeks … me going over to mom’s to pack, and ending my evening with a trip down to the little library. Each time I see new people, from all walks of life. Once it was a man in a business suit, coming up as I loaded the day’s tomes with a friendly, “What have we got today?” Another time it was a university student, stopping on her walk to scan the titles. One time I pulled up to find a teenager with a skateboard under his arm looking at what was there. And ever since I saw that little Mandarin book, I’ve taken to bringing some of my kids’ old picture books, to make sure little readers might find something that delights them too.

​There is a beauty about this spot. Where anyone might find joy and learning in a book. It’s not dependent on how much money you have, there’s no expectation of payment. No improved access if you have more connections or resources than someone else. It’s just there, for everyone.

​And so I happily continued on this way, and my mother’s shelves grew bare as the little library’s grew full. And finally, there came a day when I carried the last of the books down and laid them on the shelf, for whoever would come to get them. ​

​We hit a patch of rainy weather around that time. Not many people were out and about like before. Sometimes when I drove by, there were a couple of books, but mostly it looked empty. I felt a little sad that I had no more to give.

​Of course, very similar thoughts have been on my mind lately, with a year of uncertainty and advocacy approaching. Like that little library, our schools should be joyful places, with full access to learning and resources for everyone, and yet they too grow increasingly empty.  Funding for special classes and support staff to meet the needs of all exceptional learners … funding for psychoeducational assessments that determine rich and diverse learning needs, increasingly available only to families who are able to pay for them privately … funding for Multilingual Language Learners … books, supplies, resources … reading intervention groups …

​In the face of never-ending cuts and reductions, advocating for the supports students need is a most daunting task. But I have hope. Teachers are a tough bunch, and I am looking forward to seeing all we can accomplish together.

​And by the way, I did find out who took those first books of mom’s. The other day, on one of my last packing trips and during the first warm days of the season, I saw a couple standing in front of the little library. They were returning some books to the shelves, and one of them looked very familiar. It was mom’s novel, the bright colour and slightly bent corner giving it away. They returned the gift for someone else to read, and more. The shelves were full.

​Like the community members so invested in the little library, caring for it and bringing it back to life when it seemed all but forgotten, we too will do our best for our students. And I know that one day, our shelves will be full again too.

​

As we know, communicating with families is a key component to student success. When we take the time to build that home to school connection in the beginning of the year, students are better supported in their educational experiences. When families and caregivers understand the learning, they can reinforce classroom lessons at home, feel more connected to their child’s learning journey, and help foster a genuine love for learning.

Some considerations

• Clear: Be specific and actionable; offer concrete examples in plain language of what a student is doing well and where they need support

• Accessible: Consider families’ preferred language and method of communication (e.g., email, phone call, notes)

• Ongoing: Monthly newsletters, biweekly emails, calendars.. however you decide to share progress, make sure to not do it just during assessment periods or when a concern arises
• Timely: Allows for communication to be responsive and continuous throughout the year

Some strategies:

• Welcome letters in the beginning of the year
• Asking families for their preferred method of communication
• Connecting with families with positive news more often (i.e. “sunshine messages”)

We each use our professional judgment to determine how and when communication takes place. Here is another article for your own reflections ETFO Voice: Connecting with Parents

In the first part of this blog, we discussed some of the main concerns educators have with translanguaging: over-reliance of digital translation tools, the slowing of English acquisition skills, and families wanting their child to focus only on learning English. These concerns are justifiably good reasons to think critically about translanguaging, and what we can do to implement it purposefully in schools.

Let’s start by remembering why translanguaging is important effective in the first place. First of all, translanguaging is part of any culturally responsive teaching practice. When we encourage the use of home languages in the classroom, we send the message that the school values all the cultural funds of knowledge newcomers students bring to Ontario, while also encouraging students to bring their “whole”, authentic selves into the learning.

Translanguaging also helps educators to better understand the oral language and literacy skills newcomer students bring to the classroom. For example, if we notice a newcomer student can read, write and communicate extensively in another language, we can tell that they have already learned foundational language skills and perhaps even more sophisticated writing skills. As they they learn English, they will continue using these skills with a new language.

Finally, translanguaging provides a way for students, when they have literacy skills in the home language, to have comprehensible input in schools. For example, they can use their home language to read and explore the same content as their peers, they can express their ideas and learning in writing (teacher would use the translation device to assess their work), and have more opportunities to collaborate and socialize with others that know the same language.

Now, let’s look at some tips for using translanguaging in the classroom so we can address some of the major concerns with its practice head on.

Avoiding Over-Reliance on Translation Tools

We can encourage a culture of translanguaging while also avoiding over-reliance on tools like Google Translate by being clear on what our language output goals are for the newcomer MLLs we are teaching. The Steps to English Proficiency (STEP) continua is critical here: knowing the student’s STEP will help us to understand what we can expect for students at different points of their language learning. For example, a student who is approaching STEP 1 and is in the intermediate grades could have the language output goal of writing sentences using prompts and sentence frames, or responding through short phrases and gestures.

The same goes for setting input goals. It would be unreasonable to expect a student in grade 8 who is approaching STEP 1 read a grade-level appropriate text on the topic of Canadian Confederation. The level of academic language in English would likely be too complex for them to decode without sufficient time to develop a foundation for English comprehension. If the student has strong literacy skills in their home language, a digital translation tool would be a great way to enable them to access the content. Or, if we want to provide the student with an opportunity to learn the content in English, we might use an adapted, visually supported text for them to understand some of the core concepts in that lesson.

Generally speaking, students in the earliest STEPs would use translation tools most, and we gradually lower the use of those tools as students continue to build their oral foundation in English. At the same time, it is important that we encourage students to engage in their learning in English so they are practicing the skills to progress on the STEP continua, scaffolding as needed to support their growth.

Using Translanguaging as a Tool to Support Target Language Acquisition

This brings us right to our next point, which is understanding how translanguaging can actually support English language learning. When students can use another language, they already have developed an understanding of the connections between sounds and meaning, and structures for communicating ideas and information. Encouraging students to make connections between their home language and English means that they can transfer their existing knowledge over to an entirely new system of speaking, decoding, and encoding.

This means encouraging students to create their own language glossaries/dictionaries, to use languages interchangeably when writing notes or listening to English discussion, or writing short texts in their home language and seeing how those ideas look in English. Dual language texts, access to subtitles during videos, or having a same-language speaking peer (with higher levels of English language proficiency) to work with are just a few simple ways students can use their home language to build their English comprehension skills.

Responding to Families about using Home Languages in School

Translanguaging may be a teaching concept families are unfamiliar with, and it is important to address the concerns they may have about their child speaking their home language in schools. This can be particularly concerning for families that live in communities where they are surrounded by others that speak the same language: the time their child spends learning English in school is valuable.

One way to explain the importance of translanguaging to families is to explain that the Ontario curriculum approaches English learning from an additive perspective: schools want MLLs to learn additional languages without losing their home language. It is undoubtedly advantageous for Canadians to be multilingual in a global economy, and when we encourage the use of home languages in specific contexts (ex. Social situations) we support the additive approach.

It’s also important for families to know that translanguaging can enable their child’s thinking to be visible, especially in the early STEPs of English acquisition. You can share that translanguaging is used in curricular contexts as a scaffold until students increase their proficiency in English.

Intentional Translanguaging

Translanguaging has raised its share of criticism, and it is important that we use those concerns to develop a more intentional and purposeful practice that supports multilingualism and increased proficiency in English.

Interested in learning more? Check out ETFO’s resources for teaching Multilingual Language Learners!