As a longtime educator and of Multilingual Language Learners (MLLs, also known as English Language Learners or ELLs) and a lead in my board for ESL/ELD programming, I have been in an incredibly privileged position to learn and implement Ministry policy in Ontario schools. And while I am certain there are more resources and professional development opportunities in the field than ever, many misconceptions about supporting MLLs still persist.
This article is all about clearing the air – here are four common myths about teaching MLLs in Ontario, and what educators should understand in order to align pedagogy to policy and best practices.
Myth #1: Newcomer Students should Learn English First Before Learning other Subjects
Reality: Newcomer MLLs, even in the early Steps to English Proficiency (STEP), can and should learn alongside their peers in every subject. MLLs are acquiring the language of instruction and learning the Ontario curriculum at the same time.
There is no policy or guideline that suggests a baseline level of English proficiency is needed for an ELL to learn the same subjects as their peers. There are, however, many policy supported program adaptations – including modifications and accommodations – that teachers should put in place to provide entry points into grade-level curriculum.
MLLs, especially those in the junior and intermediate grades, bring a wide range of skills and lived experiences to Ontario classrooms. It is important to empower MLLs to leverage their multilingual literacy and numeracy skills to engage with the same curriculum as their peers: this could mean using translation tools, working with same language speaking peers, or having language output goals aligned with their level of English proficiency.
Myth #2: English Learners should Learn English before French
Reality: English language learners can do as well as, and even outperform their Canadian-born peers in FSL programs.
I think the assumption that ELLs should be exempt from French stems from the idea that they should be using that time to learn English instead, or that older elementary-aged newcomer students have already missed too much French instruction to be successful. “Welcoming English Language Learners into French as a Second Language Programs, published by the Ministry of Education in 2016, shares research about ELLs in FSL programs that shows how they are uniquely positioned to be successful in French classrooms.
Furthermore, older ELLs transitioning to secondary school that have received less than 600 hours of French instruction can be supported through courses like FSF1O, also known as the open course. FSF 1O is an introductory course intended for students who have NOT accumulated a minimum of 600 hours of French instruction by the end of Grade 8, regardless of attendance or language proficiency.
Closing a pathway to French instruction to newcomer MLLs is inequitable, and removes an opportunity for students to learn an additional language.
Myth #3: Teachers Must Always Modify Curriculum and check the ESL/ELD box on the report card for Students in STEP 1 and 2.
Reality: There is no policy or guideline that states students in the early Steps to English Proficiency (STEPs) must receive modifications, though it is highly likely they would benefit from modifications and other program adaptations at that point in their language acquisition. As per Growing Success (p. 76), the box is checked to indicate only when modifications have been made to curriculum expectations to address the language learning needs of English language learners.
Growing Success policy (p. 77) also states, “It is essential for all educators to understand the distinction between modifications and accommodations as well as the importance of providing either or both, as needed, to English language learners. These measures contribute to fairness and social justice for many students in an increasingly multicultural environment.”
Around report card time, I often get the question – “should I check the ESL/ELD box on the report card for all ELLs and STEPs 1 and 2?” The answer to this question is always nuanced, because it is not really an “yes” or “no” response. It depends on evidence of student learning and what we learn as educators from ongoing assessment for learning.
Simply clicking the ESL/ELD box on the report card without understanding the program adaptations that have been made for an ELL is not a best practice. The better question to ask is whether or not the student is receiving modifications to overall curriculum expectations. For many MLLs in the early STEPs, they may very well be – but perhaps not in every subject. For example, in a class like physical education, where the learning is interactive, the student may only need accommodations. The same thing may also be true for students in the Kindergarten program, where much of the learning is play-based.
The takeaway? If you are wondering whether or not to check the ESL/ELD box, consider what program adaptations you have made to make the curriculum accessible to the MLLs you teach. There is no “blanket rule” for modifying for MLLs or checking the ESL/ELD box on the report card.
Myth #4: MLLs Cannot be Considered for Special Education Needs until they have been in School for at Least 5-7 Years
Reality: There is no policy document that states that MLLs must be in school in Canada for any length of time in order to be considered for Special Education Support.
While it can take 5-7 years for newcomer ELLs to catch up to the same academic language proficiency as their peers (Supporting English Language Learners, p. 11), that time frame should not be a determining metric for considering MLLs with possible education needs. Such considerations should always be made on a case-by-case basis, looking closely at the student’s individual portrait, background, cultural funds of knowledge, and programming being implemented in the school and classroom.
MLLs are just as likely as any other group of students to have special education needs, and it is important to identify those needs using the processes and tools available in your board. It is also essential to take the right amount of time to observe the student to determine whether or not their areas of concern are related to language acquisition.
