Getting Started 3. Making a difference in every classroom 4 About Many Roots, Many Voices 4 How to make the most of this guide 5

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3 May Roots, May Voices CONTENTS Gettig Started 3 Makig a differece i every classroom 4 About May Roots, May Voices 4 How to make the most of this guide 5 Tips for the Classroom 7 Begi with essetials: the laguage of everyday life 8 Build bridges: prior kowledge as a foudatio 14 Get them talkig: the value of oral laguage 19 Teach laguage everywhere: a cross-curricular approach 23 Measure success: moitorig ad assessmet 32 Tips for the Whole School 35 Put out the welcome mat: the welcomig school 36 Iitial assessmet: get it right from the start 42 Make coectios: parets ad the commuity 44 Diggig Deeper 47 Uderstadig the Eglish laguage learer 48 Refereces ad resources 52 This publicatio is available o the Miistry of Educatio s website, at A practical guide for Otario educators

4 Supportig Eglish laguage learers i every classroom

5 Gettig Started CONTENTS Gettig Started Makig a differece i every classroom 4 About May Roots, May Voices 4 How to make the most of this guide 5 A practical guide for Otario educators

6 Makig a differece i every classroom As I sit here I woder if you, my teacher, are able to tell whe I am sikig i spirit ad ready to quit this icredible task. I walked a thousad miles, dear teacher, before I met you. (ESL/ELD studet) As educators, we share a deep commitmet to the success of every studet, ad, as professioals, we are workig to meet the challeges of a icreasigly multicultural ad multiligual society. Across Otario, educators are askig critical questios. Are we servig studets effectively? What ca we do i our ow classrooms to create a eviromet i which studets of varied cultures ad laguages thrive ad grow, academically ad persoally? How ca we deepe our kowledge ad expad our professioal practice ot oly to support these valued studets, but to celebrate their presece i our classrooms ad erich the learig experiece for all studets? May Roots, May Voices was developed to facilitate ad cotiue this importat dialogue ad, i particular, to address the most critical questio educators are askig themselves as idividuals: what ca I do right ow, i this classroom ad i this school, to esure that ot a sigle studet is, as oe studet put it, sikig i spirit ad ready to quit this icredible task? I preparig this resource, the Miistry of Educatio ackowledges the valuable work beig doe i schools ad classrooms across Otario, ad the dedicatio of teachers throughout the provice to creatig a iclusive learig eviromet that supports the success of every studet. About May Roots, May Voices May Roots, May Voices is desiged to support teachers, pricipals, ad other educatio professioals at the elemetary ad secodary levels i workig effectively with Eglish laguage learers. I it, you will fid a rich source of practices ad strategies that ca be put to immediate use i the school ad the classroom. You will also fid a i-depth exploratio of the Eglish laguage learer, ad a aotated list of refereces ad resources for further readig ad study. Parts of this resource documet were adapted, with the permissio of the publishers, from Coelho (1998, 2004). Supportig Eglish laguage learers i every classroom

7 Gettig Started Look for these text features To make the guide as useful ad accessible as possible, the followig three categories of iformatio have bee sigled out for special treatmet. Each category is sigalled i the guide by a ico, as show below. Isight Facts, cocepts, ad suggestios backed by solid research Effective practice Effective istructioal strategies that have bee show to achieve positive results Try it ow! Practical techiques ad activities that you ca use immediately i the classroom or school How to make the most of this guide May Roots, May Voices has bee orgaized i such a way that it ca be used as a practical, day-to-day source guide. I order to get the most out of this resource, you may wish to begi by readig Uderstadig the Eglish laguage learer, which is cotaied i the Diggig Deeper sectio of the booklet. I the Tips for the Classroom ad Tips for the Whole School sectios of the booklet, you will fid clear ad effective techiques you ca use to welcome ad support Eglish laguage learers, parets, ad the commuity. As you explore the suggestios, keep i mid that it is importat to adapt them to the specific eeds of your studets, classroom, ad school. Fially, you ca take advatage of the aotated list of refereces ad resources at the ed of this guide to lear more about specific topics ad erich your kowledge ad uderstadig. A practical guide for Otario educators

8 Supportig Eglish laguage learers i every classroom

9 Tips for the Classroom CONTENTS Tips for the Classroom Begi with essetials: the laguage of everyday life 8 Build bridges: prior kowledge as a foudatio 14 Get them talkig: the value of oral laguage 19 Teach laguage everywhere: a cross-curricular approach 23 Measure success: moitorig ad assessmet 32 A practical guide for Otario educators

10 Begi with essetials: the laguage of everyday life Eglish laguage learers aturally wat to develop a grasp of the laguage for social, as well as academic, purposes. To achieve that goal, they have to start with the essetials the laguage of everyday life, i the commuity ad at school. Through a variety of simple techiques, you ca play a powerful role i helpig studets to add Eglish to their repertoire of laguages. Keep it simple The followig iformatio deals with supportig studets at the begiig stages of Eglish laguage acquisitio who have little or o proficiecy i Eglish. These studets will geerally be supported by their classroom teacher, sometimes with additioal support from a resource teacher. These begiig Eglish speakers could be i ay grade, i elemetary or secodary school. Help them to begi speakig i Eglish To fid their way aroud a ew eviromet ad to begi commuicatig with their peers, studets who are just begiig to speak Eglish eed to lear essetial phrases such as: My ame is... Please repeat that. I do t uderstad/speak Eglish. Where is my period two class? Teachig these essetials is a good place to start. At first, the studets may uderstad these expressios oly as complete uits, ot fully uderstadig the compoet words. You ca accelerate studets uderstadig of these ad other essetial expressios by modellig them i the classroom. Associatig essetial phrases with actios or illustratios, for example, or ivolvig studets i role playig, ca aid the learig process. Supportig Eglish laguage learers i every classroom

11 Tips for the Classroom What is importat is that [for] these childre... learig Eglish is a ecessity ot oly for becomig socially itegrated ito the life of the school ad the commuity at large but also for academic success i school ad ultimately for ecoomic survival ad well-beig i adulthood. (Geesee, 1994) Help them to begi readig i Eglish I additio to essetial phrases, begiers eed to lear simple words such as those related to food, the huma body, clothig, aimals, ad physical actio. As well, they eed to kow the ames of objects i the classroom (blackboard, desk, buse burer), places i the school (washroom, cafeteria, office), ad the ames ad job titles of the adults they iteract with. As soo as begiers ca recogize ad produce these words orally, they ca lear to read them. Try it ow! Picture dictioaries Studets who are begiig to lear Eglish, i both elemetary ad secodary schools, ca make picture dictioaries of the words they eed to kow, devotig a page or two to particular topics, such as classroom furiture, items of clothig, weather, ad sports, as well as specific curriculum areas, such as physics, Caadia geography, or music. Try it ow! Match the word to the object Label objects i the classroom ad poit to them, sayig each object s ame ad askig studets to repeat the word. Or write the ames of objects i the classroom o idex cards, ad ask studets to match the words with the objects. A practical guide for Otario educators

12 Help them to begi WRITING i Eglish Some Eglish laguage learers arrive i the classroom with limited or o experiece of the Roma alphabet, ad may be uable to recogize idividual letters. As well, some may be ufamiliar with the left-to-right directio of writte Eglish ad Eglish i prit. Regardless of age, studets eed to lear the letters of the alphabet, be able to speak the ame of each letter, ad begi the process of formig letters i prit. You ca help by showig studets explicitly where to begi ad ed each letter. You might also help studets practise this ew learig by copyig familiar words ad labellig images of commo objects. Isight The challege of cursive script May laguages do ot have cursive forms of script. No matter how old they are, begiig Eglish laguage learers whose first laguages do ot use the Roma alphabet caot be expected to recogize, read, or write cursive script. I fact, the trasitio from workig with prited characters to recogizig ad usig cursive script represets a major trasitio o the path to full Eglish literacy. You ca help by pritig rather tha usig cursive script whe writig o a blackboard, puttig up otices, or givig studets writte commets o their work. Because studets ow use computers to produce their assigmets, some Eglish laguage learers may ever lear to produce cursive script. This eed ot be a cause for cocer, uless it iterferes with a studet s ability to demostrate learig. Be resource rich Foud materials, used creatively ad imagiatively, offer all studets critical support for learig. Studets of all ages who are just begiig to lear Eglish beefit greatly from visual resources ad hads-o activities that help them uderstad ew words ad cocepts i Eglish. The followig suggestios are oly a few of the ways you ca use a wide variety of resources to promote laguage acquisitio. Photographs Use photographs (for example, take photos of eighbourhood scees with a digital camera at the grocery store, at the bak, ad at the gas statio) ad have studets create photo-essays, collages, stories, or booklets based o the images. 10 Supportig Eglish laguage learers i every classroom

13 Tips for the Classroom Prited materials Use brochures, pamphlets, ad posters to help begiers develop vocabulary they eed to fuctio i everyday life, ad as a basis for talkig, readig, ad writig about their ew coutry ad commuity. Foud objects Use household ad foud objects (for example, products with expiry dates) to explore descriptive laguage, to stimulate discussio, ad to celebrate cultural diversity. Maipulatives Use maipulatives (such as blocks, couters, tessellatio tiles, ad rods) to teach the laguage used for coutig, sortig, ad patters. Images Use images from magazies ad posters as a sprigboard for role playig or writig. Art materials Use art materials ad art activities to teach verb forms ad prepositios as well as colours ad shapes. Have studets create drawigs, paitigs, ad sculptures, usig a variety of commo art supplies, ad explai their creatios. I additio to describig the colours, shapes, ad images chose, they ca practise usig various verb forms (teses as well as sigular ad plural) this is, these are; I chose, I made, I used ad prepositios o, ito, uder, through. Clocks ad watches Use timepieces to teach the laguage of time. Digital ad aalog watches ad clocks ca be used to teach the Eglish expressios for time. Timetables ad schedules Use timetables ad schedules to teach expressios about time ad to itroduce routies. Have studets extract iformatio from the school timetable, the local muicipal garbage collectio schedule, televisio guides, or airlie, bus, or rail schedules. These materials offer opportuities for studets to practise expressios about time, usig statemets such as The Frech class starts at..., The bus leaves at..., ad We eed to put the garbage out o... A practical guide for Otario educators 11

14 Maps Use maps to teach place ames ad the laguage of directios. Maps offer a variety of opportuities for learig ad discussio. Workig with maps also provides opportuities to expose studets to the words for directios ad the prepositios associated with them orth (of), south (of). Local maps ca be used to practise givig directios: To get to my house, tur right whe you leave the school. Walk alog... util you get to... The walk/tur/cross... Moey Use moey to teach the ames of cois ad bills ad the laguage for coutig. Have studets calculate ad give chage, usig Eglish words. Moey ca also be a useful prop i role playig. Advertisig materials Use local ewspaper ads, flyers, ad supermarket iserts to teach basic vocabulary, as well as the laguage used to compare price ad quality ad to make simple mathematical calculatios. Typical statemets might iclude The meat costs $15.50 a kilo or Twelve orages at 90 cets for two comes to a total of... Forms Give studets experiece i completig a variety of forms. Typical forms iclude those used by schools to request iformatio (for example, course-chage requests, late slips), ad applicatio forms for library cards, part-time jobs, ad social isurace umbers. Models Use a variety of physical models to appeal to the kiesthetic learig styles of may studets. I additio to the various kids of images metioed above, model aimals, vehicles, ad a variety of props ca be used to help begiers develop basic vocabulary, uderstad verb forms ad prepositios, lear the laguage of compariso, ad develop stories. 12 Supportig Eglish laguage learers i every classroom

15 Effective practice Keep simple art supplies close at had Tips for the Classroom Eglish laguage learers may eed visual aids to demostrate their kowledge. It s useful for teachers of all subjects ad grades to have a variety of materials o had, so that studets ca make booklets (about iterestig evets), posters (displayig ew learig), models (3-D displays about chemical elemets), ad other items that will help them to explai their ideas. Try it ow! Ivolve studets of all ages i usig puppets to lear Eglish Ask older studets to create a presetatio usig puppets for youg childre i a local preschool class or Kidergarte. A practical guide for Otario educators 13

16 Build bridges: prior kowledge as a foudatio Studets first laguages are a critical foudatio, ot oly for laguage learig, but for all learig. You ca build o Eglish laguage learers laguage skills, other prior kowledge, ad cultural backgrouds to ehace their uderstadig of Eglish ad ease their itegratio ito the maistream classroom, while icreasig all studets awareess of the beefits of cultural diversity. Welcome first laguages i the classroom! Studets first laguages have a importat place alogside Eglish. Ecourage Eglish laguage learers to use their first laguages i the classroom, as well as i homework assigmets. This will ehace their developmet of Eglish laguage proficiecy, support their sese of idetity ad self-cofidece, ad promote positive attitudes towards laguage learig amog all studets, icludig Eglish speakers. The followig are just a few examples of classroom activities which led themselves to the use of first laguages: Completig dual-laguage assigmets such as a biligual advertisemet, for example, to attract visitors to a coutry or regio Workig with same-laguage parters who discuss a problem ad clarify iformatio i the first laguage before switchig to Eglish Creatig multiligual displays or sigs Writig first drafts, otes, joural etries, ad outlies Providig biligual support for ewcomers, such as room parters or crossgrade tutors, who ca highlight key cocepts you wat taught or traslated By welcomig a studet s home laguage, schools facilitate the flow of kowledge, ideas ad feelig betwee home ad school ad across laguages. (Cummis, Bismilla, Chow, Cohe, Giampapa, Leoi, Sadhu, ad Sastri, 2005) 14 Supportig Eglish laguage learers i every classroom

17 Tips for the Classroom Use a dual-laguage approach May everyday classroom activities ad assigmets ca be adapted ad eriched by allowig studets to approach them usig more tha oe laguage. Ivitig studets to use their first laguage as well as Eglish eables them to draw o their stregths, icludig their existig academic, liguistic, ad cultural kowledge. This approach also eriches the class eviromet by exposig Eglish-speakig studets to the advatages of kowig more tha oe laguage ad of cultural diversity i geeral. As a added advatage, it may eable parets to become more ivolved i their childre s educatio. Try it ow! Effective dual-laguage strategies Ecourage studets who are just begiig to lear Eglish to write i their ow laguage (example: iitial joural resposes). Ivite Eglish laguage learers to develop ideas i their first laguage (example: mid mappig). Give Eglish laguage learers opportuities to work with samelaguage parters (example: thik, pair, share i first laguage). Develop some learig activities that take advatage of the first laguages spoke i the class (example: compare umbers i various laguages). Ivite studets to produce dual-laguage assigmets (example: create dual-laguage books). Effective practice Dual-laguage resources You ca view samples of studet-created, dual-laguage books at the Dual-Laguage Showcase o the website of Thorwood Public School (Peel District School Board), at: A practical guide for Otario educators 15

18 From the teacher s poit of view, plaig ad providig istructio o the basis of childre s existig competecies ad usig experieces ad kowledge that are familiar to the learer provides a solid foudatio for extedig childre s skills ad kowledge i ew directios. From the secod laguage studet s poit of view, learig o the basis of established skills ad kow experieces provides a reassurig cotext i which to acquire ew skills ad cocepts. (Geesee, 1994) Isight Why first laguages? Studets beefit academically ad socially, ad their self-esteem is ehaced, whe they are ecouraged to maitai ad develop proficiecy i their first laguage while learig Eglish. Research shows that laguage skills ad coceptual kowledge are geerally trasferable from oe laguage to aother. First laguages, therefore, provide a foudatio for developig proficiecy i additioal laguages. First laguages also help studets preserve vital liks with their families ad cultural backgrouds ad a solid sese of their ow idetity. A strog foudatio i their first laguage helps studets: develop metal flexibility; build problem-solvig skills; experiece a sese of cultural stability ad cotiuity; uderstad their ow cultural ad family values; become aware of the value of cultural diversity ad multiple perspectives; ad expad their career opportuities. [There is] ample evidece that, eve at a pre-school stage, [Eglish laguage learers] are aythig but blak slates. They brig with them a dizzyig array of life experieces which, alog with their differig cultural ad liguistic backgrouds, make them aythig but a homogeous group. (Hadscombe, 1994) 16 Supportig Eglish laguage learers i every classroom

19 Tips for the Classroom Build o prior kowledge Most Eglish laguage learers have the skills ad kowledge to complete classroom assigmets ad to egage i some classroom activities i their ow laguage. It is importat for teachers to lear as much as possible about studets existig kowledge, skills, ad iterests, ad to use this iformatio as a foudatio for teachig them Eglish ad other subjects. For example, you might have studets preset topics coected to their laguage, culture, ad coutry of origi: Geography: Have studets preset a climate graph o their coutry of origi to use their persoal ad previous experieces as a basis for iformatio. Physical educatio: Have studets teach the class a game or activity from aother coutry icludig key words ad phrases related to the game. Mathematics: Allow studets to solve problems usig previously leared strategies ad ecourage them to share these with the class. Eglish/laguage arts: Ivite studets to read aloud poems i their first laguage, provide a Eglish traslatio if possible, demostrate/explai the sigificace of the poem withi their culture, ad aalyse the poem usig terms ad cocepts studied i the Laguage/Eglish curriculum. All subject areas: Ask Eglish laguage learers ad Eglish-speakig studets to work together to create dual-laguage posters or brochures o topics beig studied. There may be a gap betwee what the schools expect ad what studets brig, but that does ot mea that these studets do ot brig aythig. They each have a laguage, a culture, ad backgroud experieces. Effective teachers draw o these resources ad build ew cocepts o this strog experietial base. (Freema & Freema, 2002) Celebrate diversity It is importat that all studets have opportuities to share iformatio about their laguages, cultures, ad experieces. I this way, they ca develop a erichig awareess of both the differeces ad similarities amog their cultures ad laguages, ad all studets ca experiece a sese of belogig. For example, you might desig laguage-learig activities that eable Eglish laguage learers to draw o their ow experieces, ad to talk, read, ad write about topics that are importat to them. The project We are all related described here demostrates how liguistic ad cultural diversity ca be used as a foudatio for A practical guide for Otario educators 17

20 buildig studets Eglish laguage skills. You ca adapt this project for studets of all ages ad varyig levels of proficiecy i Eglish. Effective practice We are all related The studets from George T. Cuigham Elemetary School i Vacouver were ivolved i a iterdiscipliary project which icluded role playig, storytellig, readig, writig, ad the creatio of mixedmedia works of art which reflected their cultural roots ad family coectios. Before creatig their mixed-media work, studets spet time talkig with elders i their school commuities. The illustratio below is a example of the published studet work. Copyright: Chad Lambert (from the book We Are All Related, p. 24). TO ME WE ARE ALL RELATED MEANS IT DOESN T MATTER WHAT COLOUR WE ARE: WE ARE ALL HUMAN. YOU SHOULD ALWAYS BE YOURSELF. u NA SAUB, TA BID DA GA GWAE EH ZHI BI MA DIZ ZIN 18 Supportig Eglish laguage learers i every classroom

21 Tips for the Classroom Get them talkig: the value of oral laguage Oral laguage skills are a critical compoet of literacy i ay laguage. Whe you give studets frequet opportuities to coverse i Eglish, you stimulate the developmet of listeig ad speakig skills, give studets a broad sese of the Eglish laguage ad its costructio, ad help Eglish laguage learers coect with their peers ad develop self-cofidece. It is ot a exaggeratio to suggest that classroom talk determies whether or ot childre lear, ad their ultimate feeligs of self-worth as studets. Talk is how educatio happes! (Gibbos, 2002) Create a supportive eviromet Eglish laguage learers are more likely to participate orally i class ad take a positive approach to laguage acquisitio whe they are supported by teachers ad peers who are sesitive to their eeds ad bolster their self-cofidece. Here are some suggestios for creatig a supportive laguage-learig eviromet: Keep the eeds of Eglish laguage learers i mid whe addressig the class ad describig cocepts ad tasks. Assig tasks that are appropriate to the studet s level of proficiecy i Eglish. Give Eglish laguage learers positive feedback o their efforts. Purposefully coect Eglish laguage learers with their peers (for example, make them parters i learig activities; itroduce studets with commo iterests to oe aother). Establish a supportive classroom climate i which ewcomers laguage errors are accepted as a ormal part of the laguage-learig process. Egage Eglish laguage learers (ad all studets!) i activities that appeal to their iterests ad that build o their existig kowledge, skills, ad backgrouds. A practical guide for Otario educators 19

22 Isight Persoal rapport is vital The most importat thig a teacher ca do to support a Eglish laguage learer is to take time to develop rapport. Lear the studet s ame ad how to proouce it, ad greet the studet by ame at the begiig of each class. Express iterest i the studet s backgroud ad family. The most difficult problem to overcome is laguage. Although i Hog Kog some subjects are take i Eglish, sometimes whe teachers explai to the class they use Catoese istead of Eglish. Here, everythig is taught i Eglish ad whe teachers speak fast, I caot uderstad. Sometimes the teacher makes jokes ad studets laugh a lot, but I just sit o my seat like a stoe. How embarrassed I am. (Hau Yu Wog, a studet quoted i Porter, 1991) Effective practice Speak so that studets uderstad Use simple vocabulary to itroduce ew cocepts. Speak clearly ad pause ofte. Say the same thig i differet ways. Avoid or explai idiomatic expressios such as ru that by me agai. Use images ad objects to illustrate cotet. Use gestures ad body laguage to supplemet words. Prit key words ad istructios o the board while sayig them aloud. Use overheads ad charts where appropriate. Check frequetly to esure that studets uderstad. Give studets who are thikig i two laguages sufficiet time to process ay questios you ask. 20 Supportig Eglish laguage learers i every classroom

23 Tips for the Classroom Every studet ca help! Actively ecourage Eglish-speakig studets to support the laguage-learig efforts of ewcomers. Explai to all studets at the begiig of the year that your classroom is a laguage classroom as well as a place for learig the curriculum. Suggest ways studets ca help Eglish laguage learers, ad model these forms of assistace i your ow iteractios with ewcomers. Commuicate positive attitudes about laguage learig. Poit out studets, teachers, other staff members, ad graduates who have succeeded i learig Eglish, ad hold them up to studets as role models. Reiforce the beefits of beig able to speak more tha oe laguage. Commuicate positive attitudes towards ewcomers ad their cultures. Help all studets uderstad the beefits of diversity ad of broadeig their horizos through learig about other parts of the world. Errors: hadle with care! Makig errors is atural whe learig a ew laguage. Most Eglish laguage learers require cosistet log-term support to master prouciatio ad grammar. Costatly correctig the Eglish laguage learer may actually limit his or her developmet, icrease axiety, ad discourage participatio. You ca respod to errors respectfully ad appropriately by followig these guidelies: Whe studets make multiple errors, offer feedback o oly oe. Give priority to errors that iterfere with commuicatio. Uderstad that studets may eed hudreds of exposures to a particular laguage costructio (for example, the past perfect tese) over a period of years, ad i differet cotexts, before they master it. Whe studets are egaged i a complex learig task, they may lose their focus o laguage ad forget a laguage structure they leared earlier. Keep workig o it with them as opportuities arise, util the structure becomes more iteralized. Try it ow! Model correct usage Rather tha correct a studet s laguage errors directly, respod by modellig correct usage. I this example, the teacher models the use of the plural form. Teacher: How may studets are there i our class? Studet: There are twety-five studet i our class. Teacher: Yes, that s right, there are twety-five studets i our class. A practical guide for Otario educators 21

24 The silet period: o cause for alarm May Eglish laguage learers especially youg studets go through a iitial silet period. They may say very little, ad what they do say may cosist of wellestablished, comfortable Eglish phrases. This period may last for several weeks or moths. Keep i mid that, durig this period, Eglish laguage learers are absorbig laguage at a rapid rate. Although iteractio i the classroom is a importat compoet of Eglish laguage acquisitio, studets should ot be pushed to speak i Eglish before they are ready. Ofte, these studets will be more comfortable participatig i small groups, which offer them a safe way to make the trasitio to full participatio i the classroom. Ecourage parterships ad cooperative learig Where laguage acquisitio is cocered, there s safety i small umbers. Peer parterships ca be a effective way to provide Eglish laguage learers with opportuities for classroom talk. By parterig them with a supportive peer, you ca ease their itegratio ito the class, help them get to kow their classmates, ad give them a chace to use Eglish i a o-threateig eviromet. I additio to peer parterships, cooperative learig groups are recommeded by may experts as a excellet way to provide Eglish laguage learers with opportuities to practise their oral skills i Eglish ad to receive the kid of feedback that promotes laguage acquisitio. Cooperative learig, which emphasizes the process as well as the product of group work, gives all studets opportuities to deepe their uderstadig ad to develop their problem-solvig skills through purposeful talk, to work effectively with others (from a variety of cultural backgrouds), to develop friedships that otherwise may ot happe, ad to experiece the satisfactio that comes from helpig others. Try it ow! Oral laguage practice with a parter Here are just a few of the may appropriate partership activities Eglish laguage learers ca egage i with their Eglish-speakig peers: Makig a sketch map or scale map of the local commuity Discussig key cocepts or subject-specific vocabulary Labellig objects or equipmet i the classroom Egagig i play related to ew learig Tellig a story based o a photograph or a ewspaper or magazie article 22 Supportig Eglish laguage learers i every classroom

25 Tips for the Classroom Teach laguage everywhere: a cross-curricular approach Most Eglish laguage learers, icludig begiers whether they take ESL/ELD programs or ot sped much of their school day i maistream classrooms, iteractig with their Eglish speakig peers ad studyig the grade-level curriculum. The maistream classroom offers opportuities for secod-laguage acquisitio, social itegratio, ad academic growth that a ESL/ELD classroom aloe caot offer. I fact, it would be couterproductive to keep Eglish laguage learers apart from the maistream program while they lear Eglish. Eglish laguage learers eed to cotiue their educatio at the same time as they are learig Eglish. By icorporatig laguage learig ito all subjects, you ot oly give Eglish laguage learers a equitable opportuity to experiece success i school, but also ehace the literacy developmet of all studets. A laguage is best acquired whe it is used to do somethig meaigful, such as solvig a mathematics word problem, creatig a dramatic retellig of a story, plaig a class outig, learig how to play a sport, or workig o a group project. Well-plaed itegratio also fosters a positive attitude i all studets to cultural diversity. Classroom teachers play a key role i helpig Eglish laguage learers develop proficiecy i their ew laguage ad succeed i school. The ifluece of classroom teachers, workig i collaboratio with ESL/ELD teachers, board resource staff, ad others with resposibility for these studets, ad supported by their school ad board admiistrators, ca be sigificat for these studets. A visual ca be worth a thousad words Key visuals are graphic orgaizers that provide visual represetatios of importat (key) ideas i a text, lesso, or uit. Examples iclude charts, Ve diagrams, classificatio trees, flow charts, story maps, ad visual represetatios of timelies. They are essetial tools for reducig the laguage barrier for Eglish laguage learers. You ca preset key visuals to studets as a template, with some of the iformatio filled i to help Eglish laguage learers uderstad what is expected of them. The example that follows shows a chart iteded for use i comparig Caada with aother coutry. This kid of compariso activity ca be adapted for use i other subject areas ad at a variety of grade levels. The chart sets out differet categories of iformatio. For Eglish laguage learers, provide some of the iformatio (you might have give Eglish-speakig studets a blak chart with o iformatio filled i), ad ask studets to gather the missig iformatio from referece books, CD-ROMs, or the Iteret. They ca gather the iformatio for ay other coutry their coutry of origi or ay coutry that iterests them ad they may gather some of the iformatio A practical guide for Otario educators 23

26 from classmates who have a expert kowledge of a particular coutry. This activity presets a good opportuity to pair a ewcomer with a studet who has a good kowledge of Caada. CANADA AND ANOTHER COUNTRY: Similar or differet? Caada Other coutry Climate Oceas Lakes ad rivers Moutais Islads Temperate Colder i the orth Arctic Pacific Great Lakes Vacouver Islad Resources ad products The completed key visual ca the be used to help studets develop specific vocabulary or laguage patters while learig cotet. For example, the model seteces below are created by the teacher, usig iformatio from the studets completed charts. The model seteces show how to use specific words ad phrases to make statemets of compariso ad cotrast. Studets the follow the models to create their ow seteces about their ow charts. Usig iformatio from your chart, write some seteces comparig Caada ad the other coutry. Use some of the words ad setece patters show below. SIMILARITIES both too so either either... or... Caada ad Chia both produce wheat. Caada ad Chia are both large coutries. Both Caada ad Chia are large coutries. Polad produces steel, ad Caada does too. Polad produces steel, ad so does Caada. Polad does t produce baaas, ad either does Caada. Neither Caada or Polad produces baaas. DIFFERENCES... tha... Jamaica is much smaller tha Caada. ot as... as... but whereas The Uited States is ot as big as Caada. Caada has a lot of lakes ad rivers, but Somalia does t. Idia produces a lot of rice, whereas Caada produces a lot of wheat. 24 Supportig Eglish laguage learers i every classroom

27 Try it ow! Tips for the Classroom Use a cocept map to prepare studets for ew learig A cocept map ca give studets the big picture about a ew lesso. Cosider this example, for a uit o waste maagemet i Grade 11 chemistry. The ideas here ca be adapted to work i all grades ad for all subjects. Before havig studets read the text, preset them with a cocept map that prepares them for the mai ideas i the uit ad idicates the relatioships of the ideas to oe aother. After studets have viewed ad discussed the cocept map, ask them to make predictios about the iformatio that will be icluded i each box. The have them begi readig the text, supportig their readig by followig the guided readig process, described o the followig page. Have them discuss each sectio, otig importat cocepts ad ew vocabulary as they proceed. For example, ask them to fid at least three examples of biodegradable ad o-biodegradable waste for each of the yes ad o boxes i the cocept map. A practical guide for Otario educators 25

28 Isight Key visuals covey the big picture Eglish laguage learers will uderstad cocepts ad lear more effectively if they see the big picture of the lesso or uit first. Key visuals ca be especially valuable i helpig studets see how key ideas i a text or ew lesso are related, before they begi to lear about details or compoets ad before they become mired i ew words. Key visuals ca be used to itroduce ew cotet i may subjects ad at may grade levels. Try it ow! Use KWL charts to itroduce ad to review ew learig KWL (Kow, Wat to Kow, Leared) charts ca be used i may subject areas ad at all grade levels to determie prior kowledge ad prepare studets for a ew lesso or uit, ad, later, as a aid i reviewig ew kowledge. Kow Wat to kow Leared Guided readig: a multi-purpose approach Guided readig is a strategy that helps readers work their way through ew ad difficult text. Although guided readig groups are ofte small, cosistig of five or six studets with a similar level of readig skill, the strategy ca also be used to guide a whole class through a academic text (for example, at the secodary level), with small groups formed later to discuss specific poits or questios. I some cotexts, you may choose to simply moitor the guided readig group, offerig assistace oly whe eeded; i other cotexts, such as whe workig with Eglish laguage learers, you may be much more ivolved, ad the studets much more depedet o your assistace. 26 Supportig Eglish laguage learers i every classroom

29 Tips for the Classroom I all cases, i guided readig: the teacher supports studets by helpig them to upack the text; the strategy ufolds i three stages before, durig, ad after readig (all stages are importat, do t skip ay!); ad the teacher models, or prompts studets to use, readig strategies throughout the process. Guided readig is a particularly helpful strategy to use with Eglish laguage learers. They ofte read iefficietly i Eglish, tryig to uderstad each word as they read ad, i the process, ofte losig track of the mai ideas cotaied i the text. They require the support of a teacher to guide them through challegig text, demostratig ad promptig effective readig strategies, ad focusig o specific aspects of the text, such as orgaizatio, the use of visual material, ad ew vocabulary. While this level of support is essetial for Eglish laguage learers, it will beefit may other studets as well. Word charts: a vocabulary booster Through the use of word charts you ca help Eglish laguage learers with oe of the most critical factors i their academic success the acquisitio of academic vocabulary. Like their Eglish-speakig peers, Eglish laguage learers have to lear ew words, such as deomiator or photosythesis, that are used maily i oe subject area. They also eed to lear, as quickly as possible, importat words, such as observe or accurate, that are used i may subject areas. Keep i mid that eve commo words like spi may be ufamiliar to some learers. I additio, some familiar words may have quite a differet meaig i the cotext of specific subjects for example, the face of a cube i mathematics or dribble i physical educatio. Texts, other resources, ad tasks should be selected carefully, so as ot to overload learers with ew words. You ca select key words that will be used i a lesso, ad teach them before the lesso or explai them as they arise. Eglish laguage learers also beefit from havig the coectios amog words explaied. For example, you could itroduce the word photosythesis i a sciece class, ad explai its relatioship to the word photograph ad the meaig of the word root photo (light). Whe you have selected the key words for a lesso, develop a word chart like the oe below ad display it o a wall i the classroom where it ca be see easily by studets. Iclude iformatio about various forms of the word as well as related words, word roots (whe helpful), ad seteces that show the word beig used i relevat cotexts. It s also helpful to uderlie the part of the various words that is stressed i prouciatio. Below is part of a chart showig the Top 10 Words from a Grade 4 lesso o rocks ad mierals, but word charts are helpful at all levels ad i all subjects. A practical guide for Otario educators 27

30 Oly the te most useful ad trasferable words from the lesso are icluded i the complete chart. It is ot ecessary to itroduce all possible forms of a word at oce. Keep the workload maageable, addig ew forms of words later if ecessary. Use the words i the chart to draw attetio to prefixes ad suffixes, ad to teach useful geeralizatios. For example, you could poit out the suffix tio i rock formatio ad ecourage studets to fid other words that use the same suffix. Isight Myths about math It is ofte thought that mathematics is ot iflueced by culture ad that it is liguistically simple, ad that Eglish laguage learers will therefore ot have difficulty studyig it i Eglish. This is ot the case. The mathematics curriculum emphasizes commuicatio, requirig studets to explai their reasoig ad justify cojectures. Laguage i mathematics is very precise. For example, i the area of data maagemet ad probability, studets eed a clear uderstadig of words ad phrases that express quatities ad comparisos of quatities. Also, word problems i mathematics will be difficult for ewcomers if the problems ivolve ufamiliar cotet ad termiology (for example, sports terms) that must be decoded before the problem ca be tackled. 28 Supportig Eglish laguage learers i every classroom

31 Try it ow! Tips for the Classroom Itegratig laguage ad math The followig process demostrates how teachers ca itegrate mathematicsad laguage istructio. It ivolves studets i gatherig ad comparig iformatio about each other, but the cotet ad the complexity of the task could be adapted to a variety of grade levels. Begi by coductig a simple survey o the laguages represeted i the class. List alphabetically the laguages spoke o the board. Create a bar graph illustratig the distributio of laguages. Explicitly teach the laguage of mathematics by providig some model statemets, usig specific mathematical expressios such as x% more tha, twice as may as, most, x times more studets speak _ tha. Ecourage studets to cotribute statemets of their ow. Orgaize studets ito small groups ad give each group a differet survey task, or ecourage them to thik of oe of their ow. Examples iclude favourite sports, the amout of televisio watched per week, or coutries lived i or visited by studets. Require each studet i the group to survey the idividual members of a differet group, ad to brig the iformatio back to the group for collatio ito a graph or chart. Ask the groups to produce a fial versio of their graph or chart to share with the class. The have them geerate several statemets about the graph, usig the model statemets ad choosig from a set of mathematical expressios that you provide. Work with each group to suggest or explicitly teach the expressios they will eed to use, such as the followig: Most of the studets i the class..., More tha half of the studets i the class..., Almost 75% of the studets i the class.... Costruct scaffolds Writig scaffolds are temporary frameworks that facilitate studets ability to use ew words ad phrases, ad to produce seteces, paragraphs, ad various forms of writig of a quality that they would be uable to produce without this support. The simplest kid of writig scaffold ivolves a cloze procedure, a istructioal strategy i which the teacher produces a text i which some words have bee deleted ad asks studets to suggest suitable words to isert i the blak spaces. The strategy ca be used to assess readig comprehesio as well as to develop ad stregthe studets comprehesio skills. A practical guide for Otario educators 29

32 I the example below, to help studets apply ew vocabulary ad review cotet at the same time, a teacher has writte a summary of the most importat iformatio i a social studies lesso, omittig key words that have bee taught. Studets are asked to fill i the blaks. The teacher has provided a bak of words from which studets ca choose, icludig two or three more words tha they will eed. Fill i the blaks i the summary, choosig from the followig words: resources, products, service, produce, deped, populatio, maufacturig, trasportatio May jobs i Caada o atural such as trees, fish, ad oil. I the cities, may people work i idustries, makig i factories. idustries such as fiace, commuicatios, ad govermet are also importat i urba areas. Setece completio activities provide studets with a prompt or a framework that helps them costruct seteces of various types. The example below is based o the cotet of a elemetary-level sciece lesso, with a focus o cause ad effect, but this kid of activity could be adapted to ay grade ad subject. The plat o the widow sill grew taller because... The plat i the corer received less light. As a result,... The plat i the closet received o light. Therefore,... We coclude that... i order to grow. Paragraph frames provide support for studets writig opiio paragraphs, where the opiio is based o the cotet of a class discussio. The example below ca be adapted for ay grade or subject. Should we have a school uiform? I my opiio, we should/should ot have a school uiform. For oe thig/first of all,... Also... Aother reaso is,... I additio/furthermore,... Therefore,... Correct with care! Costructive, systematic feedback is oe of the most importat tools you ca use to help ewcomers lear Eglish. To comprehed ad iteralize all the features of Eglish vocabulary ad grammar they eed to lear, these studets eed may opportuities to talk, read, ad write i Eglish ad to receive feedback about their use 30 Supportig Eglish laguage learers i every classroom

33 Tips for the Classroom of the laguage. It s importat, however, that the feedback be delivered i a patiet, respectful, ad supportive way. The Get them talkig sectio of this guide also cotais suggestios for respodig costructively to laguage errors i speech. Whe reviewig studet writig, take a hads-off approach to errors. If you read studets work with a pecil i had, you may be tempted to correct every error. Istead of allowig yourself to become distracted by errors i laguage usage, focus o cotet o what the studet is tryig to say. Oce you have assessed ad respoded to the cotet (ot the grammar), review the laguage errors. But rather tha otig each mistake, focus o errors of a specific type, flag them, discuss the errors with the studet, ad ecourage the studet to fix the flagged errors. I the followig example, the teacher has flagged (with asterisks) errors related to the use of regular past-tese verbs. * * * * Yesterday we wet o field trip to Royal Otario Museum. This was first time I ever visit museum i Caada. We saw diosaurs who live millio of years ago. There are ot ay diosaurs i the world ow, because they all die i Ice Age. diosaurs are extict. I saw oe movie about diosaurs that came back to life it was Jurasick Park. I hope that ever really will happe. It was beautiful day ad we had luch outside. I very ejoy our trip to Royal Otario Museum Decodig difficult texts May of the textbooks used i Otario schools cotai laguage that is difficult for Eglish laguage learers, ad some cotai cultural refereces that mystify ewcomers. Teachers may eed to supplemet existig resources with more accessible material, or create ew resources, to esure that Eglish laguage learers ca uderstad the subject. A practical guide for Otario educators 31

34 Effective practice Quick sca: choosig appropriate resources Look for prit resources that are reader-friedly for example, those that cotai clear prit, plety of visuals, overviews ad graphic orgaizers, chapter summaries, pre-readig questios, special treatmet (such as highlightig) of key ideas or terms, ad a glossary. Preview text for cultural cotet. Some may be liguistically accessible to Eglish laguage learers, but make urealistic assumptios about their cultural kowledge or prior experieces. For example, does a chapter o Cofederatio or o cotemporary lad claims require prior kowledge about Aborigial history ad the Europea settlemet of Caada that recet arrivals may ot have? If so, how will you provide the ecessary backgroud kowledge? Look for materials that reflect ethocultural diversity i a positive ad balaced way. Take the time to lear your studets perspectives. Class material may cotai cotet that coflicts with some studets belief systems or values. It is importat to be sesitive to cultural differeces ad to ecourage those studets to idetify ad discuss these coflicts i a o-threateig eviromet. Measure success: moitorig ad assessmet Eglish laguage learers must be assessed o both their liguistic ad their academic stregths ad eeds, with frequet opportuities to demostrate what they kow ad what they ca do. To get a clear ad fair picture of these studets, you will eed to use a wide rage of assessmet strategies ad tools, ad lear to look beyod these studets limited ability to commuicate i Eglish to discover the true extet of their learig. Adaptig the program Throughout the year, Eglish laguage learers eed to be offered a variety of ways to demostrate what they kow ad what they ca do. Icorporate appropriate strategies for istructio ad assessmet to facilitate the success of Eglish laguage learers i 32 Supportig Eglish laguage learers i every classroom

35 Tips for the Classroom your classroom. These strategies iclude: Modificatio of some or all of the course expectatios, based o the studet s level of Eglish proficiecy; Use of a variety of istructioal strategies (e.g., extesive use of visual cues, maipulatives, pictures, diagrams, graphic orgaizers; attetio to clarity of istructio; modellig; previewig of textbooks; pre-teachig of key specialized vocabulary; ecouragemet of peer tutorig ad class discussio; strategic use of studets first laguages); Use of a variety of learig resources (e.g., visual material, simplified text, biligual dictioaries, culturally diverse materials); Use of assessmet accommodatios (e.g., gratig of extra time; use of alterative forms of assessmet, such as oral iterviews, learig logs, or portfolios; simplificatio of laguage ad istructios). Studets who are o loger participatig i ESL or ELD programs may still eed program adaptatios to be successful. All teachers eed to become familiar with the Eglish laguage learers stages of developmet the rates at which they acquire Eglish laguage ad literacy skills ad adapt their istructioal program, icludig their assessmet ad evaluatio strategies, accordigly. Elemetary teachers (Grades 1 8) ca refer to the stages of secod-laguage acquisitio ad literacy developmet outlied i the miistry publicatio The Otario Curriculum, Grades 1 8: Eglish As a Secod Laguage ad Eglish Literacy Developmet, A Resource Guide (2001). Secodary teachers (Grades 9 12) ca refer to the expectatios of specific ESL or ELD courses i The Otario Curriculum, Grades 9 12: Eglish As a Secod Laguage ad Eglish Literacy Developmet (1999). Evaluatig the performace of Eglish laguage learers Studets whose commad of Eglish is isufficiet to demostrate ew learig early i the year or semester are evertheless absorbig laguage at a remarkable rate. They may be learig more tha you thik! Their performace later i the year will usually surpass that of the early weeks, as they develop greater proficiecy i Eglish. I evaluatig their performace, give special cosideratio to the more recet evidece of achievemet. Cosider basig your fial evaluatio o the last few weeks of work, which are likely to reflect the studet s preset performace level more accurately. Fial marks or grades I evaluatig the performace of Eglish laguage learers who are workig towards modified expectatios, evaluate accordig to the modified expectatios. Studets will show a rage of performace levels similar to those of their peers if the program has A practical guide for Otario educators 33

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