Supporting English Language Learners in Grades 1 to 8

Important considerations for the initial interview of newly arrived students
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Students may or may not be fluent and literate in all languages they speak.
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The home language may have been different from the language(s) studied at school.
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The language of instruction may have been different for different subjects studied.
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Assessment of literacy will be most accurate if completed over a period of time and in
different contexts.
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Previous schooling (including information about whether the school was in a rural or
urban setting, or refugee camp) may have an impact on knowledge and skills in L1.
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Many countries do not have Kindergarten programs.
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Children begin formal schooling at different ages in different countries.
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The school calendar year may be different from that of Ontario schools.
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Terminology for “grades” may be different (e.g., Standard, Form, Primary 1, 2, 3)
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Class size may have determined the kinds of teaching and learning.
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Students may not have attended school regularly, for a variety of reasons, and may have
repeated a grade.
Some newcomer families may have left their last country of residence under conditions of
urgency and may not have brought important documents with them, including academic
records. Where records are available, be aware that the grading system and passing marks
of other countries can vary from those in Ontario. Also, keep in mind that the order in which
curricula is organized and presented in other countries could be different from the sequence
of the Ontario curriculum.
For some students, an assessment of language and mathematical skills,
conducted in the language of prior schooling, may assist with programming
considerations.
Be aware that there are
international differences
in notation, symbols,
directionality, and procedural
methods. For example,
in some systems the
comma sign is used to
denote a decimal point.
Initial assessment of mathematics
It is often a good idea to begin with an assessment of mathematical knowledge and
skills. English language learners may find it easier to display competence with numbers
and symbols than with words of a new language. As well, achievement in mathematics
can provide a useful indication of a student’s general academic background. Ensure that
the assessment tool is free of cultural bias both in the content and in the instructions
to students. Instructions should be succinct and avoid the use of passive voice or other
complex grammatical structures.
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Supporting English Language Learners in Grades 1 to 8