Supporting English Language Learners in Grades 1 to 8

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Section 3 Adapting the Ontario curriculum for English language learners •• Monitor your use of idioms, cultural references, jokes, colloquial forms, figurative language, slang, and unusual idioms. For example, saying “Run that by me again” or “That answer is in the ballpark” may be confusing. Avoid using slang and unusual idioms with beginning ELLs. With students who have progressed beyond the beginning stage, develop techniques for explaining the use of non-literal expressions, for example, post a list of the week’s idioms on a bulletin board. Adapted from “Supporting ESL/ELD Learners in the Classroom,” in Multilingual Education in North York Schools, North York Board of Education, 1998, p. 8–9. Used with permission of the Toronto District School Board. Strategies to support beginning English language learners Classroom organizational strategies •• Brainstorm with the class ways in which all students can make the classroom a welcoming place. •• Practise and model the correct pronunciation of the student’s name. •• Assign buddies, mentors, and peers to support and encourage class participation. •• Seat students where they can hear and see well, and near classmates who will provide support and language modelling. •• Take students on a tour of the school and provide the school’s floor plan. •• Gather learning materials that students can use independently or with a buddy, such as picture books with tapes, math activities, interactive CD-ROMs, and word games. •• Label the objects in the classroom environment in English and in the students’ first languages. •• Post timetables where students can refer to them. •• Provide key visuals to support themes, and to help bring language to life (e.g., from magazines, newspapers, posters, flyers, the Internet). •• Give newcomer students classroom jobs to perform, to assist with socialization and orientation (e.g., distributing classroom materials, monitoring attendance, going on errands). •• Give students positive feedback for their efforts. •• Demonstrate ways that all students in the class can be helpful to the ELLs. •• Set short-term goals for students based on observations. In the early days after arrival, they might be learning the classroom routines and survival English. •• Find out what the new students’ interests are and use this information to create related assignments to engage them and to encourage the learning of English. Supporting English Language Learners in Grades 1 to 8 57
•• Encourage participation in extracurricular activities as increased opportunities for language acquisition. Instructional strategies •• Provide bilingual and picture dictionaries and picture cards to assist students in creating their own bilingual dictionary. •• Encourage the use of the first language in journal writing, personal dictionaries, word lists, prewriting activities, and when preparing outlines or drafts. •• Create a word wall (with first language translations) with pictures to introduce and reinforce unit-specific vocabulary, and teach students how to use it as a tool to increase understanding. •• Teach students to use the computer and/or level-appropriate computer software. •• Pre-teach key vocabulary associated with a walking tour of the school community. •• Take students on a walking tour of the school community. Record a languageexperience story on chart paper, based on class responses to simple questions about the trip. Ask students to copy the story and then practise reading it aloud to a peer. •• Use desktop picture alphabet charts to aid beginning writers and those whose first language alphabets differ from that of English. •• Model all activities for students. •• Find out about the student’s prior knowledge about a topic and use it to make connections and address gaps. •• Allow students to demonstrate their understanding of a concept in alternative ways (e.g., demonstration, speech, picture, writing in the first language). •• Check often for comprehension. •• Give clear instructions (e.g., number and label the steps in an activity). •• Adapt lessons to the individual ELL’s level of English proficiency. Explicit language-teaching strategies •• Simplify vocabulary, using simple, straightforward words that are in everyday use. •• Teach the English for important personal information (e.g., address, phone number). •• Teach key survival phrases such as: “Where is...?”, “Hello,” and “Goodbye.” Use pictures and actions to reinforce meaning. •• Teach essential vocabulary using a variety of supports (e.g., models, charts, pictures, diagrams, word cards, picture books, toys, posters, banners). 58 Supporting English Language Learners in Grades 1 to 8
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Supporting English Language Learner
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1 Understanding English language le
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Supporting English Language Learners in Grades 1 to 8

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