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From Growing Success 2010 - Chapter 8 English Language Learners: Modifications and Accommodations Page 77
From Growing Success 2010 - Chapter 8 English Language Learners: Modifications and Accommodations Page 77
Ontario schools have some of the most multilingual student populations in the world. The first language of approximately 20 percent of the students in Ontario’s English-language schools is a language other than English. Ontario’s linguistic heritage includes many First Nation and Inuit languages; the Métis language; many African, Asian, and European languages; and some varieties of English that differ significantly from the English required for academic success in Ontario schools. Many English language learners were born in Canada and have been raised in families and communities in which languages other than English are spoken, or in which the variety of English spoken differs significantly from the English used in Ontario classrooms. Other English language learners have arrived in Ontario as newcomers from other countries. These students may have experience of highly sophisticated educational systems, or they may come from regions where access to formal schooling was limited.
Research has shown that it takes five to seven years for most English language learners to catch up to their English-speaking peers in their ability to use English for academic purposes.
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.
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.
***The ESL/ELD Box on the provincial report card is checked only when curriculum expectations have been modified. This means that teachers are only to put a checkmark in the specific subject(s) where modifications have been done.
Modifications are changes to the curriculum expectations.
are changes made to the curriculum expectations to support ELLs, especially in the early steps of English language acquisition
are aligned to grade-level curriculum expectations and the student’s current step of English language proficiency
can include a reduction in the depth and/or breadth of grade-level curriculum expectations
Accommodations are strategies provided by the teacher to allow students to meet curriculum expectations. The expectations are not changed.
Use of:
Visuals
Bilingual dictionary
Graphic organizer or cloze rather than an essay
Extra time
Oral assessments
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