Characteristics of ELLs

Characteristics of Learners by Level of English Language Proficiency, AB ED

Source: ORGANIZING FOR INSTRUCTION http://www.learnalberta.ca/content/eslapb/organizing_for_instruction_characteristics.html

Image Source: http://widaatwcer.blogspot.ca/2012/10/understanding-proficiency-levels-using.html

Chart: Characteristics of K-12 English Language Learners including Behaviours and Linguistic Skills:

http://www.learnalberta.ca/content/eslapb/documents/Characteristics_of_English_Language_Learners.pdf

English Language Development is affected by:

age upon arrival
parent’s literacy level and their involvement with their child's education
literacy in the home language
home language similarities to English
prior experience with English
affective traits
trauma due to war or other factors
health, physical or other characteristics that may impact learning
family and cultural values

Hieu Van Ngo believes that English Language Learners should not be viewed through a lens of pity. Ngo didn’t want to be wept for as a Vietnamese “boat person” when he arrived in Canada back in 1990, and he won’t cry for the Sudanese “lost boys” who call Alberta home now. “Instead, I want them to know that their life story is really rich, that if I invest in them they can help a generation of Albertans appreciate the global condition.”

Quoted from Alberta Views, Sept 2015, Language Limbo - The need for more ESL Instruction

BICS and CALP

These are the two types of communication skills that ELLs develop.

CALP is more cognitively demanding, requires direct instruction and time to develop. A student is not considered fluent until he/she masters CALP.

Developing academic language is the key to critical thinking, academic success, and higher education for ELLs. It must be the focus of all instructional programming.

Sources: https://www.slideshare.net/ismes/g4-esl-hinesopenhouse1011

www.educationalquestions.com/qa51.htm