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What is the difference between English Language Learner (ELL) and Multilingual Learner (ML)?
“English language learners (ELLs) are students whose first language is a language other than English, or is a variety of English that is significantly different from the variety used for instruction in Ontario’s schools, and who may require focused educational support to assist them in attaining proficiency in English.” Supporting English language learners- A guide for Ontario educators
Multilingual Learners (MLs) are students developing proficiency in multiple languages. The term Multilingual Learner is a more inclusive, asset based term that is being adopted across the province.
At OCSB, MLs are identified in PowerSchool with an orange "ELL" icon beside the students' photo.
Who may require ESL support?
Who may require ESL support?
Canadian Born ELLs: Aboriginal, First Nation, Metis and Inuit learners whose first language is other than English; children who were born in communities that have maintained a distinct cultural linguistic tradition, who have a first language that is not English, and who attend English language schools; or, Children who were born in immigrant communities in which languages other than English are primarily spoken.
Newcomers from Other Countries: Children who have arrived in Canada with their families as part of a voluntary, planned immigration process; Children who have arrived in Canada as a result of a war or other crisis in their home country, and who may have left their homeland under conditions of extreme urgency; or, International or “visa” students who have aid fees to attend schools in Ontario and who plan to attend a Canadian university.
What are some examples of modifications for ELL's?
What are some examples of modifications for ELL's?
When do I click the ESL/ELD box on the Progress report or the report card?
When do I click the ESL/ELD box on the Progress report or the report card?
English language learners whose STEP indicates STEP 1 or 2, and sometimes 3 will generally have their curriculum expectations modified. English language learners whose STEP indicate STEPS 3-6 will have accommodations and possibly some modifications to their programming. There is no IEP required.
DO check the box:
• When an ESL/ELD teacher, classroom teacher or French teacher makes modifications to curriculum expectations for an ELL, in any subject area. The ESL/ELD box can also be checked for ELLs who have an IEP.
Do NOT check the box:
• When the ELL is receiving accommodations only and/or
• To indicate only that the student is participating in an ESL or ELD program.
When choosing appropriate accommodations or modifications, teachers should consider the individual needs of each ELL :
English language proficiency (STEP: oral, reading and writing)
Prior knowledge
Learning style
Readiness and interests Supporting English Language Learners, page 51
Should a statement for an ELL is an ESL or ELD Program be included in the comment box on the report card?
Should a statement for an ELL is an ESL or ELD Program be included in the comment box on the report card?
No. When the format of the Elementary progress and provincial report cards changed in 2010, it was no longer necessary to include a statement for ELLs in modified programs. There is a legend on the last page of the progress and provincial report cards that explains what it means when the ESL/ELD box is checked. Growing Success 2010, page 105
“ESL/ELD – Achievement is based on expectations modified from the curriculum expectations for the grade to support English language learning needs.”
Should a Report Card comment include the STEP levels the student is on?
Should a Report Card comment include the STEP levels the student is on?
No. The comment box is a place for anecdotal comments on the achievement of curriculum expectations. Growing Success 2010, page 64 The STEP assessment is not to be used as part of formal student evaluation (report card grades/marks), but rather as a basis for planning future language acquisition goals.
Steps to English Proficiency, page 25
The STEP Observable Language Behaviours are tracked in PowerTeacher. Progress will be reported to parents on a regular basis.
(Adapted from English Language Learners- ESL and ELD Programs and Services - Policies and Procedures- for Ontario Elementary and Secondary Schools, Kindergarten to Grade 12- page 27)
Should the ESL/ELD box be checked for ELLs on the Kindergarten Communication of Learning?
Should the ESL/ELD box be checked for ELLs on the Kindergarten Communication of Learning?
In very rare instances, there may be a need to modify the Kindergarten program for ML students, and at that point the ESL box would be checked. However, for the most part, the ESL box is not checked for students in the Kindergarten program. Children enter Kindergarten at different stages of development and with diverse backgrounds and experiences. As a play- and inquiry-based program designed to be developmentally appropriate for young children, it is unlikely that aspects of the Kindergarten program would need to be modified for students with limited English proficiency. Please consult the school based ESL teacher before checking the ESL box. Adapted from Growing Success - The Kindergarten Addendum
When might an “I” be used on the progress or report card of an ELL?
When might an “I” be used on the progress or report card of an ELL?
The code “I” may be used to indicate that insufficient evidence is available to determine a letter grade or percentage for an ELL who has just arrived from another country and has not had sufficient time to demonstrate the modified knowledge or skills. Teachers will use their professional judgment to determine when the use of “I” is appropriate and in the best interest of the student.
Can an ELL be progressing well towards promotion when working on modified expectations?
Yes. The promotion box should be checked to indicate that the student is progressing well towards promotion when the student has achieved the modified curriculum expectations.
What are some examples of accommodations for ELL's?
What are some examples of accommodations for ELL's?
ELLs continue to require some level of program support in order to experience success in school, even after they have achieved proficiency in Everyday English.
(Adapted from Supporting ELLs in Grades 1-8 p.51)
Instructional Accommodations
Instructional Accommodations
provide key vocabulary
assistive technology
small group instruction
extensive use of visual cues
adjust pace of instruction
scaffolding
provide framework for listening (list of keywords,
questions, visuals)
guided practice
peer tutoring
begin with group brainstorming, strategic use of student’s L1 (first language)
have student repeat instructions
translating tools
extra time
gesture cues
scribing
graphic organizers
grouping
illustrate ideas
label pictures/objects of newly learned words
develop ideas through guided questioning
provide models/prompts/sentence frames for writing responses
utilize materials reflective of cultural diversity
Assessment Accommodations
conferencing
translation tools
extended time
scribing
oral interviews/assessments
learning logs
encourage students to find keywords/ideas/details in text
phrasing questions simply
focus on content
review assessment criteria
provide thinking time for ELL to process ideas in two languages
portfolios
video/audio recording
observations
visual representations
choice in the process and product
assistive technology such as speech to text software
opportunities to complete assignments/write tests in their first language.
Environmental and Learning Resources Accommodations
arrange seating to facilitate group interactions
peer support
digital tools that allow students to share their thinking orally or through picture or video.
concrete materials
dual-language books (published or student created)
materials in L1
language-rich environment (labeled pictures)
word walls
anchor charts
sequenced labeled diagrams to illustrate processes
visuals
simplified/patterned text
materials/visuals that reflect cultural diversity
inclusive environment that welcomes L1 in the class
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