Professional Growth & Learning

My Philosophy for Teaching ELLs

I came into this course with some scattered knowledge of working with ELLs. I had almost three years of experience working specifically with ELLs and had learned strategies to help them succeed through working at international schools and taking a 6 work course regarding teaching ELLs during teacher's college. This course allowed me the time I needed to organize my learning and knowledge. I was able to make connections between strategies I was already familiar with, and the theory behind them.

My teaching philosophy for working with ELL centres around affirming identity, providing adequate support and scaffolding to bolster success, and providing multiple options for demonstrating learning. This philosophy is largely inspired by the Vision and Action Plan for working with ELLs created in Module 2.

Multiple experts in education, including Jim Cummins of U of T, have cited the importance of affirming the identity of ELLs in the classroom. The curriculum we teach often does not reflect the diverse students within our schools. Research has shown that allowing students the opportunity to display their knowledge of another culture or language in the classroom leads to higher self-esteem, and thus greater educational success. Teachers have the responsibility to empower our students, and for ELLs, using their unique perspective and knowledge in the classroom is an excellent tool for empowerment.

As I mentioned previously, I had a hodge-podge of instructional strategies for working with ELLs prior to taking Teaching ELLs Part 1. I now have an organized archive of tools for scaffolding and assessment, as well as a wealth of resources to be used in the classroom to support student success. I have a collection of activities to scaffold learning in all 4 strands of language. I will use these tools to bolster the success of ELLs in achieving the expectations of the Ontario Curriculum.

Finally, I will provide multiple opportunities and means for my students to show their learning during assessments. Whether that be summarizing a science experiment using pictures and oral-language, or using alternative means to demonstrate competency in English, I will provide flexibility in order to allow my students the best opportunities to succeed. My goal is for language to not be a barrier impeding the success of ELLs in Ontario schools, and I have many tools and strategies at my disposal to accomplish this.