IDENTIFYING ENGLISH LANGUAGE LEARNERS

Types of ELLs and Classroom Implications

What Identifies a Student as ELL?

• an English Language Learner (ELL) is a person who needs support with the English Language

• ELLs vary in terms of level or language proficiency and time spent in Canada

• the following categories define the three main types of ELLs in our division

The Three Main Categories of ELLs

1. Newly Arrived with Adequate Schooling2. Newly Arrived with Limited Formal Schooling3. Long Term English Language Learners

1. Newly Arrived with Adequate Schooling

• recently arrived in Canada, but have attended school in their country up to appropriate grade level

• examples include students from “western countries” such as France, Spain or Germany; as well as students from Asia, such as China or Japan

Implications for the Classroom

• tend to be familiar with content, but need to learn key words in English

• may be ahead of grade level in content • main challenges are cultural – they are often accustomed

to traditional formal education • may need time before they are comfortable participating,

making eye contact and offering opinions in class • respond well to structure, homework and learning facts • tend to catch on quickly to English and culture and often

require the least ongoing English support

2. Students with Limited Formal Schooling

• also new arrivals, but may not have attended school before or have had interrupted schooling

• examples include refugee students

Implications for the Classroom

• require considerable support in English and school culture • learning every day English (social English), academic

English as well as the initial content • often lack prior knowledge in content areas and classroom

procedures • tend to suffer from trauma, extreme culture shock and

other psychological or even physical issues • require support in terms of culture and catching up to the

language and content of their peers, but are capable of learning

3. Long-Term English Learners

• in Canada for 7 years or more• many were born here, but may speak another

language at home or have parents who do not speak (much) English

• examples include students whose parents immigrated from another country, students who came to Canada when they were young and aboriginal students, particularly our Cree and Dene speakers from northern Canada

Implications for the Classroom

• also need support with English – mainly academic English

• often go undetected as ELLs • need help with literacy (all languages), academic or

high level vocabulary, and writing and formal oral language skills

• often misdiagnosed as having learning disabilities or simply do not receive support

• tend to struggle in school, feel alienated and have very little confidence

Important Considerations

• all ELLs are capable of learning the content, but need language and cultural support in order to succeed

• ELLs are often chasing a moving target – they are trying to catch up to their peers, while their peers continue to learn and advance

• there are strategies that teachers can incorporate into their lessons, assignments and assessment to help make content meaningful and comprehensible