Module 2: Preparing for ELLs - Key learning
- Farzana Ahmed
- Mar 19, 2019
- 2 min read
EduGains- English as a second language observable language continua charts
EduGAINS website has a wealth of information for ESL teacher. I particularly found the ESL observable language continua very important for ESL teachers. Here, I am able to find guidelines on expectations for ESL students at different stages. They have laid out the expectation for each elements of literacy skill at each grade level.
As ELL will many not always fall on the general language curriculum expectation, this is very useful for ESL teachers to use as a reference. This can be used to assess ELL. It can also inform teachers and the students’ expectations at each stage. As a teacher, I can use this to work with the student to co-construct goals and work together to move up the continua.
While using this I think it is important to remember that each ELL is different. Student at intermediate level may not necessary fall in the intermediate block. Also important to keep in mind, a student may be at different level for different elements (for example their understanding may be in stage 1 but their fluency in stage 3). As a teacher, we need to play close attention to each element and accurately assess our student.
Supporting English Language Learners - A practical guide for Ontario Educators
https://www.youtube.com/watch?v=GJajycotf5M
Jim Cummins- Multilingual Education for Social justice
The video of Jim Cummins- Multilingual Education for Social justice was enlightening. As a teacher I was aware of the importance of culturally responsive pedagogies but I have never before connected with social justice. . Cummins highlights that the societies’ ideas and power relations greatly influences our classrooms. Often the social power relationship is reflected in the curriculum and our teaching practices. And often it is subtle and undetected. As teachers, unknowingly we expose our students to such social power relations, deepening the social statuses that may stand.
As a teacher with classroom full of diverse students we need to be aware that our teaching habits can be unknowingly formed by social power relationships. Our practices can unintentionally neglect devalue a culture and leave our students felling devalued and indifferent from their identity. Personally, I feel this is morally wrong and can deepen stereotypes and social divides.
Therefore as teacher we need to take active steps to explicitly include student identities in our lesson and the school. It is important we challenge the social norms and as Cummins suggests, “Empower” our students. This empowerment done through engaging students with their learning, by using students first languages and cultures as a starting point to plan lessons. As ESL teachers we should build on students’ prior knowledge, expose them to relevant topics. We can collaborate with parents to help develop literacy skills in both their first languages and English. The resources and displays in the classroom and school should reflect all students’, their languages and their cultures and values. In doing so we can empower our students. Especially for our new comer ELL we can give them a sense of belonging. By employing culturally responsive pedagogies we not only engage our students with learning we are also setting and strengthening a social norm that everyone is equal and our diversity is a strengthens our community.
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