1. Supporting Academic Teachers of ELL’s
Jackie Angi-Dobos
Niagara Christian Collegiate

2. Spanish Math test discussion
After opening a faculty meeting with a math test in Spanish (followed by English translation support), I ask the Academic teachers the following:
Were you able to successfully complete the math test without the English translation?
When you received the translation, did you think this was “cheating”? (i.e. did you have an unfair math advantage because you had the words in English?)
Is this a reasonable standard that lower level English Language Learners (ELLs) should expect?
Is this a reasonable standard that upper level ELLs should expect?
How much extra time would this take the teacher?
How many languages do you have in a typical classroom?
Is this a modification or accommodation?

3. Introduce some ESL terminology and explanations
It is important to help the Academic teacher understand that even though students can converse in English, that doesn’t mean they are at a correct academic level
See the following slides referring to BICS and CALP

4. BICS - Basic Interpersonal Communication Skills
BICS describes social, conversational language used for oral communication.
this type of communication offers many cues to the listener and is a context-embedded language.
Usually it takes about two years for students to comprehend context-embedded social language readily. English language learners can comprehend social language by:
observing speakers’ non-verbal behavior (gestures, facial expressions and eye actions);
observing others’ reactions;
using voice cues such as phrasing, intonations, and stress;
observing pictures, concrete objects, and other contextual cues which are present; and
asking for statements to be repeated, and/or clarified.

5. CALP - Cognitive Academic Language Proficiency
CALP is the context-reduced language of the academic classroom. It takes five to seven years for English language learners to become proficient in the language of the classroom because:
non-verbal clues are absent;
there is less face-to-face interaction;
academic language is often abstract;
literacy demands are high (narrative and expository text and textbooks are written beyond the language proficiency of the students); and
Cultural/linguistic knowledge is often needed to comprehend fully.

6. CALP conclusion as it relates to high school students
Students that arrive at your school anytime from grade 6 to 12, may need support before they are fully competent in the Academic Classroom (see CALP)
What does the Ontario Curriculum say about ELLs and permitted accommodations?
- The following slides are the ELL accommodations

7. BOH4M - Business Leadership (page 23 of the curriculum document)
Teachers of business studies must incorporate appropriate strategies for instruction and assessment to facilitate the success of the English language learners in their classrooms. These strategies include:
modification of some or all of the course expectations, based on the student’s level of English proficiency;
use of a variety of instructional strategies (e.g., extensive use of visual cues, graphic organizers, scaffolding; previewing of textbooks; pre-teaching of key vocabulary; peer tutoring; strategic use of students’ first languages);
use of a variety of learning resources (e.g., visual material, simplified text, bilingual dictionaries, and culturally diverse materials);
use of assessment accommodations (e.g., granting of extra time; use of oral interviews and tasks requiring completion of graphic organizers and cloze sentences instead of essay questions and other assessment tasks that depend heavily on proficiency in English).

8. HHS4U - Families in Canada (page 39 of the curriculum document)
Teachers must adapt the instructional program in order to facilitate the success of these students in their classrooms. Appropriate adaptations include:
modification of some or all of the subject expectations so that they are challenging but attainable for the learner at his or her present level of English proficiency, given the necessary support from the teacher;
use of a variety of instructional strategies (e.g., extensive use of visual cues, graphic organizers, and scaffolding; previewing of textbooks; pre-teaching of key vocabulary; peer tutoring; strategic use of students’ first languages);
use of a variety of learning resources (e.g., visual material, simplified text, bilingual dictionaries, and materials that reflect cultural diversity);
use of assessment accommodations (e.g., granting of extra time; use of oral interviews, demonstrations or visual representations, or tasks requiring completion of graphic organizers or cloze sentences instead of essay questions and other assessment tasks that depend heavily on proficiency in English).

9. Grade 11/12 English (page 32 of the curriculum document)
Teachers must adapt the instructional program in order to facilitate the success of ELL students in their classrooms.
Appropriate adaptations include:
modification of some or all of the subject expectations so that they are challenging but attainable for the learner at his or her present level of English proficiency, given the necessary support from the teacher;
use of a variety of instructional strategies (e.g., extensive use of visual cues, graphic organizers, scaffolding; previewing of textbooks, pre-teaching of key vocabulary; peer tutoring; strategic use of students’ first languages);
use of a variety of learning resources (e.g., visual material, simplified text, bilingual dictionaries, and materials that reflect cultural diversity);
use of assessment accommodations (e.g., granting of extra time; use of oral interviews, demonstrations or visual representations, or tasks requiring completion of graphic organizers or cloze sentences instead of essay questions and other assessment tasks that depend heavily on proficiency in English).

10. Mathematics - grades 11 & 12 (page 34 of the curriculum document)
Teachers of mathematics must incorporate appropriate adaptations and strategies for instruction and assessment to facilitate the success of the English language learners in their classrooms. These adaptations and strategies include:
modification of some or all of the course expectations so that they are challenging but attainable for the learner at his or her present level of English proficiency, given the necessary support from the teacher;
use of a variety of instructional strategies (e.g., extensive use of visual cues, scaffolding, manipulatives, pictures, diagrams, graphic organizers; attention to clarity of instructions);
modelling of preferred ways of working in mathematics;
previewing of textbooks;
pre-teaching of key vocabulary;
peer tutoring; strategic use of students’ first languages);

11. Mathematics - grades 11 & 12 (continued)
use of a variety of learning resources (e.g., visual material, simplified text, bilingual dictionaries, materials that reflect cultural diversity);
use of assessment accommodations (e.g., granting of extra time; simplification of language used in problems and instructions; use of oral interviews, learning logs, portfolios, demonstrations, visual representations, and tasks requiring completion of graphic organizers or cloze sentences instead of tasks that depend heavily on proficiency in English).

12. What does Growing Success Say?

14. If those are all Accommodations - What are Modifications?

15. Examples of what teachers can do
Draw on students’ first languages to preview lessons whenever possible.
Give ELLs opportunities to review lessons in their first languages. 
Use visuals and hands-on objects the students can handle and manipulate.
Scaffold content learning through the use of graphic organizers, such as Venn diagrams, webs, and anchor charts.
Use gestures and body language to help illustrate language.
Speak clearly and pause often. 
Repeat key phrases and concepts in a variety of ways. Paraphrase often.
Write key words and ideas on a whiteboard
Make frequent comprehension checks. 
Use multi-media and technology whenever appropriate.
Keep oral presentations and reading assignments short. 

16. More examples Look at science glossaries: https://bit.ly/2Pa8PZM
Teach academic vocabulary:
English novels – pre-read in 1st language – or listen to novel:
Check out the blog:

17. Checklists & Ministry Guidelines
Look at the handout - Instructional and Accommodations Checklist (also on the blog)
- Teachers can check off what accommodations they use with their students
Website to check out: Improving the Instructional Program
Look at: Many Roots, Many Voices, Tips for The Classroom pp. 7 –
Thank you!
Jackie

18. References
Freeman, David and Yvonne, English Language Learners: The Essential Guide, Scholastic, 2007
Growing Success: Assessment, Evaluation and Reporting in Ontario's Schools : Covering Grades 1 to 12. Toronto: Ministry of Education, Print.
BICS and CALP -
Considerations for English Language Learners - Various Ministry of Education, Ontario Curriculum documents