Teaching English Language Learners in the Primary

and Elementary ClassroomA resource guide for teachers

Presented by: Christine MorrisMemorial University of NewfoundlandIn partial fulfillment for the degree of Master’s of Education (Curriculum, Teaching and Learning).

Speak limited or no English.

Come from diverse backgrounds

Planned voluntary immigration process or Government-assisted refugees.

Require classroom support to learn English.

Who are English Language Learners (ELLs)?

Require special attention in the classroom.

May have had disrupted or no formal schooling.

This may be the first time that they are in a formal school setting.

Refugee ELLs

May have encountered war and other traumatizing events

may be withdrawn or may be very disruptive.

Teachers may have to adapt and alter their teaching style.

Refugee ELLs

Can take from 5-7 years for children to become proficient in a second language.

Between the ages of 5-10 children are still acquiring their first language.

Second Language Acquisition (SLA)

Young children become proficient in a second language quicker than adults.

Two types of basic language proficiency: Cognitive Academic Language Proficiency (CALP) and Basic Interpersonal Communicative Skills (Cummins,1980)

SLA

Also referred to as academic language.

Language required for development of literacy skills in a person’s first language and second language.

Takes a long time to acquire.

Teacher intervention is required.

Cognitive Academic Language Proficiency

Involves social language.

Everyday language used in conversations such as when you are talking on the phone.

Acquired in a relatively short period of time.

Basic Interpersonal Communication Skills

CLT is the most commonly used approach by teachers of English.

Allows students to learn English naturally through meaningful communication.

Teaching ELLs: Communicative Language Teaching (CLT)

Language is a social tool, encourage talking and promote conversations.

Embrace diversity as part of language development.

Allow students to make mistakes and do not correct a student’s mistakes. Allow them to learn from these mistakes.

CLT and Refugee ELLs

pair and group work.

Also use directed teaching to help students be successful in learning English.Do not expect students to reach the same level of mastery at the same time.

Each student will learn at their own rate.

Using CLT With Refugee ELLs

Use of their first language should be encouraged when learning a second language.

Provide each student with individual learning plans.

Provide a caring and supportive environment in which students are not afraid to take risks.

Using CLT With Refugee ELLs

Role play

Interviews and information exchange

Group/pair work

Games

Learning by teaching

Using CLT in the Classroom:Activities to Promote Learning

A program that follows the CLT approach.

Immerses ELLs with high interest illustrated story books.

Students are encouraged to read and share their books with their classmates.

BOOK FLOODS

Book Floods

Helps students to make significant gains in reading and listening comprehension and mastery of English structures.

Research has consistently found that students learn the target language more quickly with Book Floods (Elley, 1991, 2000).

English as Second Language (ESL) and Literacy Enrichment and Academic Readiness (LEARN).

ESL teaches English to students who have little or no English and helps develop basic literacy skills.

Programs Available in the Schools

ESL support is available to students for a maximum of five years.

LEARN is an academic program aimed at developing literacy and mathematic skills of ELLs who have a gap in their formal education.

Programs

LEARN is currently being used only in the junior high and high school classroom.

It is designed so that it can be used in the k-6 classroom.

The goal is to bring the student to a level where they are able to be integrated into an age appropriate grade.

Programs

Offered to newcomers through the Association For New Canadians.

It is available in many schools in the St. John’s area.

Settlement Workers in Schools (SWIS)

Assists with registration of students in school.

Translation and interpretation services.

Offers homework assistance to students.

Help finding textbooks and school supplies.

Can provide counselling services if necessary.

SWIS Services

Implement a book-based program such as the Book Flood program for ELLs in the Newfoundland and Labrador school system.

Bring the LEARN program into the primary and elementary classroom to help the ELLs in these grades improve their mathematics and Language Arts skills.

Recommendations

Resources Association for New Canadians –www.anc-nf.cc

Citizenship and Immigration Canada- www.cic.gc.ca

Department of Education – www.gov.nl.ca/edu

Ontario Ministry of Education- http://www.edu.gov.on.ca/eng/document/esleldprograms/esleldprograms.pdf

Association for New Canadians (2009). Guide to Newfoundland and Labrador school system. Retrieved from http://www.anc-nf.ca/files/SchoolsGuideBook_09.pdf

Citizenship and Immigration Canada (2010a). Canada facts and figures; Immigrant overview, permanent and temporary residents 2009. Retrieved from http://www.cic.gc.ca/english/pdf/research-stats/facts2009.pdf

Citizenship and Immigration Canada (2010b). Government-assisted refugee program. Retrieved from http://www.cic.gc.ca/english/refugees/outside/resettle-gov.asp

Collier, V. P. (1987). Age and rate of acquisition of second language for

academic purposes. TESOL Quarterly, 21(4), 617-641. Doi: 10.2307/3586986

Coltrane, B. (2003). Working with young English language learners: Some considerations. Eric Digest. Retrieved from http://www.eric.ed.gov/PDFS/ED481690.pdf

References

References Coltrane, B. (2003). Working with young English language learners: Some considerations.

Eric Digest. Retrieved from http://www.eric.ed.gov/PDFS/ED481690.pdf

Cummins, J. (1980). The cross-lingual dimensions of language proficiency: Implications for bilingual education and the optimal age issue. TESOL Quarterly, 14(2), 175-187. Retrieved from http://www.jstor.org.qe2a-proxy.mun.ca/stable/pdfplus/3586312.pdf

Department of Education (2010a). Guidelines for delivery of ESL services in K-6. Retrieved from http://www.ed.gov.nl.ca/edu/k12/curriculum/guides/esl/esl_k-6/Guidelines_for_Delivery_of_ESL_Services_K-6.pdf

Department of Education (2010b). Literacy enrichment and academic readiness newcomers (LEARN) program; curriculum guide; LEARN-1 language arts: Basic literacy. Retrieved from http://www.ed.gov.nl.ca/edu/k12/curriculum/guides/esl/learn/learn1_language_arts.pdf

Department of Education (2010c). Literacy enrichment and academic readiness newcomers (LEARN) program; curriculum guide; LEARN-1 mathematics. Retrieved from http://www.ed.gov.nl.ca/edu/k12/curriculum/guides/esl/learn/learn1_mathematics.pdf

Elley, W. B. (1991). Acquiring literacy in a second language: The effect of book-based programs. Language Learning, 41, 375-411. Doi: 10.1111/j.14671770.1991.tb00611.x

Elley, W.B. (2000). The potential of book floods for raising literacy levels. International review of Education, 36(3/4), 233-255. Retrieved from http://www.jstor.org.qe2a-proxy.mun.ca/stable/3445488

Gatbonton, E. (2005). Rethinking communicative language teaching: A focus on access to fluency. Canadian Modern Language Review, 61(3), 325-353. Doi: 0.3138/cmlr.61.3.325

Griffiths, J. & Parr, J. M. (2001). Language-learning strategies: theory and perception. ELT Journal, 55(3), 247-254. Doi: 10.1093/elt/55.3.247

Hiep, P. H. (2007). Communicative language teaching: Unity within diversity. ELT Journal, 61(3), 193-201. Doi: 10.1093/elt/ccm026

Krashen, S., Long, M., & Scarcella, R. (1979). Age, rate and eventual attainment in second language acquisition. TESOL Quarterly, 13(4), 573-582. Retrieved from http://www.jstor.org.qe2a-proxy.mun.ca/stable/pdfplus/3586451.pdf

References

Matthews, J. (2008). Schooling and settlement: Refugee education in Australia. International Studies in Sociology of Education, 18(1),

31-45. Doi: 10.1080/09620210802195947.

Ontario Ministry of Education (2007). English language learners: ESL and ELD programs and services. Policies and procedures for the Ontario elementary and secondary schools, kindergarten to grade 12. Retrieved from http://www.edu.gov.on.ca/eng/document/esleldprograms/esleldprograms.pdf

Savignon, S. J. (1987). Communicative language teaching. Theory into Practice, 26(4), 235-242. Doi: 10.1080/00405848709543281

Savignon, S. J. (2006). Beyond communicative language teaching: What’s ahead? Journal of Pragmatics, 39, 207-220. Doi: 10.1016/j.pragma.2006.09.004.

References

Saville-Troike, M. (1973). Reading and the Audio-Lingual Method. TESOL Quarterly,( 7) 4, 395-405. Retrieved from http://www.jstor.org.qe2a-proxy.mun.ca/stable/pdfplus/3585870.pdf

Statistics Canada. (2010). 2006 community profiles. Retrieved from http://www12.statcan.gc.ca/census-recensement/2006/dp-pd/prof/92-591/details/

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Terrell, T. (1977). A natural approach to second language acquisition and learning. The Modern Language Journal 61(7), 325-337. Retrieved from http://www.jstor.org.qe2a-proxy.mun.ca/stable/pdfplus/324551.pdf

Zimmerman, C. B. (1997). Historical trends in second language instruction. In J. Coady & T. Huckin (Eds.). Second language vocabulary acquisition: A rationale for pedagogy (pp. 5-15). [Adobe Digital Editions Version]. Retrieved from http://catdir.loc.gov/catdir/samples/cam034/96003115.pdf

Verdugo, R. & Flores, B. (2007). English language learners: key issues. Education in urban society, 39(2), 167-193. Doi: 10.1177/0013124506294852

References