Preparing for ELLs

In this portfolio submission I am entering three further artifacts that help to document my developing understanding of how to prepare for teaching English Language Learners (ELLs) in my care. When ELLs enter into the school environment, they may do so at the beginning of the school year or at some time during it (Building a Whole School Approach, 2007). In such circumstances, the ELL students may also come with limited prior schooling or no schooling at all due to civil conflict, war, and strife. As an educator, I am in need to prepare myself for these anticipated realities in ways that enable these students and their families to experience as successful transition into their new life of which public education intersects with and informs other social priorities. Accordingly, information that can be sourced and used to advocate for positive change can be considered valuable to these individuals.

Settlement.org is a website that is designed to provide "newcomers with information and resources to settle in Ontario, Canada." Should a newcomer family express or exhibit a desire for information regarding the settlement process, it would be wise to refer them to Settlement Workers in Schools (SWIS) personnel who may be contacted at the Board Office if such personnel are not found on site in the school. Along with this contact, the SWIS would most likely introduce the family to resources that can be found within the Settlement.org website. This website provides "good, accurate, reliable and timely content. This includes the most recent information about Immigration and Citizenship, Housing, Health care, Employment, Education, and other core public services. "Links to excellent sites with authoritative information" include referral to guidebooks, brochures, applications, and assessments. Furthermore, families of ELL students can make further contact with specific public service departments, with access to "referrals to local services."

The STEP Initial Assessment (2012) document is "intended for all teachers and administrators who welcome and assess English language learners who are newly arrived in their schools" (p. 3). For an newly arrived ELL, there is need to understand the strengths and learning needs with respect to his or her English proficiency. The data collection process is systematic in that it seeks to illustrate: (i) the student’s language proficiency (oral, reading, and writing) and literacy development; (ii) the student’s mathematical skill level; (iii) appropriate programming supports; and (iv) appropriate placement. Should the ELL student not be in possession of any English proficiency, the teacher need not worry. There are protocols in place where assistance in the language of correspondence for the ELL and his/her family can take place. Assessments are nonetheless administered and eventually a profile of English proficiency will emerge, upon which the teacher can inform his or her curriculum programming for the specific student. As an mainstream classroom educator, I would seek the support and advice of the Learning Support Teacher (LST) who would most likely oversee these procedures and ensure the data obtained from the Initial Assessment process is well interpreted and supported among a team of school personnel (e.g., classroom teachers, support counsellor, SWIS worker, school administration).

While there is no video component to the STEP Initial Assessment document, the assessment practices that classroom teachers can design and deliver can be sourced from Dr. Lorraine Valdez Pierce. As an Associate Professor in the Graduate School of Education at George Mason University, Dr. Pierce focuses on designing curriculum and assessment procedures for English language learners at the Center for Language & Culture. In the following video, she discusses performance-based standardized assessments; assessment as a tool for informing instruction; use of assessment to reinforce reading comprehension; and student self-assessment and self-monitoring. In these discussions, Dr. Pierce offers practical advice on how ESL and classroom teachers can collaborate when assessing English language learners and making decisions based on those assessments. Tips on record keeping and rubrics are also included. Such information can be helpful to link the Initial Assessment data obtained through the STEP processes with the pedagogical decision-making that transpires in the course of instruction and classroom learning.

These three artefacts overall provide preparedness knowledge for myself as classroom educator of ELL students. I will source these in future and anticipate using these periodically - when and where necessary.