Setting Directions

School and system leaders set direction for supporting English language learners in a number of ways, including:

  • working in collaboration with stakeholders to establish an overall vision for ELLs in their schools to which they are all strongly committed
  • devoting additional effort to creating high expectations among staff for the achievement of ELLs
  • encouraging staff to be innovative in helping ELLs meet those expectations
Key resources have been organized according to frequently asked questions.

Who are the English language learners in my school?
ESL/ELD Programs and Services:  Policies and Procedures for Ontario Elementary and Secondary Schools (2007) Policy 1.2 Definition of an ELL pp. 8 – 9   PDF
Many Roots, Many Voices, Understanding the English language learner (pp. 48 -53)   PDF
Canadian-born English Language Learners - Capacity Building Series
This monograph focuses on ELL born in Canada who require differentiated support to acquire academic language.
See “Monographs” found in the left menu under Classroom Educator.
  Web Page

How do we develop an overall vision and create high expectations for ELL?
Vision Statement - See “Postcards” found in the left menu under Classroom Educator / Resources   Web Page
Video: Dr. Jim Cummins (OISE) (8 min.)
This video explains the difference between everyday and academic language and how long ELL require support in order to develop academic language proficiency.
See “Webcasts” found in the left menu under Classroom Educator.
  Web Page

What are some innovative practices to support ELL?
ELL Voices in the Classroom - What Works? Research into Practice #8 (2009)
This monograph discusses how a good language-learning environment enables ELL to develop the oral language skills (listening and speaking) that will provide a foundation for the development of literacy.
See “Monographs” found in the left menu under Classroom Educator.
  Web Page

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