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Join this session to understand supporting Syrian newcomers, the importance of ELD programs, effective orientation processes, and resources for ESL learners. Learn about the strengths and challenges of students in ELD programs.
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Supporting English Language Learners: The Role of Administrators in Welcoming and Programming for Newcomers Requiring ELD Programs in Ontario Classrooms Facilitators: Jackie Bradley Brown – Education Officer Janet Giberson – Vice Principal YDSB Jennifer Glass – Student Achievement Officer Gillian Hall – Education Officer
Welcome to this session! We want to address your questions and concerns regarding supporting Syrian newcomers. Please draft and post 3 questions that you have.
Learning Goals During this session participants will: • Build a shared understanding of Syrian newcomer ELLs, who may require an English Literacy Development (ELD) program • Discuss effective reception and orientation processes to welcome and include newcomer students and their families: • in the registration process • throughout the school, and • connecting with the community • Review and explore resources and supports (Welcoming, STEP, Tip Sheetsand Responsive Assessment Teams)
Some Facts About our Newly Arrived Newcomers • Newcomer families may have been living in camps or urban situations in Turkey, Iraq, Lebanon, or Jordan prior to resettling in Canada. • Children may or may not have had access to education or English lessons while living in the second country. • The large majority of Syrian and Iraqi families will speak Arabic since this is the language of business and education in both countries. • Some Christian Iraqi families may also speak Assyrian or Chaldean. These are not written languages, except for church documents.
Using Asset-Based Language There are three refugee categories identified as: • GARs – Government Assisted Refugees; • PSRs – Privately Sponsored Refugees; and • BVORs – Blended Visa Office Referrals. All of them are Syrian Newcomers (PR, Permanent Residents)
Professional Dialogue Reflecting on the video clip: • As you listened to Anas tell his story, what did you consider to be his strengths, challenges, and opportunities? • How do you support educators in seeing Anas’s strengths rather than his weaknesses? http://www.edugains.ca/resourcesELL/WebCasts_WebClips/PLF/ AssociatedFiles/Segment1_GettingtoKnowtheStudentsinanELDProgram.pdf
Video Series Video Segments and Facilitator Guides 1. Getting to Know Students in an ELD Program 2. The Importance of a Caring Adult 3. Educators Sharing Ideas to Support Students 4. Using Assessment to Inform Instruction 5. School and System Leaders 6. Welcoming Families to Your Community
The Vision of the English Language Learner ALL English language learners (ELL) come with many assets and skills. They will: • learn English at the same time as they learn the Ontario curriculum; • see themselves in the learning environment; • feel that their culture and language are valued; • have confidence to express their opinion and know they have a voice; • meet high expectations when they are involved in setting goals with appropriate supports; • have opportunities to choose pathways that honour their strengths and interests.
Who are English Language Learners? • Newcomer ELL include: • Children born in another country • Children who have arrived in Canada with their family as part of a planned immigration process • Children who have arrived in Canada as a result of war or another crisis and who may have left their homeland in extreme urgency • Canadian born ELL include: • Children born in immigrant communities • Children that were born in communities that have maintained a distinct cultural and linguistic tradition • First Nation, Inuit or Metis children whose first language is other than English The primary language spoken in the home is one other than English or is a variety of English that is significantly different from that taught in Ontario Schools
A warm and planned welcome is essential for a smooth settlement
What is STEP? STEP – Steps to English Proficiency STEP is a framework for assessing and monitoring English language learners’ language acquisition and literacy development across the Ontario curriculum This is an electronic resource This resource has been developed to support the learning needs of ELLs Accessed on www.EduGAINS.ca This resource can be used by ESL/ELD teachers and/or classroom teachers
The learning skills are across the top and are the same as the Ontario Provincial Report Card Measurement scale is vertical and does not use STEPs, it is developing, building, consolidating, sustaining. Descriptors: describe behaviour that can be observed in a variety of settings. Not all descriptors are stranded.
As you watch this video clip consider the recommendations these school and system leaders are making. • Which suggestions do you feel may apply to your community? • Who can help you implement some of these strategies?
What are the implications for the educators in my school as they support students in developing foundational skills? Review pages 4, 5, 6
Supporting English Language Learners with Limited Prior Schooling: A practical guide for educators Grades 3 -12
Ontario’s Policy in Brief and ELL Vision in Action for Students in ELD Programs Every English language learner with limited prior schooling: • Can learn to be successful when given the appropriate supports and opportunities • Can thrive in a school where everyone has a shared understanding of their backgrounds and where all educators share a vision of high expectations for every student
Use of First Language Play Hello Goodbye Story time Teacher Snack
Mental Health and Special Education Supports http://www.edugains.ca/newsite/mentalHealth/school_mental_ASSIST.html
Exit Ticket • What additional questions have arisen as a result of today’s dialogue? • Is there a specific area/topic that you would like to see offered in a future Adobe Connect Session?
