Resources

=Resources=

The following is a list of resources members have found useful. Please add to this list and provide description or key ideas from the resource (add new resources to the top of the list).

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 * Professional Development Videos** (many with supporting activities for staff professional development)

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 * //Understanding English Language Learners//**


 * Coelho, Elizabeth. //Adding English: A Guide to Teaching in Multilingual Classrooms.//Don Mills, Ontario: Pippin Publishing Corporation, 2007.**

Classroom Tips for Teachers with ELL Students (ideas adapted from Coelho's //Adding English//)

 * Learn to pronounce the new student's name.
 * Seat students beside others who speak the same language, if possible.
 * Organize group interviews to help students introduce themselves to one another. Provide some questions, possibly content related.
 * Trace student's roots on a world map that is permanently displayed in the classroom (name tags by their country). Add newcomers as they arrive.
 * Create inclusive displays in multiple languages, involve students in creation and don't expect perfection.
 * Peer tutors - bilingual partners can help and support newcomers, but they must be trained.
 * Talk to students about how they can help ELL learners (repeating, rephrasing, gestures).
 * Encourage students to learn phrases in other languages (do a word of the week).
 * Make a point of asking ELL students in your class only answers that they can actually give.
 * Make sure to look at the student's intake form to understand what their language background is.
 * Involve parents in creating materials in student's first language and homework projects parents can work with.
 * Create vocabulary walls in your classroom of content vocabulary and provide this list to new students at the start of units.
 * Simplify vocabulary and sentences and "recycle" new words.
 * Print rather than write.
 * Use key visuals to present key concepts.
 * Use non-verbal cues (gestures, facial expression and mime).
 * Give clear instructions (write page and exercise numbers on the board as you say them).
 * Check for comprehension (individually).
 * Provide enough response time (some think in first language then translate).
 * Teach survival expressions: May I go to the washroom?
 * Pictures, pictures, pictures!

=**Video:**= Featuring Dr. Robin Scarcella, providing an overview to academic language instruction for English language learners, as well as teaching strategies, activity ideas, and recommended resources. [|http://link.brightcove.com/services/player/bcpid6716709001?bckey=AQ,AAAAAFwNJhQ~,2UA9EcWU7eM5vUWp0h4s2HYedsNAzJnY&bclid=0&bctid=129203742001]

Possible questions for staff discussion after viewing the video:=====
 * 1) Describe how academic English differs from the English we use in everyday life. What are some misconceptions people might have about academic language development?
 * 2) Does your school have an effective, comprehensive academic language curriculum in place? If not, how could you work with colleagues within your school to develop one?
 * 3) According to Dr. Scarcella, how might academic language instruction be designed to address the needs of both newcomer ELLs and long-term ELLs?
 * 4) Based on what you heard today, can you describe skills other than vocabulary knowledge that are essential to academic language proficiency?
 * 5) What types of professional development activities do you think would be helpful to teachers who want to learn more about effective academic English instruction?