English Language Learners
Children who are English language learners may require additional supports as they make the transition to Kindergarten. Educators consider the instruction that might be necessary in their play- and inquiry-based learning environments that will maximize English-language acquisition.
Provide multiple ways for English Language Learners to demonstrate their learning.
Flexibility and range in assessment practices will allow English Language Learners to successfully demonstrate where they are in their learning. Consider:
- Simplifying language and including supportive images
- Adjusting the depth and breadth of expectations
- Allowing for more time to complete and respond to tasks/questions
- Encouraging use of first language
- A broad range of assessment options (e.g., oral interviews, observation, lab, key diagrams, informal conversations, matching key concepts to definitions or images, use of video recordings and drawings, etc.)
Provide a supportive learning environment.
Access to a wide range of supportive resources for English Language Learners will help children approach learning activities with increased independence and confidence. Consider:
- Thematic word walls supported with images (may also include phrases related to specific contexts) written in both English and in children’ first language
- Bilingual dictionary, thesaurus, encyclopedias (both online and hard copies)
- Picture dictionaries organized thematically
- Simplified anchor charts with supportive images and labels
- First language peer partner
- Small group brainstorming/planning opportunities
- English speaking peer buddy
- Opportunities to see picture books (e.g., in classroom collections/libraries) and hear stories read aloud that reflect their culture and community
- Online translation tools
Provide ways to scaffold learning.
Breaking up learning into manageable parts and preparing supportive tools will help children to begin new learning with confidence and form a secure foundation to build upon. Consider:
- Visual Aids (simplified and/or open-ended graphic organizers, supportive images)
- Content based cloze activities, sentence starters, writing frames, examples/prompts
- Chunking texts and segments of videos
- Opportunities for shared or collaborative writing
- Pre-teaching key vocabulary and concepts
- Drawing on children’s prior knowledge and lived experiences
- Opportunities for repetition, rephrasing and review
- Opportunities for children to discuss concepts with a learning buddy
- Interactive games to reinforce new material
Please consult the following Ministry program planning resource for more information: Planning for English Language Learners(Opens in a new window).