How to Engage the English Language Learner

English Language Learners can be successful in the French As a Second Language program.

English Language Learners require varied levels of support and adaptations when interacting with online content.

Below you will find a brief description of the ways to support English Language Learners in the Core French program, as outlined in the French as a Second Language Ontario Curriculum Document.

For a full description of the supports to consider, please consult the Program Considerations for English Language Learners in the French as a Second Language Ontario Curriculum Document.

In the context of FSL, research confirms that a prior language learning experience can facilitate and accelerate further language learning. Indeed, many English language learners are motivated and able to excel in French, while in other areas of the curriculum, where their success may depend on their knowledge of English, the achievement gap between themselves and their peers may be much greater. In other words, the study of French offers them a context in which they can soon function on the same level as their English-speaking peers. In addition, the positive experience of succeeding in learning French has been shown to help English language learners improve their English-language skills.

Responsibility for students’ English-language development is shared by the classroom teacher, the ESL/ELD teacher (where available), and other school staff. School Boards can be as support in terms of resources. Volunteers and peers who speak the students’ first language may also be helpful in supporting English language learners in the FSL classroom. The instructional program should be adapted in order to facilitate the success of these students in the classroom.

Appropriate adaptations for FSL include:

• modification of some or all of the subject expectations so that they are challenging but attainable for the learner at his or her present level of French proficiency, given the necessary support from the teacher
• use of a variety of instructional strategies (e.g., modelling; use of music, movement, and gestures; open-ended activities; extensive use of visual cues, images, diagrams; visual representations of key ideas; graphic organizers; scaffolding; previewing of key vocabulary; peer tutoring; strategic use of students’ first languages)
• use of a variety of learning resources (e.g., simplified text, illustrated guides or diagrams, word walls with French vocabulary, food guides and other health resources available in languages that students speak at home, bilingual dictionaries, visual material, displays; music, dances, games, and materials and activities that reflect cultural diversity)
• use of assessment accommodations (e.g., provision of extra time; use of interviews and oral presentations; demonstration of learning through participation in movement activities, songs, or chants; use of portfolios, demonstrations, visual representations or models)

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 students 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 students’ first language
• Bilingual dictionary, thesaurus, encyclopedias (both online and hard copies)
• Picture dictionaries organized thematically
• Personal vocabulary notebooks
• Simplified anchor charts with supportive images and labels
• First language peer partner
• Small group brainstorming/planning opportunities
• English speaking peer buddy
• Simplified or dual language reading material on subject material supported with images/diagrams/maps
• Online translation tools

Provide ways to scaffold learning.

Breaking up learning into manageable parts and preparing supportive tools will help students 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 student’s prior knowledge and lived experiences
• Opportunities for repetition, rephrasing and review
• Opportunities for students to discuss concepts with a learning buddy
• Interactive games to reinforce new material

Please consult the following links for more support in this area:

http://www.edu.gov.on.ca/eng/curriculum/elementary/fsl18-2013curr.pdf(Opens in a new window)

Planning for English Language Learners(Opens in a new window)