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Differentiated Instruction for English Language Learners

Who are English language learners?

English language learners (ELLs) are students in English-language schools whose first language is other than English, or is a variety of English, such as Jamaican Creole, that is significantly different from the variety used in Ontario's schools. They may be Canadian-born or newly arrived from other countries. They come from diverse backgrounds and school experiences, and have a variety of needs. They all share these goals in language learning:

• to catch up to their English-speaking age peers in understanding and communicating in spoken English, as well as in reading, and writing in English;
• to demonstrate levels of achievement on EQAO tests that are similar to those of their peers;
• to use English effectively as a language for learning in all areas of the curriculum.

What do they need?

Learning a second or additional language for and at school is a long-term process that cannot be left to chance. For their first four or five years in an Ontario school, most ELLs require focussed support in order to develop proficiency in English.

• During the first two or three years, most ELLs need direct support from an ESL/ELD teacher or another designated staff member with appropriate knowledge of language acquisition and of the structure of English, as well as skills in second-language teaching.
• All ELLs, whether they receive direct ESL/ELD instruction or not, need continued support from their classroom teachers so that they can keep moving towards their goals and catch up to English-speaking peers over time.