ctl 7019 supporting ells pj fall 2016 - final · reflection on the case study class 8 prepare a...

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CTL 7019 Supporting English Language Learners COURSE NUMBER:

CTL 7019

COURSE TITLE:

Supporting English Language Learners (ELLs)

INSTRUCTORS NAME:

Miao Li

SECTION/COHORT:

P/J 231 & 261

1. Contact Information for Course Instructor Dr. Miao Li Office: Room 11-234 Class: Room 8-220 (P/J 231), Room 2-279 (P/J 261) Time: Wednesdays 9am – 12pm (P/J 231), 1pm – 4pm (P/J 261) Email: [email protected] Preferred communication is via a private Pepper message from our Supporting ELLs course space. I will check for Private Pepper messages every day but not always on the weekend. I will typically respond within 2 days of receiving your message. Office Hours: 4pm – 6pm Wednesdays 2. Course Description and Class Information This course focuses on the inclusion of English Language Learners (ELLs) across the school curriculum. It is intended to support teacher candidates’ development of a pedagogical approach and a repertoire of instructional and assessment strategies to engage ELLs in developing language and content knowledge simultaneously. Using an asset-based perspective to language diversity, the course is structured around the broad domains of (1) theories of language learning and teaching, (2) language awareness, analysis, and assessment, (3) ESL strategies in the content areas, and (4) family, school, community, and policy contexts. Upon successful completion of this course, candidates should be able to identify and use ELLs’ individual strengths and interests to promote their learning and development, to work with families and other professionals to support ELLs, and to understand their roles and responsibilities as teachers with respect to ELLs and their academic, social, and personal success. Pepper Learning Environment We will be using an online environment called “Pepper” in this course. Here is the link to this environment: https://pepper.oise.utoronto.ca/pepper4/source/client/Signin.php

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Class Communication Announcements, including unforeseen changes to our schedule (e.g., in the event of illness) will be made via Pepper. In the event that you have to miss class for a valid reason (e.g., religious holiday, illness, family emergency, etc.), please notify me as soon as possible using a private message in Pepper. 3. Course Expectations In this course, teacher candidates will acquire knowledge and develop skills pertaining to:

• An asset-based approach to supporting culturally and linguistically diverse students acquiring English as another language;

• English as a Second Language and English Language Development programs and models of support;

• Classroom environments that reflect, engage, and celebrate the cultural and linguistic diversity of all students;

• Use of digital resources in supporting English language learners enabling them to become autonomous learners;

• Effective communication with parents / caregivers of students who are culturally and linguistically diverse.

4. Course Content and Weekly Readings Class 1 September 14

Introduction to the Course: English Language Learners and K-12 Schooling

Class 2 September 21

Fundamentals of Second Language Acquisition Critical Issues in Language Learning Chapter 1: The Big Picture & Assigned Reading (see Pepper)

Class 3 September 28

Understanding Patterns of Achievement among English Language Learners Chapter 2: Understanding Patterns of Achievement

Class 4 October 5

Supporting Newcomers & Refugee Students in the Classroom and School Assigned Reading (see Pepper)

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Class 5 October 12

The Language and Content Areas Chapter 3: What are the Language Demands of Different Content Areas?

Online Class 1 October 19

Online Class – Location of Your Choice Connecting Theory, Practice and Possibility Assigned Reading (see Pepper)

Class 6 November 30

The Language Demands of Language Arts and Mathematics Chapter 4: The Language Demands of Language Arts Chapter 5: The Language Demands of Mathematics Post your case study on Pepper by December 2

Class 7 December 7

The Language Demands of Science and Social Studies Voices from the Field: Supporting ELLs in the Canadian Context Chapter 6: The Language Demands of Science Chapter 7: The Language Demands of Social Studies Be prepared to present in small groups on December 7

Online Class 2 January 4

Online Class – Group Time Family Community Involvement Assigned Reading (see Pepper)

Class 8 January 11

The Global Connection: ESL in Different Contexts & Curriculum Presentations Assigned Reading (see Pepper)

Class 9 January 18

Capacity Building Within Schools Chapter 8: Capacity Building Within Schools: How Can WE Create Powerful Communities of Learning Curriculum Presentation I

Class 10 January 25

Class Closing and Looking Forward Curriculum Presentation II

*Please note that this schedule is subject to change. Please review the notes in each class folder to ensure that you have the most up to date information.

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5. Evaluation Overview Exploration and Reflection Activities 30% Due Dates: Throughout the semester Case Study of a Language Learner 30% Due Dates: Post your case study on Pepper by December 2, 2016 and be prepared to present in small groups on December 7 ELL Connect: Curriculum Plan and Presentation 40% Due Dates: January 18, 2017; or January 25, 2017 6. Evaluation Elaboration Academic Discourse Graduate school is about raising questions and exploring areas of interest. Throughout this course, you will develop your own inquiries. Your thoughts and inquiries should be evident in class. Your participation should be based on your commitment to self-directed inquiry and learning. Participation in this course means full and active participation in the classroom, online discussions, readings, guest lectures and project presentations. Exploration and Reflection Activities 30% Description: Each face-to-face class will involve some type of reflection or exploration activity to be completed individually or in pairs in class or online either before or after class. In addition, the tasks to be completed for the 2 fully online classes are considered as exploration and reflection activities. Throughout the course we will use a framework to consider theory, practice and possibilities as they relate to supporting ELLs in the classroom. As part of your in-class and on-line reflections you are asked to consider: Theory: the principles, intentions, ideals or perspectives on pedagogies for ELLs Practice: current efforts to implement these ideals Possibility: new considerations, innovations, movements or suggestions for how to move forward based on what is now known Your reflections would generally include 2-3 insights in one or more of the three areas as specified in the instructions provided for each reflection: a) what you have learned about theories related to supporting ELLs in mainstream classrooms? b) using a critical lens, describe your views of some of the current practices and possibilities? and c) how you intend to apply your learning in your future teaching practice? As a final reflection, you will be asked to copy, paste and complete the chart below into the body of a message instead of including an attachment with your response in Pepper.

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Participation in class & online through exploration & reflection

Please indicate the sentence that best describe your reflective writing by bolding it and comment on your choice. Completion of required reflection & exploration activities

Good B Range

Very Good A-/A

Excellent A+

Class 1 Post your response to one of more of the interview questions related to your linguistic identity or experiences as a language learner. Class 2 Post your thoughts about the Possibility section of the article you read for the jigsaw activity Class 3 Post a critical question you can raise in class on Chapter 3 Class 4 Prepare a couple of questions for our geust speaker Class 5 TBA Class 6 TBA Class 7 Reflection on the case study Class 8 Prepare a couple of questions for our gust speaker Class 9 Prepare a couple of questions for our gust speaker Class 10 Final reflection

All but one or two required posts/tasks were completed Your comment:

Required posts/tasks were all completed thoroughly Your comment:

Required posts/tasks were all completed thoroughly in a timely fashion and exceeded expectations overall Your comment:

Online Class 1 Exploration and T, P, P Chart completion Online Class 2 Online class, Q & A on Immigrant families

One required post/task was not completed Your comment:

Required posts/tasks were all completed thoroughly Your comment:

Required posts/tasks were all completed thoroughly in a timely fashion and exceeded expectations overall Your comment:

Keeping in mind this excerpt from the course outline: “Participation in this course means full

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and active participation in the classroom, online discussions, readings, guest lectures and project presentations”, comment on your participation in the various aspects of the Supporting ELLs course. Evaluation Criteria: The exploration & reflection activities from the 10 face-to-face classes will be assessed as one unit. The exploration & reflection activities from the 2 online classes will be assessed as one unit. The two units are weighted equally. Your own self-evaluations (overall comments) will also be considered. Case Study of a Language Learner (30%) The intention of this assignment is to give you an opportunity to conduct an initial language

assessment interview with an ELL with the purpose of 1) understanding their personal story, 2) placing them on STEP, and 3) making a plan for how their language proficiency might be further developed in the context

of a class you may be teaching in future. Description: This activity can be done on your own or with a peer. Spend 20-30 minutes interacting with an English language learner (preferably a child over the age of 8 or a teenager/young adult) who is part-way on his or her journey developing English proficiency. Please see the Venn diagram below to get a sense of the range of ELLs in Ontario. I recommend that you return to one of your practicum schools and ask for permission to interview a ELL for this assignment which will give experience with an important aspect of your future work in Ontario classrooms. Let me know if you have difficulty finding a suitable ELL to interview and I will assist you. Please use many of the questions suggested on pages 11 and 12 of the STEP Initial Assessment MEO document to guide your discussion. Feel free to probe and follow your interview subject’s interests and unique circumstances. You should plan your own strategies for investigating their grasp of academic English. You will want to audio record your discussion or take very thorough notes. No videotaping is permitted for this assignment. You will be required to come to class prepared to discuss your case study with your peers. You will also be asked to present your findings. Remember to assign a pseudonym for your participant and do not include any information which would enable one to identify the learner. You have options for the presentation of your work. You can write up your findings in an essay of no more than 5 pages or prepare a multimedia presentation. Your final product should include 1) a profile of the English language learner (1-2 pages), 2) notes on their STEP placement with examples from your observations and/or quotes from the interview (1-2 pages) and 3) a short discussion of the implications your findings may have for you as a teacher, as well as any questions you are left with (1-2 pages). Your final products will be shared on Pepper.

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Evaluation Criteria: Papers and presentations will be assigned a letter grade on the basis of completeness (did students address all three components required in the final product); the quality and depth of your responses; well-developed content that appropriately integrates insights from course material and the interview with an ELL; the extent to which the presentation of your case was engaging; and clarity of communication. Due Date: Post your case study on Pepper by December 2, 2016 and be prepared to present in small groups on December 7.

Success Criteria & Evaluation Case Study of a Language Learner

B Range A - / A A/A+ Meets core criteria

Interview an ELL learner

• includes all 3 components of the final product– 1) profile, 2) STEP placement, and 3) a discussion of the implications

• uses a pseudonym for the participant • is prepared to discuss findings on the assigned date with colleagues

Profile of Learner

A simple profile with 2-3 key descriptors of the learner.

A well-developed profile, includes several descriptors of the learner.

A well-developed profile, includes several descriptors of the learner. Exceeds expectations (e.g., in breadth/depth and the individual(s) and considers the gaps in information that would be useful to have in order to create a more robust profile in the future)

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STEP Placement

Places the student on STEP – Oral OLB supported by one or two examples from observations and/or quotes from the interview.

Places the student on STEP – Oral OLB supported by three or four examples from observations and/or quotes from the interview.

Places the student on STEP – Oral OLB supported by more than four examples from observations and/or quotes from the interview.

Implications for Future Practice

States implications for future practice but does not elaborate with examples nor include emerging questions from the case

Briefly states implications for future practice, supports statements with examples. Highlights emerging questions from the case

States multiple implications and supports each with relevant, situation specific examples of how they would be implemented in future practice or makes connections to specific readings/strategies from the course. Highlights emerging questions from the case.

Overall Communication

Organizes ideas, chooses appropriate style, and uses concepts, conventions, and vocabulary of the field with some effectiveness

Organizes ideas, chooses appropriate style, and uses concepts, conventions, and vocabulary of the field with considerable effectiveness

Organizes ideas, chooses appropriate style, and uses concepts, conventions, and vocabulary of the field with a high degree of effectiveness

Copy the success criteria and the question that follows into a message. Then, using a different color of text or bold, choose the statements which best describe your case study of an ELL. Finally, answer the question at the end in a paragraph. You should complete your own self-evaluation and reflection even if you worked with a partner to complete this assignment.

Success Criteria & Self-Evaluation Case Study of a Language Learner

B Range A - / A A / A+ Meets core criteria

Interview an ELL learner

• includes all 3 components of the final product– 1) profile, 2) STEP placement, and 3) a discussion of the implications

• uses a pseudonym for the participant • is prepared to discuss findings on the assigned date with colleagues

Profile of Learner

A simple profile with 2-3 key descriptors of the learner.

A well-developed profile, includes several descriptors of the learner.

A well-developed profile, includes several descriptors of the learner. Exceeds expectations (e.g., in breadth/depth

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and the individual(s) considers the gaps in information that would be useful to have in order to create a more robust profile in the future

STEP Placement

Places the student on STEP – Oral OLB supported by one example from observations and/or quotes from the interview.

Places the student on STEP – Oral OLB supported by two to three examples from observations and/or quotes from the interview.

Places the student on STEP – Oral OLB supported by four or more examples from observations and/or quotes from the interview.

Implications for Future Practice

States implications for future practice but does not elaborate with examples nor include emerging questions from the case

Briefly states implications for future practice, supports statements with examples. Highlights emerging questions from the case

States multiple implications and supports each with relevant, situation specific examples of how they would be implemented in future practice or makes connections to specific readings/strategies from the course. Highlights emerging questions from the case.





What are two or three of the most important things you learned from the process of carrying out this assignment including the interview, the write up and the sharing? ELL Connect: Curriculum Plan and Presentation (40%) Description: For this assignment, you will work with a group of peers. There should not be more than 4 people per group. This project has two components: Plan and Presentation. For this assignment, choose any curriculum unit or topic of interest to your group and make clear connections to the Ontario Curriculum. Multimedia Product: Although there are two distinct parts to this assignment, you will prepare only one multimedia product such as PPT or a Prezi to submit in the Pepper Dropbox. The multimedia product must include all the required components for both parts of this

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assignment. To remain within the 30-minute time limit for your group presentation, you will have to determine how much time to spend on or emphasis to place on each slide. Helpful resources can be found in your textbook and in various folders in Pepper. We encourage you to create a plan with two detailed lessons which reflect what you have learned in the course via the textbook, the presenters and the various experiences linked to this course. Unit Plan with two Detailed Lessons: Together you will prepare two non-sequential lessons to be taught to a whole class, as part of a unit in a specific discipline. You will provide an outline and brief description for the entire unit and situate the two lessons within the unit. Your group will incorporate strategies to meet the needs of the mainstreamed ELLs, some of whom will require modifications to the curriculum objectives, while others may require accommodations. You will need to make clear connections to the Ontario curriculum to be able to identify where you have made modifications or accommodations to the curriculum. In addition to developing two detailed lesson plans with clear teaching objectives and designated resources, you will also address the topic of assessing how well your students have met the objectives of each lesson. Note: You may build from a unit that one of your group members had planned in their practicum. The purpose is to rethink this unit, resources, assessment and two lessons based on the needs of ELL learners. Presentation: You will have 30 minutes in class to share the outline of your unit as well as two lessons. Your PowerPoint presentation should contain your entire lesson plan with explanations. 10-15 minutes of your 30 minutes should be reserved to showcase one portion of one of the lesson plans by conducting a mini-lesson/activity for the class. Make it interactive. Visual aids are required. Your peers and instructor will provide feedback and your final product should be posted in the appropriate folder in Pepper. Guidelines for the PowerPoint and Interactive Presentation Part 1 – 15 minutes Set up the scenario for your class: Describe briefly the characteristics of the students to whom the lesson will be taught. For example, what is their grade level? How many ELLs are in class? For the ELLs, what are their English proficiency levels? Do you have any particular concern in mind when teaching this group of students? You may build this scenario based on one of your group member’s experiences during your practicum. Include clear learning objectives followed by various strategies for meeting the needs of the mainstreamed ELLs. Discuss your assessment plans. The purpose of the assessment is to evaluate how well your students have met the objectives after you have completed the lessons. How will you consider the ELLs’ needs in your assessment plans?

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Part 2 – 15 minutes Showcase one portion of one of your lesson plans by conducting a mini-lesson/activity for the class. Make it interactive. Visual aids are required. All members in each group should contribute equally to the preparation of the unit outline and two lesson plans as well as the presentation. Provide an appendix in your PowerPoint presentation to describe how/what each member contributed to this assignment. Evaluation Criteria: Presentations will be assigned a letter grade. Presentations will be evaluated on the basis of completeness (did students address the many components); creativity (please consider an innovative format—e.g., visual, electronic, artistic, etc.); well-developed content that appropriately integrates insights from course material and students’ experiences; the extent to which the presentation was engaging and completed within the 30-minute time frame; and clarity of communication. See below for additional details. Due Dates: January 18, 2017 or January 25, 2017

ELL Connect: Curriculum Plan Success Criteria and Evaluation

Grades B range A-/A A/A+

Core Elements

• A rough sketch of a unit plan: indicates number of lessons and topic/theme, must include a statement on core content and language objectives for each lesson.

• Unit plan includes details related to the culminating activity. • 2 detailed lesson plans (cannot have lessons that are the first and last lesson in the unit, 1 must be

from the middle of the unit) • Present with peers a 30-minute interactive power point and lesson that provides an overview of the

group of students for whom the unit is intended, the unit itself, and allows course peers to ‘experience’ of at least one of your lesson plans.

• Complete self-evaluation for the assignment and post it by the end of the presentation date.

Unit Plan and Class Scenario

Adequate information on the unit plan. Includes brief information on language and content objectives. Some description of the classroom scenario and the profiles of the ELL community. Addresses the needs of only one STEP level, but in great detail in the assignment.

A well-developed overview and sufficient information on the unit plan. Clearly defined language and content objectives that progress well from lesson to lesson. Clear and thorough description of the classroom scenario and the profiles of the ELL community. Addresses the needs of two STEP levels in the assignment.

A well-developed overview and sufficient information on the unit plan. Exceeds expectations on the defined language and content objectives. These objectives progress well from lesson to lesson. Clear and thorough description of the classroom scenario and the profiles of the ELL community. Addresses multiple STEP levels in the assignment. Exceeds expectations (e.g., in breadth/depth of details provided for either the scenario or the rough unit plan).

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Two Lesson Plans including: 1.Content Objectives 2. Language Objectives 3. Teaching Strategies & Learning Activities 4. Assessment activities 5. Modifications and Accommodations 6. Connections to the Ontario Curriculum 7. Resources

Adequate information in the lesson plans. Includes interactive and engaging activities for ELLs. Clear and relevant statements on language & content objectives, activities, teaching strategies, assessment activities, resources, modifications, accommodations and connections to the Ontario Curriculum.

Well-developed lesson plans. Includes highly interactive and engaging activities for ELLs. Well-developed and accurate statements on language & content objectives, teaching strategies, assessment activities, varied resources, modifications, accommodations and connections to the Ontario Curriculum.

Well-developed lesson plans. Exceeds expectations in depth and detail. Includes highly interactive and engaging activities for all students, including ELLs. Exceptionally defined language & content objectives, teaching strategies, assessment activities, varied resources, modifications, accommodations and connections to the Ontario Curriculum.

Course connections

Well-developed content that appropriately integrates insights from course material and experiences (e.g., the

ideas that were shared in either the textbook or by presenters)





Overall Impression Good Very Good / Excellent Exceptional (Publishable)

Checklist for the Plan Component of the ELL Connect Assignment

A description of the group of students for whom the unit is intended. Include details regarding:

• grade level, • range of ELLs (Proficiency Step), • background of children in the class and of ELLs in particular

A rough sketch of a unit plan:

• provide a short narrative of the topic or theme • specify the number and length of lessons • include a statement on the core content and language objectives for each lesson • include details related to the culminating activity

Two Lesson Plans including:

• content objectives • language objectives • teaching & learning activities • assessment activities • modifications and accommodations with connections to the Ontario Curriculum

Checklist for the Presentation Component of the ELL Connect Assignment A presentation that is no longer than 30 minutes

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10 to 15 minutes is reserved to showcase one portion of the lesson plan by conducting a mini-lesson/activity for the class The presentation involves some form “audience” participation The 3 or 4 presenters participate equally in the presentation Used a PPT or Prezi to display the unit and lessons Embed a range of innovative and engaging activities the two detailed lessons Draw on a range of resources including multimedia Adopt an appropriate style and use clear & correct language

ELL Connect Assignment Self-Evaluation Copy the checklist and the success criteria as well as the questions that follow into a message. After completing the checklist, consider the success criteria and, using a different color of text or bold and choose the statements which best describe your plan and presentation. Finally, answer the questions at the end in short paragraphs. Each member of the group should complete their own self-evaluation and reflection. Make the note readable by me and you only.

Checklist for the Plan Component of the ELL Connect Assignment

A description of the group of students for whom the unit is intended. Include details regarding:

• grade level, • range of ELLs (Proficiency Step), • background of children in the class and of ELLs in particular

A rough sketch of a unit plan:

• provide a short narrative of the topic or theme • specify the number and length of lessons • include a statement on the core content and language objectives for each lesson • include details related to the culminating activity

Two Lesson Plans including:

• content objectives • language objectives • teaching & learning activities • assessment activities

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• modifications and accommodations with connections to the Ontario Curriculum

Checklist for the Presentation Component of the ELL Connect Assignment A presentation that is no longer than 30 minutes 10 to 15 minutes is reserved to showcase one portion of the lesson plan by conducting a mini-lesson/activity for the class

The presentation involves some form “audience” participation The 3 or 4 presenters participate equally in the presentation Used a PPT or Prezi to display the unit and lessons Embed a range of innovative and engaging activities the two detailed lessons Draw on a range of resources including multimedia Adopt an appropriate style and use clear & correct language Grades B range A-/A A/A+

Core Elements

• A rough sketch of a unit plan: indicates number of lessons and topic/theme, must include a statement on core content and language objectives for each lesson.

• Unit plan includes details related to the culminating activity. • 2 detailed lesson plans (cannot have lessons that are the first and last lesson in the unit, 1

must be from the middle of the unit) • Present with peers a 30-minute interactive power point and lesson that provides an

overview of the group of students for whom the unit is intended, the unit itself, and allows course peers to ‘experience’ of at least one of your lesson plans.

• Complete self-evaluation for the assignment and post it by the end of the presentation date.

Unit Plan and Class Scenario

Adequate information on the unit plan. Includes brief information on language and content objectives. Some description of the classroom scenario and the profiles of the ELL community. Addresses the needs of only one STEP level, but in great detail in the assignment.

A well-developed overview and sufficient information on the unit plan. Clearly defined language and content objectives that progress well from lesson to lesson. Clear and thorough description of the classroom scenario and the profiles of the ELL community. Addresses the needs of two STEP levels in the assignment.

A well-developed overview and sufficient information on the unit plan. Exceeds expectations on the defined language and content objectives. These objectives progress well from lesson to lesson. Clear and thorough description of the classroom scenario and the profiles of the ELL community. Addresses multiple STEP levels in the assignment.

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Exceeds expectations (e.g., in breadth/depth of details provided for either the scenario or the rough unit plan).

Two Lesson Plans including: 1.Content Objectives 2. Language Objectives 3. Teaching Strategies & Learning Activities 4. Assessment activities 5. Modifications and Accommodations 6. Connections to the Ontario Curriculum 7. Resources

Adequate information in the lesson plans. Includes interactive and engaging activities for ELLs. Clear and relevant statements on language & content objectives, activities, teaching strategies, assessment activities, resources, modifications, accommodations and connections to the Ontario Curriculum.

Well-developed lesson plans. Includes highly interactive and engaging activities for ELLs. Well-developed and accurate statements on language & content objectives, teaching strategies, assessment activities, varied resources, modifications, accommodations and connections to the Ontario Curriculum.

Well-developed lesson plans. Exceeds expectations in depth and detail. Includes highly interactive and engaging activities for all students, including ELLs. Exceptionally defined language & content objectives, teaching strategies, assessment activities, varied resources, modifications, accommodations and connections to the Ontario Curriculum.

Course connections

Well-developed content that appropriately integrates insights from course material and experiences

(e.g., the ideas that were shared in either the textbook or by presenters)





Overall Impression Good Very Good / Excellent Exceptional (Publishable) What are two or three of the most important things you learned from the process of carrying out this assignment including the development of the unit and the lessons, the preparation of the multimedia presentation, the presentation itself and the sharing? Take this opportunity to let us know if you had concerns about any aspect of the process of carrying out this assignment.

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The Presentation Component of the ELL Connect Assignment Checklist for Peer and Instructor Evaluation

Names of Presenters:

Good B range

Very good A-‐/A

Exceptional A+

The 30-‐minute limit for the presentation was respected

10 to 15 minutes was reserved to showcase one portion of the lesson plan by conducting a mini-‐lesson/activity for the class

The presentation involved some form “audience” participation

The 3 or 4 presenters participated equally in the presentation

The presenters used a PPT or Prezi to display their unit and lessons

Creativity: A range of innovative and engaging activities were embedded in the unit plan and two detailed lessons

Clarity and quality of language used

The overall impression

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Overall Grading Scheme

Assignments are graded in accordance with the evaluation criteria set out by the University – please refer to Grading & Transcripts: University Assessment & Grading Practices Policy http://www.sgs.utoronto.ca/facultyandstaff/Pages/Policies---‐and---‐Guidelines.aspx Extensions to complete an assignment must be arranged with the instructor and will only be granted for extenuating circumstances. In these cases, the student should contact the instructor prior to the original assignment due date (where possible), or at the earliest opportunity. Students who fail to complete coursework within a reasonable amount of time (notwithstanding “rare events” described below) will receive a grade of ‘F’ for the assignment. Students who receive a grade of ‘F’ on an assignment that has been submitted will have an opportunity to revise and re-submit. In these cases, the student should contact the instructor immediately upon receipt of their original assessment, to convey their intention to re---‐submit and determine the due date for the revised assignment (typically not longer than one week). A final course grade of ‘INC’ will only be granted “in the rare event that coursework cannot be completed in reasonable time because of circumstances beyond the student’s control, where a failure or low mark would be clearly unfair, and where late withdrawal is deemed inappropriate”. Policy Regarding Written Assignments Late submission of written assignments will not be permitted. All assignments must be submitted before or on the specified due dates. If you cannot attend class or complete an

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assignment because of other responsibilities, you may submit your assignment before the due date. CTL 7019 and its assessments are designed to meet the Ontario College of Teachers’ Standards of Practice for the Teaching Profession: (1) Commitment to students and to student learning; (2) Professional knowledge; (3) Teaching practice; (4) Leadership and community; and (5) Ongoing professional learning.

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7. Core Texts, Resources and Materials Required Readings Cummins, J., & Early, M. (2015). Big ideas for expanding minds: Teaching English language learners across the curriculum. Don Mills, ON: Rubicon Publishing. Online Ontario Ministry of Education Curriculum Guides and resources related to ELLs http://www.edugains.ca/newsite/ell/

Additional Reading & Viewing http://wordpress.oise.utoronto.ca/diversityinteaching/

http://www.edu.gov.mb.ca/k12/docs/support/law/index.html Manitoba Education and Advanced Learning. (2015) Building Hope: Refugee Learner Narratives. Manitoba Education and Advanced Learning. (2012). Life After War: Education as a Healing

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Process for Refugees and War-Affected Children.

Colorín Colorado http://www.colorincolorado.org/

8. Other Information and Considerations Academic Supports OISE Student Success Centre (OSSC)offers a range of services, including one on one writing support. For more see: http://www.oise.utoronto.ca/ss/OISE_Student_Success_Centre_%28OSSC%29/index.html#overview

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Sustainability OISE is committed to supporting the Ministry of Education’s policy on Environmental Education, and creating a culture of sustainability in teaching and learning through paper and waste reduction, energy conservation and other initiatives. Procedures & Policies (The MT Follows the University Assessment and Grading Practices Policy. Please consult as needed) at: http://www.sgs.utoronto.ca/Documents/universitygpp.pdf Final Grade Determination Assignments are graded in accordance with the evaluation criteria set out by the University – please refer to Grading & Transcripts: University Assessment & Grading Practices Policy http://www.sgs.utoronto.ca/facultyandstaff/Pages/Policies-and-Guidelines.aspx

Excerpt: 1.2.2. Graduate Studies uses a truncated refined letter grade scale (as follows) A+, A, A-‐ , B+, B, B-‐ , FZ.

Academic Integrity It is important to familiarize yourself with the University of Toronto’s policies and procedures on academic matters. The Code of Behaviour on Academic Matters pertains to all students and faculty at the University of Toronto. This document states that it is an offence for a student knowingly “to represent as one’s own any idea or expression of an idea or work of another in academic examination or term test or in connection with any other form of academic work, i.e. to commit plagiarism”. The University of Toronto also has a website dedicated to Academic Integrity and associated U of T resources and includes:

1) Perils and Pitfalls The Scope of Academic Integrity, 2) Smart Strategies for Avoiding Plagiarism, 3) Key Consequences:Penalties and offences under the Code, and 4) Process and Procedures: What happens if I’m accused of an offence under the Code of Behaviour on Academic Matters?

Please ensure you acknowledge all sources. This is always required, even when submitting lesson plans. Professional & Collegial Behaviour Expectations In order to foster deep understanding and provide opportunities to critically examine ideas and practices surrounding teaching and learning, the methods and assignments in this course have been constructed to involve active participation, based on the demonstration of professional/collegial behaviours, as outlined in the Foundations of Professional Practice by the Ontario College of Teachers.

Candidates’ contributions to and participation in daily activities and collaborative tasks, drawing upon assigned readings and personal experience, are directly related to success in this course. As with all MT classes, punctual and regular attendance is not only highly beneficial to teacher development, but also an expectation of professionalism. Participating in a professional culture may be new for some candidates; for most it is a habit of mind that develops over time. In the case of an unavoidable late arrival or absence, candidates should notify, in advance, the instructor

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(and colleagues who might be affected) by phone or email. When in-class assignments are missed during such absences, candidates may be asked to make them up in an appropriate way that is consistent with the expectations of the assignment. Attendance is mandatory in all MT classes If you’re not feeling well, stay home. This will help keep your classmates at OISE healthy, and it will help speed your recovery. If you are not ill, we expect to see you in class. This course involves a large amount of student participation, so the class is weaker for everyone when you are not present. If you are unable to attend class, please email me before class begins. You will be expected to review any files posted online (e.g., PowerPoint presentations) and contact a classmate to acquire notes.

Timely Submission of Assignments The instructor expects that all assignments will be submitted by their posted due date. It is expected that in exceptional circumstances arrangements for an alternate due date, if required, will be made directly with the instructor no later than 7 days before the assignment is due. Decisions regarding accepting of late assignments will be made at the discretion of the instructor. Exceptions may be made on the basis of relevant accommodations outlined in a Letter of Accommodation or a Letter of Consideration generated by OISE’s Student Services Office.

Work that is submitted late will be penalized one-half of a letter grade per day. For example, an “A” paper that is one day late will be awarded an “A-” grade. After two days, the paper would be awarded a “B+” grade, and so forth.

Personal Devices You are welcome to use laptops for note taking. However, during our classes, please don’t use them for Facebook, Email, YouTube, or other off-course activities. Cell phones and other text-messaging devices should not be used during instructional time. Please turn off your cell phones during class.

Freedom of Information and Protection of Privacy As of June 10, 2006 all Ontario universities have been covered by the Freedom of Information and Protection of Privacy Act (FIPPA). This Act supports access to University records and protection of privacy, including the protection of personal information about individuals that is held by the University and the provision of access for individuals to their personal information. Teacher Candidates will be contacted by using their utoronto email address and/or the Pepper messaging system. Accommodations Your well-being and our ability to effectively support you is important to us. Students seeking academic accommodations related to disabilities or chronic health concerns must be registered with the University of Toronto’s Accessibility Services. For additional information on accommodations, accessibility, equity, or mental health and wellness should contact Jeananne Robertson, Student Success Specialist in OISE’s Student Engagement Office, Office of the Registrar and Student Services (ORSS). Jeananne can be reached by e-mail ([email protected]), phone 416-978-2448, or find her in person at the ORSS Registrar’s Office on the 8th floor.

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Copyright University of Toronto faculty, staff and students are both creators and users of material subject to the protections of the Copyright Act. Accordingly, all have both rights and obligations that arise from copyright law as it has been interpreted and applied by the courts. For guidance on whether or not fair dealing applies to the material you would like to use in your scholarly work, please consult the University of Toronto’s Copyright Fair Dealing Guidelines: http://www.provost.utoronto.ca/Assets/Provost+Digital+Assets/26.pdf You are encouraged to contact your Liaison Librarian (http://oise.library.utoronto.ca/aboutus-staff-directory) or UTL’s Scholarly Communications and Copyright Office ([email protected]) for assistance with any copyright questions or issues. 9. Resources, Research, Curriculum Documents and Projects to Explore Curriculum Documents Alberta ESL Curriculum: http://www.education.alberta.ca/teachers/program/esl.aspx British Columbia ELL Curriculum: https://www.bced.gov.bc.ca/ell// Manitoba EAL Curriculum: http://www.edu.gov.mb.ca/k12/cur/eal/framework/index.html Ontario ELL Curriculum: http://www.edu.gov.on.ca/eng/curriculum/secondary/esl.html Saskatchewan EAL Curriculum: http://www.education.gov.sk.ca/EAL Some Statistics Canadian Statistics: Permanent Residents by Top Languages Reported as Mother Tongue: http://www.cic.gc.ca/english/resources/statistics/facts2013/permanent/21.asp Canadian Statistics: Permanent Residents by Home Country: http://www.cic.gc.ca/english/resources/statistics/facts2013/permanent/10.asp#figure7 References related to ELLs inside and outside school Alliance for Excellent Education. (2012). The role of language and literacy in college and career-ready standards: Rethinking policy and practice in support of English language learners. Washington, DC: Author. Retrieved from http://www.all4ed.org/files/LangAndLiteracyInStandardsELLs.pdf Andrade, M. (2006). International students in English-speaking universities: Adjustment factors. Journal of Research in International Education, 5(2), 131-154. Website. Retrieved from http://jri.sagepub.com Arias, M. B., & Morillo-Campbell, M. (2008). Promoting ELL parental involvement: Challenges in contested times. Wesbite: Retrieved from http://epsl.asu.edu/epru/documents/EPSL-0801-250EPRU.pdfhttp://epsl.asu.edu/epru/documents/EPSL-0801-250-EPRU.pdf August, D., & Shanahan, T. (Eds.). (2006). Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Mahwah, NJ: Lawrence Erlbaum Associates.

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August, D., & Shanahan, T. (Eds.). (2006). Executive summary. Developing literacy in second-language learners: Report of the National Literacy Panel on Language-Minority Children and Youth. Mahwah, NJ: Lawrence Erlbaum. Available at: http://www.cal.org/natl-lit-panel/reports/Executive_Summary.pdf

August, D., & Shanahan, T. (Eds). (2008). Developing reading and writing in second language learners: Lessons from the report of the National Literacy Panel on Language Minority Children and Youth. Mahwah, NJ: Erlbaum. Bailey, A. (Ed.). (2007). The language demands of school: Putting academic English to the test. New Haven, CT: Yale University Press. Ballantyne, K.G., Sanderman, A. R., & Levy, J. (2008). Educating English language learners: Building teacher capacity. Washington, DC: National Clearinghouse for English Language Acquisition. Bangou, F. & Fleming, D. (2014). Citizenship, becoming, literacy and schools: Immigrant students in a Canadian secondary school. Our Schools/Our Selves, 91-99.

Batalova, J., Fix, M., & Murray, J. (2007). Measures of change: The demography and literacy of adolescent English learners. New York: Migration Policy Institute, Carnegie Corporation.

Bifuh-Ambe, E. (2011). Postsecondary learning: Recognizing the needs of English Language Learners in mainstream university classrooms. Multicultural Education, 19(3), 13-19. Brownlie, F. & Schnellert, L. (2009). It’s all about thinking: Collaborating to support all learners in English, social studies, and humanities. Winnipeg, MB: Portage & Main Press. Caesar, L. G., & Nelson, N. W. (2014). Parental involvement in language and literacy acquisition: A bilingual journaling approach. Child Language Teaching and Therapy, 30(3), 317-336. Callahan, R.M. (2005). Tracking and high school English learners: Limiting opportunity to learn. American Educational Research Journal, 42(2), 305-328. Center for Research on the Educational Achievement and Teaching of English Language Learners. (2012). About the CREATE project [Website]. Retrieved from http://www.cal.org/create/ Cummins, J. (2001). Negotiating identities: Education for empowerment in a diverse society (2nd ed.). Los Angeles, CA: California Association for Bilingual Education. Cummins, J. (2009). Transformative multiliteracies pedagogy: School-based strategies for closing the achievement gap. Multiple Voices for Ethnically Diverse Exceptional Learners, 11(2), 1-19. Cummins, J. (2010). Multiliteracies and equity: How do Canadian schools measure up? Education Canada, 46(2), 4-7.

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Cummins, J. (2013). ELL Students speak for themselves: Identity texts and literacy engagement in multilingual classrooms. Website. Retrieved from http://learnteachlead.ca/wp-content/uploads/2013/08/ELLidentityTexts.pdf Cummins, J. & Early, M. (2015). Big ideas for expanding minds: Teaching English language learners across the curriculum. Don Mills, Ontario: Pearson Canada Inc. Cummins, J., Bismilla, V., Chow, P., & Cohen, S. (n.d.). ELL students speak for themselves: Identity texts and literacy engagement in multilingual classrooms. http://learnteachlead.ca/wp-content/uploads/2013/08/ELLidentityTexts.pdf Cummins, J., Mirza, R., & Stille, S. (2012). English language learners in Canadian schools: Emerging directions for school-based policies. TESL Canada Journal, 29, 25-48. Danzak, R. L. (2011). Defining identities through multiliteracies: EL teens narrate their immigration experiences as graphic stories. Journal of Adolescent & Adult Literacy, 55(3), 187-196. Davis Lenski, S., Ehlers-Zavala, F., Daniel, M., & Sun-Irminger, X. (September 2006). Assessing English-language learners in mainstream classrooms. The Reading Teacher, 60(1), 24-34. de Jong, E. J. & Harper, C. A. (2007). ESL is good teaching “plus”: Preparing standard curriculum teachers for all learners. In M. E.Brisk (Ed.), Language, culture, and community in teacher education (pp. 127-148). Mahwah, NJ: Lawrence Erlbaum. Division on Learning Disabilities. (March, 2014). Essential components of special education for English Language Learners with learning disabilities. Retrieved from http://teachingld.org/pages/position-papers

Duquette, C. & Land, M. (2014). Strategies for teaching reading to English Language Learners with learning disabilities. Retrieved from http://ldatschool.ca/classroom/literacy/strategies-for-teaching-reading/

Gallagher, K. & Yaman Ntelioglou, B. (2011). Which new literacies? Dialogue and performance in youth writing. Journal of Adolescent & Adult Literacy 54(5), 322-330. Gándara, P. (2012). The impact of English-only instructional policies on English learners. Colorín Colorado. Retrieved from http://www.colorincolorado.org/article/50832/. Garcia, O. (2014). Multilingualism and language education. In C. Leung, & B. V. Street (Eds.), The Routledge Companion to English Studies (pp. 84-99). New York: Routledge. García, O. & Kleifgen, J. (2011). Emergent bilinguals: Policies, programs, and practices for English Language Learners. New York: Teachers College Press.

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García, Ofelia, Jo Anne Kleifgen & Lorraine Falchi. (2008). From English language learners to emergent bilinguals. In Equity Matters: Research Review No. 1. New York: A Research Initiative of the Campaign for Educational Equity. Gersten, R., Baker, S.K., Shanahan, T., Linan-Thompson, S., Collins, P., & Scarcella, R. (2007). Effective Literacy and English Language Instruction for English Learners in the Elementary Grades: A Practice Guide (NCEE 2007-4011). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc/pdf/practiceguides/20074011.pdf Government of Alberta Education. Supporting ESL learners – Search ESL benchmarks. Retrieved on March 13, 2015 from: http://www.learnalberta.ca/content/eslapb/search.html Government of Canada. (2014). Facts and Figures 2013 - Immigration overview: Permanent Residents. Website.Retrieved from http://www.cic.gc.ca/english/resources/statistics/facts2013/permanent21.asp and http://www.cic.gc.ca/english/resources/statistics/facts2013/permanent/10.asp#figure7 Grant, M. (2011). Individual strategies for supporting students with additional language needs. Website. Retrieved from www.HumansNotRobots.co.uk. Guo, Y. (2006). “Why didn’t they show up?” Rethinking ESL parental involvement in K-12 education. TESL Canada Journal, 24(1), 80-95. Harper, S. N., & Pelletier, J. (2010). Parent involvement in early childhood: A comparison of English language learners and English first language families. International Journal of Early Years Education, 18(2), 123-141. Ho, J. (2015). Bicultural children: What parents and teachers should know. Childhood Education, 91(1), 35-40. Honigsfeld, A. & Giouroukakis, V. (Summer 2011). High-stakes assessments and English language learners. The Delta Kappa Gamma Bulletin, 6-10. Horningsfield, A., & Dove, M. (2010). Collaboration and co-teaching: Strategies for English learners. Thousand Oaks, CA: Corwin. Institute for Innovation in Second Language Education. (2012). Welcome to IISLE! Edmonton Public Schools. Website. Retrieved from https://sites.google.com/a/share.epsb.ca/languages-epsb-ca/ Johnson, E. J. & Johnson, D. C. (2015). Language policy and bilingual education in Arizona and Washington state. International Journal of Bilingual Education and Bilingualism, (18)1, 92-112. Kalantzis, M. & Cope, B. (2008). Language education and multiliteracies. Language Policy and Political Issues in Education, 1, 195-211.

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Ladky, M., & Peterson, S. S. (2008). Successful practices for immigrant parent involvement: An Ontario perspective. Multicultural Perspectives.

Li, N. (2013). Seeking best practices and meeting the needs of the English language learners: Using second language theories and integrating technology in teaching. Journal of International Education Research, 9(3), 218. Linquanti, R., & Hakuta, K. (2012). How next-generation standards and assessments can foster success for California’s English learners (Policy Brief). Stanford, CA: Stanford University School of Education. Retrieved from http://www.wested.org/ online_pubs/resource1264.pdf Lotherington H., Holland, M., Sotoudeh, S., & Zentena, M. (2008). Project-based community language learning: Three narratives of multilingual story-telling in early childhood education. The Canadian Modern Language Review, 65(1), 125-145. Lotherington, H. (2011). Pedagogy of multiliteracies: Rewriting Goldilocks. New York, NY: Routledge.

Lucas, T. (1997). Influences on the educational experiences of immigrant students in U.S. schools. (ERIC Document Reproduction Service No. ED406825). www.ncela.gwu.edu/pathways/immigration/influences.htm

McLaren, P. (2009). A pedagogy of possibilities. In A. Orstein, E. Pajak & S. Orstein. Contemporary issues in curriculum (5th Ed), (21-33). Pearson: Toronto. Menken K. & García, O. (2010). Negotiating language policies in schools: Educators as policymakers. New York: Routledge Mills, K. (2011). The Multiliteracies Classroom. Toronto, ON: Multilingual Matters. Naqvi, R., McKeough, A., Thorne, K., Pfitscher, C. (2012). Dual language books as an emergent literacy resource: Culturally and linguistically responsive teaching and learning. Journal of Early Childhood Literacy, 1-28. doi: 10.1177/1468798412442886 Naqvi, R., Thorne, K., Pfitscher, C., Nordstokke, D., & McKeough, A. (2013). Reading dual language books: Improving early literacy skills in linguistically diverse classrooms. Journal of Early Childhood Research, 1-13. Doi: 10.1177/14767/8X12449453 Naqvi, R., Thorne, K.J., Pfitscher, C.M., Nordstokke, D.W., & McKeough, A. (2012). Reading dual books: Improving early literacy skills in linguistically diverse classrooms. Journal of Early Childhood Research, 0(0), 1-13. Nieto, S. (1999). The light in their eyes: Creating multicultural learning communities. New York: Teachers College Press. Nieto, S. & Bode, P. (2011). Affirming diversity: The sociopolitical context of multicultural education (6th edition). New York: Allyn & Bacon.

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Norton, B., & Toohey, K. (n.d.). Critical pedagogies and language learning: An introduction. Website: Retrieved fromhttp://www.cambridge.org/download_file/624044/0/ Ntelioglou, B. Y., Fannin, J., Montanera, M., & Cummins, J. (2014). A multilingual and multimodal approach to literacy teaching and learning in urban education: a collaborative inquiry project in an inner city elementary school. Frontiers in Psychology, 5, 533. Olthouse, J. M. (2013). Multiliteracies theory and gifted education: Creating “smart spaces” in the language arts classroom. Gifted Child Today, 36(4), 247-253)=. Panferov, S. (2010). Increasing ELL parental involvement in our schools: Learning from the parents. Theory Into Practice, 49, 106-112. Paradis, J., Schneider, P., & Sorenson Duncan, T. (2013). Discriminating children with language impairment among English-language learners from diverse first-language backgrounds. Journal of Speech, Language, and Hearing Research, 56, 971-981.

Rance-Roney, J. A. (2008). Creating intentional communities to support English language learners in the classroom. English Journal, 97(5), 17–22.

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Roessingh, H. (2011). Family Treasures: A dual language book project for negotiating language, literacy, culture and identity. Canadian Modern Language Review, 67(1), 123-148.

Roessingh, H. & Douglas, S. (2011). English Language Learners’ transitional needs from high school to university: An exploratory study. Journal of International Migration and Integration.

Roessingh, H. & Douglas, S. (2012). Educational outcomes of English language learners at university. Canadian Journal of Higher Education.

Roessingh, H. & Elgie, S. (2009). Early language and literacy development among young ELL: Preliminary insights from a longitudinal study. TESL Canada Journal. 26(2), 24-45.

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Schecter, S. R. (2012). The predicament of generation 1.5 English language learners: Three disjunctures and a possible way forward. Canadian Journal of Education, 35(4), 322. Schwartz, M. (n.d.). Supporting EAL Learners. Website. Retrieved from http://www.ryerson.ca/content/dam/lt/resources/eal/EAL_Who.pdf

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Short, D. J., & Boyson, B. A. (2012). Helping newcomer students succeed in secondary schools and beyond. Washington, DC: Center for Applied Linguistics. Retrieved from http://www.cal.org/pdfs/newcomer/helping-newcomer-students-succeed-insecondary-schools-and-beyond.pdf

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Short, D. J., & Fitzsimmons, S. (2007). Double the work: Challenges and solutions to acquiring language and academic literacy for adolescent English language learners (Report to Carnegie Corporation of New York). Washington, DC: Alliance for Excellent Education. Retrieved from http://www.all4ed.org/files/DoubleWork.pdf Spear-Swerling, L. (February, 2006). Learning disabilities in English Language Learners. http://www.ldonline.org/spearswerling/Learning_Disabilities_in_English_Language_Learners

Staehr Fenner, D. (2014). Advocating for English learners. Thousand Oaks, CA: Corwin. Stanford University. (2012) Understanding language [Website]. Retrieved from http://ell.stanford.edu/ Sweet, R., Anisef, P., Brown, R., Walters, D., & Phythian, K. (2010). Post high school pathways of immigrant youth. Toronto: Higher Education Quality Council of Ontario. Website. Retrieved fromhttp://www.heqco.ca/SiteCollectionDocuments/Pathways%20ENG.pdf Tang, S. (2014). Social capital and determinants of immigrant family educational involvement. The Journal of Educational Research, 108(1), 22-34. Thomas, W. & Collier, V. (2003). The multiple benefits of dual language. Educational Leadership, 61(2), 61–64. Tschida, C., Ryan, C., & Tickner, A. (2014). Building on Windows and Mirrors: Encouraging the Disruption of “Single Stories” Through Children’s Literature. Journal of Children’s Literature 40(1), 28-39. http://www.childrensliteratureassembly.org/docs/JCL-40-1-Article_Tschida.pdf Walqui, A., & Van Lier, L. (2010). Scaffolding the academic success of adolescent English Language Learners: A pedagogy of promise. West Ed.

Wassell, B. A., Hawrylak, M. F., & LaVan, S. (2010). Examining the structures that impact English language learners’ agency in urban high schools: Resources and roadblocks in the classroom. Education and Urban Society, 42(5), 599–619. World-Class Instructional Design and Assessment Consortium. (2007). English language proficiency standards: Prekindergarten through grade 5. Madison, WI: Author. Retrieved from http://www.wida.us/get.aspx?id=7

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World-Class Instructional Design and Assessment Consortium. (2007). English language proficiency standards: Grade 6 through grade 12. Madison, WI: Author. Retrieved from http://www.wida.us/get.aspx?id=8 Yaman Ntelioglou, B. (2011). ‘But why do I have to take this class?’ The mandatory drama-ESL class and multiliteracies pedagogy. The Journal of Applied Theatre and Performance, 16(4), 595-615. Examples of Dual Language Projects – List from http://engagingeal.blogspot.ca/2015/04/this-website-has-been-created-as-part.html Brandon Dual Language Book Project Recognized by President Obama https://drive.google.com/file/d/0B5rJLfcFWgthTzlkcmVfWDBmOEk/view?usp=sharing The Dual Language Reading Project was initiated by Dr. Rahat Naqvi of the University of Calgary and colleagues in the Calgary Board of Education. It documented the linguistic and metalinguistic benefits that students experienced as a result of teachers and community members reading dual language books to students both in linguistically diverse schools and in the Calgary Board of Education’s Spanish-English bilingual program. www.rahatnaqvi.ca The Family Treasures and Grandma’s Soup - dual language book project http://www.duallanguageproject.com (Roessingh, 2011). The Family Treasures and Grandma’s Soup dual language book project was initiated by Dr. Hetty Roessingh at the University of Calgary in collaboration with the Almadina Language Charter Academy, a public charter school focused on providing comprehensive language support to students learning English as an additional language. In the project, Kindergarten and Grade 1 students created dual language books as a means of enhancing their early literacy progress. The ScribJab Website and iPad Application (Dr. Diane Dagenais and Dr. Kelleen Toohey) The ScribJab website and iPad application were created by Simon Fraser University researchers Dr. Diane Dagenais and Dr. Kelleen Toohey to enable students to read and create digital stories (text, illustrations and audio recordings) in multiple languages (English, French and other non-official languages). The website notes that “ScribJab creates a space for children to communicate about their stories, and come to an enhanced appreciation of their own multilingual resources.” www.scribjab.com The ÉLODiL project (Éveil au Langage et Ouverture à la Diversité Linguistique – Awakening to Language and Opening up to Linguistic Diversity) has developed a wide variety of classroom activities to promote students’ awareness of language and appreciation of linguistic diversity. This project has been undertaken both in Montreal (Dr. Françoise Armand, Université de Montréal) and Vancouver (Dr. Diane Dagenais, Simon Fraser University; Dagenais et al., 2008; Armand and Dagenais, 2012) The Dual Language Showcase was created by educators at Thornwood Public School in the Peel District School Board near Toronto to showcase the dual language writing accomplishments of elementary school students (Chow and Cummins, 2003; Schecter and Cummins, 2003). http://www.thornwoodps.ca/dual/index.htm

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The Multiliteracies project involved a series of collaborations between educators and university researchers in the Vancouver and Toronto areas to explore the pedagogical possibilities that emerge when conceptions of literacy within schools are broadened to take account of multilingualism, multiliteracies, and multimodalities (Early and Yeung, 2009; Cummins and Early, 2011). The Multiliteracies Pedagogy project initiated in 2003 by Dr. Heather Lotherington of York University in Toronto involved a range of collaborations between educators in Joyce Public School and researchers at York University to explore how the concept of plurilingualism could be translated into pedagogical design. The professional learning community at Joyce P. S. worked with students to rewrite traditional stories from a critical perspective using multimodal and multilingual forms of representation (Lotherington, 2011, 2013; Lotherington and Sinitskaya Ronda, 2012; Lotherington et al., 2013). Linguistically Appropriate Practice (LAP) is an approach to working with preschool and primary grade children from immigrant backgrounds, aimed at enabling children to realize their bilingual potential. Developed by Dr. Roma Chumak-Horbatsch (2012) at Ryerson University in Toronto, LAP consists of both an educational philosophy and a set of concrete instructional activities that help teachers transform their classrooms from monolingual into multilingual environments where students’ languages are acknowledged and come to life. Dr. Shelly Taylor at Western University, London, Ontario, conducted a dual language book project designed to produce positive identity texts to counter damaging representations of Aboriginal communities. “The participant-authors were Aboriginal parents who wrote books intended for their preschool-aged children in their ancestral language and English” (Taylor, 2011, p. 289). The information above is retrieved from: Ntelioglou, B. Y., Fannin, J., Montanera, M., & Cummins, J. (2014). A multilingual and multimodal approach to literacy teaching and learning in urban education: a collaborative inquiry project in an inner city elementary school. Frontiers in Psychology, 5, 533. doi:10.3389/fpsyg.2014.00533 http://journal.frontiersin.org/article/10.3389/fpsyg.2014.00533/abstract EAL Pedagogy & General Information Cazden, Courtney, et al. [The New London Group] (1996) "A pedagogy of multiliteracies: Designing social futures." Harvard educational review 66.1: 60-92. Available at: http://eps415gse.pbworks.com/f/A_Pedagogy_of_Multiliteracies_Designing_Social_Futures.htm www.ell.stanford.edu A site sets of teaching resources that exemplify high-quality instruction for ELLs across three content areas. EAL Teaching Strategies: http://www.eal-teaching-strategies.com/differentiation-strategies.html

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Life After War - This document shares strategies for helping EAL students who come from war-torncountries. https://drive.google.com/file/d/0BqBHSE_FKdXLUsybHM3M2ExMEk/view?usp=sharing Sheltered Instruction Observation Protocol (SIOP). The SIOP model was initially developed as an assessment for EAL teachers. In many school districts, it is used as an instructional framework to raise awareness of a variety of strategies and teaching methods that are effective in engaging EAL students. http://siop.pearson.com Bonnie Campbell Hill: Speaking/ Listening Continuum – This is a PDF file of a EAL Listening and Speaking continuum. It ranges from New to English to Fluent and outlines the skills students will have in each stage.http://www.bonniecampbellhill.com/Handouts/EALcontinuums/EAL_BWWD.pdf Saying hello in different languages: http://www.wikihow.com/Say-Hello-in-Different-Languages www.multiliteracies.ca Multiliteracies101- This site contains an exploration of how multiliteracies are currently used within classrooms. www.multiliteracies101.weebly.com New Learning: Transformative Designs for Pedagogy and Assessment – This site contains information on the theory of multiliteracies as well as videos that explore the topic. www.newlearningonline.com The Salty Chip - Is a collaborative space where you can learn more about the Canadian Multiliteracies Collaborative www.thesaltychip.edublogs.org World Fact Book: Flags of the World https://www.cia.gov/library/publications/resources/the-world-factbook/docs/flagsoftheworld.html