How are non-English L1s (and related dialects) incorporated into classrooms and what kind of effect does this have on engagement in the classroom?
I am curious about the effects of the scriptural,
auditory and oral presence of the non-English L1s
Previously, I had wanted to examine if the presence of non-English L1s in classrooms had a positive effect on students’ understanding of literature, but due to the limitations of the initial inquiry, I have refined my question to investigate the effects of non-English L1s on engagement. Specifically, I am curious about the relationship between engagement and the scriptural, auditory and oral presence of non-English L1s within the class.
As a second-generation Korean born in Canada, I was never a stranger to the challenges ELLs faced. My 
mother and father, and my other relatives struggled as they tried to navigate their new linguistic landscape while I simply grew up naturally as a Canadian-born boy. But their struggles did not end there. Despite my birthplace being Canada, my parents were concerned about how I would learn and comprehend English. I was enrolled in ESL class, providing me with my first contact with an ELL programme at a very young age.
As I grew up, I was constantly surrounded by the issues of language. In particular, I often acted as the language broker for my parents. Translating both English and Korean in an effort to reach a compromise of scattered understanding, I struggled to straddle both linguistic spheres. Later, in my high school years and university career, I have often assisted with ELL students within the classroom and outside, further fostering my passion for ELLs and their learning. As a result, my inquiry is the summation of my experiences with the education of ELLs, and their challenges.