The inspiration for this question came from the needs of the students I observed in schools.  The first language of the majority of the students I observed in schools was Punjabi.  Moreover, a majority of the students spoke Punjabi at home and were academically supported by parents with weak English speaking skills. These students were referred to by some education professionals as “low” and “behind” because of their lack of English proficiency.  The perspective of these education professionals was that the students’ lack of English proficiency limited their academic abilities across all subjects.  In my opinion the teachers’ acceptance of these students as those that will always be behind in the academic system was unacceptable.  Moreover, the perspective that academic achievement in Canadian schools is only relevant if it is expressed in English was also unacceptable.

From classroom observations it is in my opinion that the strategies used in the classroom for supporting English language learners (ELL) were not only flawed, but they were widening the gap in academic language proficiency between ELL’s and native English speaking students.  This observation inspired further research into classroom strategies for supporting ELLs.

What began as an observation and curiosity quickly became a passion.  I have become enthusiastic about learning how to best support ELL students and to share this knowledge with other teaching professionals, parents and students.

This blog contains research findings on how to best support ELL students, strategies for teachers as well as links to resources for teachers, students and parents.  Research and strategies focus on the use of a student’s first language to support cognitive academic proficiency (CALP) in English as supported by research findings.

Why is this inquiry question relevant in British Columbia?

1. As stated earlier, the inspiration for this inquiry question came from the needs of the students in a school in the Surrey School District.  Therefore, strategies for supporting ELL students’ academic achievement is an observable need.
2. The BCTF 2012 BC Education Facts publication states that in 2011-2012 62,080 ELL students enrolled in B.C. public schools.  It also states that ¼ or 135, 651 B.C. public school students in 2011-2012 live in families where the primary language spoken at home is other than English.
3. The B.C. Ministry of Education English Language Learning Policy and Guidelines of 2009 states the following:

• “Respect for and valuing an individual’s first language(s) and culture is important in order for English language learners to succeed.”
• “Student learning is enhanced by having proficiency in more than one language.”
• “Educational, social, emotional, and economic benefits can occur when students maintain their first language(s) or dialect(s).”
• Students benefit from seeing their own history, literature, and culture reflected in their school experiences.”
• “ELL services should reflect current research with regard to effective practices.”

Therefore, not only is the use of current research strategies for teaching ELL students an observable and statistically relevant need but it is also a policy of the B.C. Ministry of Education and therefore an educator’s responsibility.