- Most of the resources that connect ELLs to their language are in literature. There are a number
of books for younger, emerging
readers, including multilingual books.
- Textbooks are used sporadically as many lack recognition of diversity.
- Newer texts, especially online versions like Edwin, have considerable connections in
Geography, History, Language Arts, and Mathematics.
- Connect with organizations
such as ERGO and
- Social media (Twitter,
Facebook) for additional tools,
tips and resources
EGNAHC TCEFFA OT TROPPUS
RO GNIDNUF FO SECRUOS
- Connect with school board's
ESL consultant and leaders, and
designated supports for ESL/ELD
CULTURALLY
RESPONSIVE
PEDAGOGY
a brief critical examination in determining the
meeting of the cultural and diverse needs of English
Language Learners, and all students in my school
REFLECTION OF STUDENTS
THROUGH IMAGES AND
CONTENT OF RESOURCES
SRENRAEL
EGAUGNAL HSILGNE TROPPUS
OT DEDDA EB OT SECRUOSER
- School budget: allocate
consumable funds to nonconsumables for texts, literature,
online memberships
CURRENTLY EXISTING
RESOURCES FOR ENGLISH
LANGUAGE LEARNERS
- Literature for emerging readers
in intermediate division, based
on interests and content being
studied in their grade
- Multilingual posters for subject
matter, or posters with website
links/QR Codes that leads to
learning material in their
language
- A collection of websites for
students to access based on
learning needs for all subjects
Most of the images and evidence of learning that reflects the culture and diversity of students are in the primary grades, and more so
in the Kindergarten areas of the school.
Since FDK is located around the main entrance of the school, it does present a welcoming appearance to families and visitors. But
little of this is seen apart from the main office and around the Primary/Junior ESL room.
For change to occur, teachers should investigate ways to incorporate evidence of learning that reflects students culture, and
evidence of this learning as displayed in hallways. This should be displayed beyond days or months designated to recognize a
particular group or culture (e.g., months that celebrate Black Heritage, Asian History, or Indigenous Heritage).