To Web 2.0 and Beyond

Completing ESL courses or an English Language Learners certificate does not always mean you are fully prepared to jump right in and be the best ESL teacher you can be (although that is the wish). Growing your pedagogical practices and learning how to meet the literacy needs of ELLs takes time, resources and collaboration. This blog is a response to someone reaching out to their fellow educators and online ESL teachers community and asking for help.  I have spent 3 years collecting resources and asking for help, because I have been there too: feeling unprepared, confused about the discrepancy between my training and the reality of my classroom and ELLs and discouraged. Don't worry, your feelings are valid and common. It will get better and that starts with reaching out and asking for help. Beginning ELLs (with little language acquisition) participate mainly in listening and viewing activities as they build comfort to explore oral and writ...

After my first year of teaching, I realized I was unprepared to effectively support the large number of ELLs in my classroom and scaffold their language acquisition. The same year, I decided I needed to learn more about working with English Language Learners (ELLs) and a year later,  completed my post-bachelor certificate in English Language Learners. ELLs are individuals learning English in addition to their first or home language. ELLs enter our classrooms with unique cultural, linguistic and academic backgrounds. Some ELLs may be born inside or outside of the country, Canada in my context, and some ELLs may be refugees or immigrants that have had no prior schooling or interrupted schooling due to their past experiences. ELLs may be experiencing trauma, culture shock or going through an adjustment to a new country, school and learning environment.  ELLs require a culturally responsive educator who will help provide a safe and student-centered learning environment, meet their...