What does ELL Goals of ELL A Parent's Guide to B.

C's

support look like? Programs ENGLISH

The amount of support given will differ
amongst schools due to the allocated funding
ELL students are provided with the LANGUAGE
language skills and knowledge needed
from the Ministry. Funding is determined by the
number of ELL students enrolled at the school.
to succeed in school and society. DEVELOPMENT
However, generally speaking, the support may
include:
Help improve their ability to
communicate using English fluency
PROGRAMS
Paige Ayers
Collaboration & consultation between
student and ELL teacher (setting goals and To develop the English language skills
sharing strategies) necessary for academic success in the
Differentiation by classroom teacher school system,
Co-planning and Co-teaching
Pull out (small group instruction) Students should develop
One-on-one to help individual students communicative competence
build skills comparable to their peers, based on
British Columbia is a unique province that is
their full potential, in the areas of
diverse and ever-growing, where people and
Push-In listening, speaking, reading, and
their families come from all around the world
writing
ELL teacher comes into the class to aid to live. The large diversity encompassing B.C.
and support English language learners. means an ever-increasing need to have
Become familiar with the culture and
They may help clarify or differentiate programs to help these families feel
society of Canada, understanding and
instructions for students. welcomed and prepared, especially for the
appreciating the cultural differences
ELL teacher and classroom teacher may
and similarities. children. This brochure is designed for
team teach lessons together.
parents of English language learners to
Pull-Out better understand what language
ELL teacher pulls English development programs are generally
"The ultimate goal of ESL service or
language learners out for comprised of in British Columbia.
instruction is to assist the students to
small group or one-on-
become proficient in communicative and
one instruction. academic competence—the ability to use
The students will be taken the language appropriate for the situation”
out in groups according to -Ministry of Education
their language needs and
level.
 B.C. ELL WHAT TO
ROLES OF
Assessment STANDARDS EXPECT...
ELL Standards use descriptors that characterize
Every English language learner must undergo
ongoing English language proficiency English language learners at various stages of Welcome & Initial Assessment
assessments throughout the year to ensure they language acquisition from K-12. They give us the
Upon arrival, the student will be welcomed in by
develop the language skills and knowledge language and help us monitor the developmental the classroom teacher and paired with a peer to
expected based on their abilities and pathways of our ELL students. be shown around the school and become
circumstances. These various assessment accustomed.
practices help determine placement and planning Language skills: The ELL teacher will conduct the initial
opportunities for the students that are crucial in assessment soon after the arrival so that action
1.
order to support the process of language Reading (and viewing) can be taken to best support the student
development. 2. moving forward. The initial assessment will help
Writing (and representing)

determine the student's need for ELL services,
3. Oral Language as well as their level of proficiency.

Interpretation
Five-Level Scale
After the initial assessment, the ELL teacher will
examine and gather any additional information
Beginning (1) – the student is in the that may help them better understand the
beginning stages of language development. student's needs and assist in the planning
process.
Developing (2) – the student is showing
progress in developing their language skills Placement & Support
This is school dependent and the amount of support
.
is often allocated on a greatest-needs basis. That
Helpful Resources for Parents Expanding (3) – the student is expanding in
support will likely include push-in or pull-out
VSB Newcomer Centre their language development to further access support and will vary amongst students.
1) https://www.vsb.bc.ca/nwc/page/11316 classroom learning outcomes.

VSB Resources Consolidating (4) – the student is Ongoing Review

2)https://www.vsb.bc.ca/nwc/page/11326/ele
consolidating their language skills in the There will be ongoing
mentary-resources
academic environment. reviews of evidence and
samples of unedited
3) For Families
student work that will
https://www.colorincolorado.org/families Bridging (5) – the student is bridging to the
contribute to the makings
grade-level language proficiency of their of the annual assessment
peers. (Province of British Columbia, 2018). that will go home with
report cards.