Supporting Students with

Limited or Interrupted
Formal Education (SLIFE)

An Interactive Guide for Elementary Teachers

 Interactive
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Receiving a student in your class who has had little ribe to
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or no formal schooling experience can be daunting. Form r In ith
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Where do I start? What do they need first? How are hool d
ing.
they different from other ELLs?

This guide is designed to assist you, the classroom

teacher, as you support and advocate for ELLs who
have come to them with limited, interrupted, or no
prior formal schooling. Click on any section in the
Table of Contents to jump to the information you
need most.
 Click on titles to jump to that
Table of Contents section.

Background Learning Needs

Who are our ELLs with limited Academic and learning needs
prior or interrupted & suggested strategies
formal schooling?

Socio-Emotional Needs Additional Resources

Social and emotional needs Instructional & SEL
& suggested strategies resources by age cluster
 01
Background
Who are our ELLs with limited
prior or interrupted
formal schooling?

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Table of Contents
 Previous Next

Diverse Stories
Students with limited or interrupted formal education
(SLIFE) are a subset of English language learners
(ELLs) whose lived experience includes limited or
disjointed experiences of schooling. Their stories vary
greatly - SLIFE may be refugees, fleeing war or
discrimination in their home country, or they may be
immigrants or Canadians who previously lived in
rural or isolated areas. SLIFE are any students who
have not had consistent formal education, and as a
result have significant gaps in their literacy and
academic development.
Interrupted Schooling
ELLs may have had their schooling interrupted for a

Limited Schooling
Limited schooling could be due to:
number of reasons, including:
●
●
Natural disasters
War or civil unrest
● Living in isolated rural areas ● Needing to or expected to work to support
● Limited/poorly funded education systems the family financially
● Poverty ● Caring for younger siblings or other family
● Transportation challenges ● Frequent moves or migration
● Cultural expectations for genders or ages ● Illness
● War or civil unrest, living in refugee camps (WIDA, 2015, p. 1; Robertson & Lafond, 2020)
(WIDA, 2015, p. 1)
 Previous
Stress & Change
SLIFE are managing many significant changes all at
once as they adjust to living in a new culture, climate,
social and community network, and with a new
language. All these factors place tremendous stress
on both SLIFE and their families. They may have
limited energy and focus for learning.
(Ontario Ministry of Education, 2008, p. 9; Robertson & Lafond, 2020)
Varied L1 Proficiency
SLIFE may have limited language and literacy skills
in their L1. They may speak a first language, but
lack or have limited reading and writing skills in that
language. The connection between oral and written
text may be absent.
(Ontario Ministry of Education, 2008, p. 6)
Table of Contents
Culture & Identity
It is important to remember that while SLIFE lack
academic experience, they have acquired
knowledge and skills through their unique life
experiences. These ELLs bring firsthand
understanding of different cultures, migration, and
often many social studies concepts such as political
change or rural/urban divide. All these experiences
are part of their cultural and personal identity, and
with support, SLIFE can bring rich learning to our
classrooms.
(Ontario Ministry of Education, 2008, p. 8; WIDA, 2015, p. 6)
 02
Socio-Emotional
Needs
Social and emotional needs
& suggested strategies

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Emotional
Considerations
Trauma & Loss
Depending on their journey to
Canada, SLIFE's may be experiencing
a tremendous amount of loss and
trauma. Some SLIFEs have been victims of or have
witnessed violence, and may have post-traumatic
stress disorder (PTSD). They may be triggered by
sudden loud noises, fire drills, or even harsh voices.
They may have lost or been separated from loved
ones, without the proper support or time to grieve.
(BC Ministry of Education, 2022, p. 17)
Stress
SLIFE may feel overwhelmed by stress from
multiple sources - adjusting to change, worry over
food and shelter security, or navigating a new
social landscape. They may have little energy for
learning as a result. (Robertson & Lafond, 2020)
Next
Family
Considerations
Children are affected by parents' or guardians' emotional
state. Parents may be struggling to find employment or to
navigate the government system. SLIFE may be separated from
one or both parents and are being cared for by other family.
Parents may have low literacy levels themselves and struggle to
support their child. (Ontario Ministry of Education 2008, p. 10)
Strategies to Support
Warm & Welcoming Classroom: Regular, predictable routines;
students' cultures and languages represented; clear and
consistent expectations and consequences; calm and quiet
spaces and times of day; teacher is warm and approachable.
Manage Triggers: Be aware of possible school-based triggers
of past trauma; provide alternative spaces or activities or
support (e.g., noise-cancelling earphones). See list of potential
triggers (p. 18).
Connect to Resources: Access school counsellors and
community liaisons to connect SLIFE and families to needed
counselling, social services, and cultural support groups.
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Cultural
Gender Roles &
Considerations Expectations
Acculturation Some SLIFE may be uncomfortable with mixing with peers or
teachers of other genders. There may be different cultural
SLIFE may be at various stages of acculturation, or
expectations about initiating conversations, physical contact,
adjusting to a new set of cultural norms. Knowing
dress, or acceptable behaviour. (BC Ministry of Education, 2022, p. 26)
what stage an ELL is at will help you to plan
appropriate supports. Stages are not linear, but
generally include:
Strategies to Support
Informal Acculturation Assessment: Through observation and
● Euphoria - curiosity & enthusiasm
using a description of thoughts and behaviours at each stage,
● Culture Shock - disappointment, frustration,
assess what stage your ELL is at. Use an observation chart to
anger
identify areas to monitor and support.
● Anomie - negotiating identity
● Adoption/Adaptation - assimilation or Learn About Different Cultural Expectations: Start with
integration into new culture reading this article about commonly expected school
(Ontario Ministry of Education, 2008, p. 11-12) behaviours and how they are viewed differently in different
cultures. Consult with ELL specialists and district staff.
Gestures & Body Language
SLIFE may have a different cultural framework for Explain and Ease In: Privately explain to SLIFE, and families if
necessary, Canadian social norms that apply to the school
interpreting common gestures, body language (e.g., eye
environment. Give students time and space to get used to big
contact), appropriate physical contact, or personal space
changes, like working with other genders or making eye
and ownership. (BC Ministry of Education, 2022, p. 21)
contact.
 Previous
Social
Considerations
Identity Formation
SLIFE may be experiencing complex identity issues,
having left one culture behind and possibly having
lived in several others before arriving in Canada.
Adolescent SLIFE must also contend with issues of
peer pressure and conformity as they begin to form
their adult identity.
(Robertson & Lafond, 2020, Ontario Ministry of Education, 2008, p. 15)
Building Relationships
SLIFE may be reluctant to trust authority figures
due to their past experiences. Some ELLs may be
uncomfortable sitting beside or collaborating with
students of a different gender - classes are
segregated by gender in some countries.
(Ontario Ministry of Education, 2008, p.10; Robertson & Lafond, 2020)
Table of Contents
Social Norms & Stamina
From how to initiate conversations, to what is
considered appropriate physical contact (e.g.,
hand-holding between friends is common in some East
Asian cultures), SLIFE may need explicit teaching of
social norms in a Canadian context. Students who have
had limited schooling may also have a low stamina for
being around others all day.
Strategies to Support
Foster Peer Relationships: Peer buddy groups to help orient
SLIFE to school routines, model social norms, and provide social
interaction at break times; connect with L1 peers; proactively
teach conflict resolution and prosocial behaviours.
(Ontario Ministry of Education, 2008, p. 11,. WIDA, 2015, p. 10
Encourage L1 Maintenance & Development: Language is an
important part of SLIFE's cultural identity; speak to parents and
students about how skills transfer from L1 to L2; encourage use
of L1 for brainstorming, drafts, or bilingual projects. (WIDA, 2015, p. 4
Encourage Out-of-School Time Programs: These programs are
opportunities not only to practice oral language, but also to
learn and build social skills. Connect families with community
centres and programs run at school sites after school.
 03
Learning
Needs
Academic and learning needs
& suggested strategies

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Table of Contents
 Previous
Learning & Instructional
Considerations
School Routines &
Expectations
SLIFE will likely be unfamiliar with basic classroom
routines and expectations, like lining up, or sitting
at desks, or using different school locations for
different functions (e.g., library, gym, computer lab).
The concept of shared and individual supplies,
and responsibility for these will need to be taught.
Expectations during transitions between subjects
or locations will also need to be communicated.
SLIFE and their families may not understand the
importance of consistent attendance. SLIFE may
not see themselves as a learner, and need explicit
teaching around their responsibilities as as student.
(Ontario Ministry of Education, 2015)
Next
Basic Concepts of
Literacy
For many SLIFE, "prior learning experience have been
based in oral language" (WIDA, 205, p. 6). They may lack
understanding of how oral language is connected to
written text, or what purposes literacy can serve. On the
physiological level, students may not have graphomotor
development.
Strategies to Support
Orient SLIFE to School Life: Use this rubric from the Ontario
Ministry of Education (2015) to assess and set some goals for
and with SLIFE. Organize peer models and buddies.
Capitalize on Oral Language: "Oral language is the foundation
for thought and learning for ELLs with limited prior schooling
(Ontario Ministry of Education, 2008, p. 36). Instructional strategies that
capitalize on oral language include:
● Language-experience approach
● Total Physical response
● Surveys & interviews
Read more on pages 44-47. (Ontario Ministry of Education, 2007)
 Previous
Learning & Instructional
Considerations (2)
Gaps in Basic Concepts
& Content Knowledge
SLIFE may "lack an understanding of the basic
concepts, content knowledge, and critical thinking
skills that their peers will have mastered" (Robertson &
Lafond, 2020). Especially for students arriving in later
elementary and secondary, where academic demand
is intensified, teachers will need to "reach back"
through curriculum to identify and teach essential
concepts in subject areas.
(Ontario Ministry of Education, 2008, pp. 36, 48, 52).
Stamina for Learning
SLIFE may not be used to focused cognition for long
periods of time. This factor, in addition to the effort
of translating into L1 and back to English, SLIFE may
tire easily of learning activities during a school day.
Next
Strategies to Support
Build Background Knowledge: Know-Wonder-Learn (KWL)
pre-unit activities help both students and teachers identify the
gaps in background knowledge, so that these can be
addressed. Use varying level of texts and multiple modes (e.g.
video, demos) to preview or review key concepts.
(Ontario Ministry of Education, 2008, p. 43; Goldenberg, 2013, p. 8
Connect to Funds of Knowledge: Get to know SLIFE's
experiences, cultural background, family history & skills,
languages spoken/experienced, and educational history. Then
connect to these funds of knowledge to make learning
personally relevant to students. (WIDA, 2015, p. 3)
Chunk the Learning: Break lessons into manageable chunks
and provide breaks (movement, physical activity, social time,
outdoor time). (Ontario Ministry of Education, 2008, p. 38)
Modify Learning Outcomes: In all subject areas, revise or
reduce existing outcomes or substitute different outcomes that
are realistic for SLIFE in their current circumstances and
language proficiency level. (Coelho, 2012, p. 107)
 Previous
Learning & Instructional
Considerations (3)
Thinking &
Learning Skills
SLIFE have likely developed learning
and thinking skills related to their
everyday activities and to survival.
However, they will likely lack awareness of and
opportunity to practice academic thinking and
learning skills, such as note-taking, skimming and
scanning, paraphrasing, or analyzing (Slater & Beckett,
2019, p. 4). Group work skills, such as turn-taking,
presenting different opinions, or consensus will need to
be taught explicitly, with modeling and many
opportunities to practice (Robertson & Lafond, 2020).
Possible Special Needs
Some behaviours of language acquisition may look the
same as those indicating learning disabilities. Educators
may have a difficult time distinguishing between the two.
Table of Contents
Over-identification could lead to lowering of standards
and disengagement, along with stigma, while
under-identification could delay important interventions
and allow students to stall or fall behind in their learning.
(Adelson, Geva, & Fraser, 2014, p. 17-18)
Strategies to Support
Graphic Organizers: Providing graphic organizers (GOs) for ELLs to
record information supports understanding of abstract concepts
such as comparing or sequencing. GOs can help to make text
structure and relationship between pieces of information clear for
ELLs. (Ontario Ministry of Education, 2007, p. 41)
Think Alouds: SLIFE benefit from teachers modeling the thinking
process as they work through an example of a skill or task. Students
need to see and hear what metacognition is like. (Ontario Ministry of
Education, 2007, p. 47)
Collaborative Groups: Working in collaborative groups is a great
opportunity to teach both social skills and academic discourse skills.
(Robertson & Lafond, 2020). Talk Moves is an example of sentence frame
scaffolds for academic discussion.
Observe & Assess for Learning Disabilities (LDs): Using a chart like
this one (on p. 6), observe SLIFE for any indicators of possible LDs.
Consult with learning support staff on what interventions to try and
how to pursue a psychological assessment if needed. (Duplin County
Schools, n.d.)
 04
Additional
Resources
Teacher & student resources for
elementary & secondary

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Table of Contents
 Previous
Teacher Resources
Elementary
Teaching academic language to SLIFE: List and
description of effective strategies & techniques
(Ontario Ministry of Education, 2008, pp. 40-42)
Teaching numeracy to SLIFE: Tips for planning
numeracy instruction, including helpful tools and
supports, and essential skills to target
(Ontario Ministry of Education, 2008, p. 49)
Language-experience strategy: Instructions
(Ontario Ministry of Education, 2007, p. 44)
Secondary
Effective teaching strategies: List and description
of effective strategies for teaching content-based
lessons to SLIFE, including anticipation guides,
information-gap activities, and jigsaws.
(Ontario Ministry of Education, 2007, pp. 39-47)
Working with older youth refugees: Issues to
consider and suggestions for connecting with and
programming for refugee youth
(BC Ministry of Education, 2022, pp. 23-24)
Next
Links open up to the specified page
All Grades
Checklist for planning instruction for SLIFE
(WIDA, 2015, p. 11)
Tips for connecting with SLIFE: Suggestions for the
learning environment, literacy, personal & family,
and physical & psychological well-being
(WIDA, 2015, p. 4-5)
Learning Environment Checklist
(BC Ministry of Education, 2022, p. 26)
Acculturation Stages
(BC Ministry of Education, 2022, p. 15-16)
Trauma - List of triggers and ways to buffer
(BC Ministry of Education, 2022, p. 18-19)
Cross-cultural communication tips
(BC Ministry of Education, 2022, p. 21)
Planning supports for intercultural competencies
(BC Ministry of Education, 2020)
 Previous
Student Resources
Elementary
Graphic Organizers: For sequencing, main topic
and key details, compare/contrast, story planning,
KWL, and more
Houghton Mifflin Harcourt (HMH)
Videos about Canada: Use videos like this one on
Canada (for kids) on Youtube, turn on
close-captioning (CC), then click on settings to
choose auto-translate and select the ELLs' L1. Or
alternatively, look for videos in ELLs' L1.
Online Book Resources - All Ages
Table of Contents
Secondary
Graphic Organizers: For close reading, finding
central idea & supporting details, cause and effect
(herringbone, t-charts, star charts, & more),
inference, story elements (setting, character
maps), connections to text, compare & contrast,
chain of events, webs, and more
Education Oasis
Videos: Use videos for subject area learning or for
learning about Canadian culture, like this video
that gives Canadian history in a 10 minute
nutshell. See elementary for translation options.

Understanding Refugee Experience - whole class

Reading Brightly list of recommendations

L1 and Dual Language Books

International Children's Library

Epic Books: Has dual language books in Chinese,

Spanish, and French and introduction books for
Arabic, Korean, Tagalog, Vietnameses, Hindi, and
Portuguese (text only). Requires free account.
 References
BC Ministry of Education. (2020). English language learning planning tool.
https://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/english-language-learners/ell_planning_tool.pdf

BC Ministry of Education. (2022). Students with refugee experience: A guide for teachers and schools.
https://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/diverse-student-needs/students-from-refugee-back
grounds-guide.pdf

Coelho, E. (2012). Language and learning in multilingual classrooms: A practical approach. Multilingual Matters. Retrieved from
Queens University eReserves.

Duplin County Schools. (n.d.). Difference or disability? Distinguishing between language acquisition and learning disability in English
learners.
https://www.duplinschools.net/site/handlers/filedownload.ashx?moduleinstanceid=27560&dataid=44862&FileName=Difference%20or%
20Disability%20Handouts.pdf

Goldenberg, C. (2013). Unlocking the research on English learners: What we know – and don’t yet know - about effective instruction.
American Educator, 37(2), 4-38. https://files.eric.ed.gov/fulltext/EJ1014021.pdf

Ontario Ministry of Education. (2007). English as a second language and English literacy development. Queen’s Printer for Ontario.
http://www.edu.gov.on.ca/eng/curriculum/secondary/esl912currb.pdf
 References
Ontario Ministry of Education. (2008). Supporting English language learners with limited prior schooling: A practical guide for Ontario
educators. Queen’s Printer for Ontario. http://www.edu.gov.on.ca/eng/document/manyroots/ELL_LPS.pdf

Ontario Ministry of Education. (2015, July). Orientation to school life in Ontario.

http://www.edugains.ca/resourcesELL/Assessment/STEP/EnglishLiteracyDevelopment/OrienttoSchoolLifeOnt_Grade3-12.pdf

Robertson, K. & Lafond, S. (2020, February 5). How to support ELL students with interrupted formal education (SLIFEs). ¡Colorín
Colorado! https://www.colorincolorado.org/article/how-support-ell-students-interrupted-formal-education-sifes

Slater, T. & Beckett, G. (2019). Integrating language, content, technology, and skills development through project-based language
learning: Blending frameworks for successful unit planning. Mextesol Journal, 43(1), 1-14.
http://www.mextesol.net/journal/public/files/4c403b19c093771c8c34d0db10b167df.pdf

WIDA. (2015). SLIFE: Students with limited or interrupted formal education.

https://wida.wisc.edu/sites/default/files/resource/FocusOn-SLIFE.pdf
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