SOCIAL JUSTICE

ENGLISH AS A SECOND LANGUAGE (ESL) / ENGLISH

LANGUAGE LEARNERS (ELL): HOW CAN TEACHERS CREATE
AN INCLUSIVE CLASSROOM?

SOCIAL JUSTICE AND EDUCATION

SOCIAL JUSTICE- IS ENSURING EQUALITY IN ALL ASPECTS WHICH AFFECT PEOPLE IN THE
COMMUNITY, SOCIETY, AND NATION.
SOCIAL JUSTICE IN CURRICULUM OR EDUCATION IS CONVEYED THROUGH EDUCATORS WHO
RESPECT STUDENTS DIVERSITY, CULTURES AND LANGUAGES.
BC MINISTRY OF EDUCATION: TEACHERS HAVE THE PROFESSIONAL OBLIGATION TO
REPORT PROGRESS ONLY FOR STUDENTS WHOM THEY HAVE PERSONALLY INSTRUCTED AND
EVALUATED. WHERE AN ELL SPECIALIST IS RESPONSIBLE FOR PROVIDING SOME PORTION OF
A STUDENT'S EDUCATIONAL PROGRAM, S/HE SHOULD PROVIDE WRITTEN INFORMATION ON
THE STUDENT'S PROGRESS FOR INCLUSION WITH THE REPORT OF THE CLASSROOM
TEACHER.
(HTTPS://PREZI.COM/4F0JNDSBD81I/ELLS-AND-SOCIAL-JUSTICE/ ;
HTTP://WWW2.GOV.BC.CA/GOV/CONTENT/EDUCATION-TRAINING/ADMINISTRATION/LEGISLATIO
N-POLICY/PUBLIC-SCHOOLS/ENGLISH-LANGUAGE-LEARNERS
)

WHAT DOES THIS LOOK LIKE?

SOCIAL JUSTICE IS ENSURING EQUALITY IN ALL ASPECTS WHICH AFFECT PEOPLE IN THE
COMMUNITY, SOCIETY, AND NATION.
SOCIAL JUSTICE IN CURRICULUM OR EDUCATION IS CONVEYED THROUGH EDUCATORS WHO
RESPECT STUDENTS DIVERSITY, CULTURES AND LANGUAGES.
A SOCIAL JUSTICE CURRICULUM AND CLASSROOM PRACTICE SHOULD:
BE GROUNDED IN THE LIVES OF OUR STUDENTS
EQUIP STUDENTS TO POSE CRITICAL QUESTIONS ABOUT THEIR WORLD
BE MULTICULTURAL, ANTI-RACIST, PRO-JUSTICE
BE PARTICIPATORY, EXPERIENTIAL
ENCOURAGE CHILDREN TO ACT ON THEIR IDEAS
BE ACADEMICALLY RIGOROUS
BE CULTURALLY AND LINGUISTICALLY SENSITIVE

WHAT IS AN ESL LEARNER?

ENGLISH AS A SECOND LANGUAGE (OR ENGLISH LANGUAGE LEARNER)
STUDENTS ARE THOSE WHOSE PRIMARY LANGUAGE(S) OF THE HOME IS/ARE
OTHER THAN ENGLISH, AND WHO THEREFORE REQUIRE ADDITIONAL
SERVICES IN ORDER TO DEVELOP THEIR INDIVIDUAL POTENTIAL WITHIN
BRITISH COLUMBIAS SCHOOL SYSTEM. SOME STUDENTS SPEAK VARIATIONS
OF ENGLISH THAT DIFFER SIGNIFICANTLY FROM THE ENGLISH USED IN
BROADER CANADIAN SOCIETY AND IN SCHOOL.

WHAT IS THE TASK?

THE TASK OF TEACHING ESL IS ADDING, NOT 'FIXING.' ESL STUDENTS HAVE
MUCH IN COMMON WITH FRENCH IMMERSION STUDENTS. BOTH ARE
LEARNING AN OFFICIAL LANGUAGE OF CANADA AND, CONCURRENTLY,
LEARNING THE PROVINCIAL CURRICULUM. BOTH GROUPS REQUIRE A
SIGNIFICANT AMOUNT OF TIME TO ACHIEVE THIS. AGAIN, AS WITH FRENCH
IMMERSION, THE TASK IS TO SUPPLEMENT, NOT SUPPLANT, AN ALREADYWELL-DEVELOPED HOME LANGUAGE.

WHO ARE ESL LEARNERS?

FOUR MAIN TYPES OF ESL LEARNERS:
IMMIGRANTS THOSE WHOSE FAMILIES HAVE CHOSEN TO COME TO CANADA
REFUGEES THOSE WHO WERE FORCED TO LEAVE THEIR HOMELANDS FOR SAFETY REASONS
SPEAKERS OF A DIFFERENT DIALECT THOSE WHO MIGHT HAVE BEEN BORN INTO ENGLISH-SPEAKING FAMILIES, BUT
WHOSE TYPE OF ENGLISH IS DIFFERENT FROM SCHOOL ENGLISH. IN B.C. THIS MOST OFTEN DESCRIBES ABORIGINAL
LEARNERS.
CANADIAN-BORN CHILDREN BORN TO NON-ENGLISH-SPEAKING FAMILIES WHO LEARN THE LANGUAGE OF THE HOME
AND HAVE MINIMAL (IF ANY) ENGLISH WHEN THEY ARRIVE AT KINDERGARTEN.
INTERNATIONAL STUDENTS SHORT OR LONG TERM
FIRST NATIONS BECAUSE OF CULTURAL AND LINGUISTIC FOUNDATIONS
IN ADDITION, THERE ARE ALSO INTERNATIONAL STUDENTS (STUDENTS FROM OVERSEAS WHO PAY DISTRICTS IN ORDER
TO ATTEND SCHOOL HERE) AND ASTRONAUT KIDS WHO LIVE IN B.C. WHEN THEIR PARENTS REMAIN OVERSEAS. THESE
STUDENTS ARE SOMETIMES VIRTUALLY ON THEIR OWN AND THERE IS SOMETIMES A LACK OF MOTIVATION TO WORK HERE
AS THEIR STAY HERE IS NOT NECESSARILY LONG TERM. IN SOME CASES, CANADA IS SEEN AS A CONSCRIPTION-FREE
ZONE, OR AS A PLACE TO RECEIVE FREE EDUCATION.
(WWW2.GOV.BC.CA/ASSETS/GOV/EDUCATION/ADMINISTRATION/KINDERGARTEN-TO.../SPECIAL.PDF)

ESL/ELL IN BC
OF THE 560,000 STUDENTS ATTENDING PUBLIC SCHOOLS IN B.C., ABOUT ONE IN 10 ARE
CLASSIFIED AS ENGLISH LANGUAGE LEARNERS OR ELL, THE TERM THE MINISTRY USES
INSTEAD OF ESL. ANOTHER ONE IN 10 ARE CLASSIFIED AS SPECIAL NEEDS.
RATES VARY DRAMATICALLY FROM DISTRICT TO DISTRICT AND SCHOOL TO SCHOOL
(0 70+% IN VANCOUVER AREA SCHOOLS. HIGH RATES IN E. VAN, N SURREY,
RICHMOND)
DISTRICTS RECEIVE $1,340 A YEAR IN SUPPLEMENTAL FUNDING FOR UP TO FIVE YEARS
FOR EACH OF THEIR ELL STUDENTS. (2014)
(
HTTP://WWW.VANCOUVERSUN.COM/HEALTH/STUDENTS+MAJORITY+MORE+THAN+SCHOOL
S+METRO+VANCOUVER/10005768/STORY.HTML
)
30% OF CANADIAN STUDENTS NEED ESL. (2011)

LANGUAGE ACQUISITION
LEARNING A NEW LANGUAGE IS AN ACTIVE, SOCIAL PROCESS THAT TAKES MANY YEARS. THERE IS NO
CURRICULUM FOR ESL; IT IS NOT A CONTENT AREA, BUT A SERVICE THAT SUPPORTS CONTENT
LEARNING. LEARNERS LEARN LANGUAGE BY HAVING SOMETHING TO TALK, READ, AND WRITE ABOUT. NO
ONE, EXCEPT PERHAPS A LINGUIST IN SEARCH OF ANCIENT/LOST LANGUAGES, ENJOYS LEARNING
LANGUAGE AS AN ABSTRACT STUDY, UNATTACHED TO MEANING AND COMMUNICATION. ESL STUDENTS
NEED TO BE ACTIVELY ENGAGED IN REAL COMMUNICATION- THEY DONT LEARN WELL FROM
WORKSHEETS, BEING TALKED AT, OR LOOKING AT A COMPUTER SCREEN.
RESEARCH HAS SHOWN THAT THE LANGUAGE LEARNING /ACQUISITION PROCESS IS VERY COMPLEX. IT IS:

GRADUAL
NON-LINEAR
DYNAMIC
A SOCIAL PHENOMENON
RELIANT ON WHEN THE LEARNER IS "READY" TO LEARN
RELIANT ON (THE USE OF) BACKGROUND KNOWLEDGE AND EXPERIENCES OF THE LEARNERS
NOT ASSISTED BY A DELIBERATE FOCUS ON GRAMMAR O EXTREMELY VARIABLE BASED ON THE CHARACTERISTICS
OF THE INDIVIDUAL LEARNER AND HER CIRCUMSTANCES.

WHAT IS THE GOAL OF ESL EDUCATION?

"THE GOAL OF ENGLISH AS A SECOND LANGUAGE EDUCATION IS TO ASSIST STUDENTS TO
BECOME PROFICIENT IN ENGLISH, TO DEVELOP INTELLECTUALLY AND AS CITIZENS, AND
TO ENABLE THEM TO ACHIEVE THE EXPECTED LEARNING OUTCOMES OF THE PROVINCIAL
CURRICULUM [AT THEIR AGE/GRADE LEVEL]. SUPPORT FOR ESL STUDENTS REQUIRES
ATTENTION TO LANGUAGE PROFICIENCY, INTELLECTUAL DEVELOPMENT AND CITIZENSHIP.
SUCH SUPPORT SHOULD BE PROVIDED IN A SCHOOL ENVIRONMENT WHICH VALUES
DIVERSITY, BRIDGES CULTURES AND WORKS TO ELIMINATE RACISM." (MINISTRY OF
EDUCATION POLICY FRAMEWORK, 1999, PG. 7)
(HTTPS://BCTF.CA/ISSUES/RESOURCES.ASPX?ID=10824)

ELLS AT A DISADVANTAGE

OFTEN GIVEN READING AND MATH TESTS IN ENGLISH BEFORE THEY ARE
PROFICIENT IN THE LANGUAGE.
EXPECTED TO MASTER CONTENT IN ENGLISH BEFORE THEY HAVE REACHED A
CERTAIN LEVEL OF ENGLISH PROFICIENCY.
TESTING ACCOMMODATIONS OFTEN OF LIMITED VALUE AND QUESTIONABLE
VALIDITY.

ISSUES FACING TEACHERS

IT HAS BEEN FOUND THAT IN GENERAL, TEACHERS TYPICALLY LACK INFORMATION,
RESOURCES, AND STRATEGIES NEEDED TO TEACH, EVALUATE, AND NURTURE ELLS IN
THE CLASSROOM.

2004 SURVEY OF CALIFORNIA TEACHERS INDICATED:

LACK TOOLS TO TEACH ELLS AND APPROPRIATE ASSESSMENTS TO DIAGNOSE STUDENT
NEEDS AND MEASURE STUDENT LEARNING.
LITTLE PROFESSIONAL DEVELOPMENT OR IN-SERVICE TRAINING ON HOW TO TEACH ELLS.

AS NUMBER OF ELLS CONTINUES TO GROW, MORE EDUCATORS FACED WITH

CHALLENGE OF EFFECTIVE SECOND LANGUAGE LITERACY INSTRUCTION.

CLOSING ACHIEVEMENT GAP AND BUILDING

BRIGHTER FUTURES FOR ELLS
EXTEND THE TIME TO MASTER ENGLISH BEFORE BEING TESTED IN ENGLISH
IN CORE CONTENT AREAS FROM 1 YEAR TO A MAX. 3 YEARS.
IMPROVE THE QUALITY OF ASSESSMENTS FOR ELLS (SUCH AS THE
PROVISION OF ADDITIONAL NATIVE LANGUAGE TESTS).
ENSURE THAT ALL ELL STUDENTS RECEIVE FULL RANGE OF SERVICES THEY
NEED.
PROVIDE IN-SERVICE TRAINING/PROFESSIONAL DEVELOPMENT FOR
TEACHERS

LONELY LANGUAGE LEARNERS BY CARRIE

KILMAN
FOCUSES ON SEVERAL METHODS TO ENSURE THAT ENGLISH LANGUAGE LEARNER (ELL) STUDENTS
BECOME PART OF THE SCHOOL COMMUNITY. PREVIOUS METHODS OF TEACHING ELLS SEPARATELY
DEPRIVED THEM OF SOCIAL INTERACTION.
WHEN STUDENTS FROM DIFFERENT LANGUAGES LEARN TOGETHER, SIDE BY SIDE, IT HELPS THE
STUDENTS FEEL VALUED. AND WHEN A STUDENT FEELS VALUED, IT GIVES THEM A BOOST OF
ACCEPTANCE, CONFIDENCE AND PRIDE.
ATTRIBUTING SILENCE WITH CULTURE
PULLING ELL STUDENTS OUT OF CLASS FOR SEPARATE INSTRUCTION, THE SCHOOL ROBBED
THEM OF IMPORTANT CONTACT TIME WITH POTENTIAL FRIENDS.
"SOCIAL INCLUSION" PROGRAMS THAT ALLOW ELL STUDENTS TO LEARN AS EQUALS ALONGSIDE
ENGLISH-SPEAKING PEERS, IN WAYS THAT VALUE THE SKILLS AND ABILITIES OF EVERYONE.
(KILMAN, C. (2009). LONELY LANGUAGE LEARNERS. EDUCATION DIGEST, 75(2), 16-20)

TWO SIDES OF THE FENCE:

1) ASSIMILATION: THE PROCESS BY WHICH A PERSON OR PERSONS ACQUIRE
THE SOCIAL AND PSYCHOLOGICAL CHARACTERISTICS OF A GROUP.
THESE EDUCATORS BELIEVE THAT THROUGH ASSIMILATION SCHOOLS AND
CLASSROOMS WILL BECOME MORE EQUITABLE
2) ARGUMENT THAT SOCIAL JUSTICE IN EDUCATION IS REFLECTED IN
CURRICULUM.
THESE EDUCATORS BELIEVE THAT WE ACHIEVE SOCIAL JUSTICE THROUGH THE
TEACHING OF CURRICULUM BY HAVING DIFFERENTIATED INSTRUCTION,
DIFFERENT TEACHING STRATEGIES AND A CURRICULUM THAT REFLECTS THE
DIVERSITY OF SOCIETY, SPECIFICALLY OUR CLASSROOMS.

INCLUSION IN THE CLASSROOM

THE APPROACH LEVELS THE PLAYING FIELD. KIDS WHO SPEAK DIFFERENT LANGUAGES
AREN'T SEEN AS REMEDIALTHEY'RE SEEN AS A VALUABLE RESOURCE.
EX: SECOND GRADE READING ACTIVITY:

MILWAUKEE SCHOOL STUDENT: I FEEL LIKE I LEARN FASTER, BECAUSE THEY HELP ME WITH
ENGLISH, AND I CAN HELP THEM WITH SPANISH.
JUST AS SOCIAL INCLUSION HELPS ELL STUDENTS LEARN THE CULTURE OF THEIR NEW
COMMUNITY, INCLUSION EXPOSES ALL STUDENTS, INCLUDING NATIVE ENGLISH SPEAKERS,
TO "MULTIPLE WAYS OF THINKING, AND PROBLEM SOLVING.
(HTTPS://PREZI.COM/4F0JNDSBD81I/ELLS-AND-SOCIAL-JUSTICE/ )

STRATEGIES FOR TEACHING ELLS

1. TARGET THE BIG IDEAS
MAIN PRINCIPLES, ACHIEVABLE OBJECTIVES, AND KEY VOCABULARY

2. ACCESS AND BUILD UPON STUDENTS PRIOR KNOWLEDGE

CONNECT STUDENT KNOWLEDGE AND EXPERIENCE TO NEW LEARNING
USE THE NATIVE LANGUAGE AS A TOOL

3. MAKE SURE THAT THE NEW INFORMATION IS COMPREHENSIBLE

MODEL, MODEL, MODEL THE LANGUAGE!
RETELL, CLARIFY, AND GIVE NUMEROUS EXAMPLES
VISUALS, MANIPULATIVES, GESTURES, AND HANDS-ON EXPERIENCES

4. USE A VARIETY OF LITERACY AND VOCABULARY ACTIVITIES

PREVIEW, TEACH, AND RE-TEACH VOCABULARY
DEVELOP COMPREHENSION STRATEGIES

5. ORGANIZE PURPOSEFUL INTERACTIONS

COOPERATIVE LEARNING ACTIVITIES

6. USE FAIR AND APPROPRIATE ASSESSMENT STRATEGIES

FORMATIVE AND SUMMATIVE

DISCUSSION
TURN AND TALK DO YOU THINK THERE IS SOCIAL JUSTICE IN EDUCATION? DO YOU SEE IT IN
YOUR CLASSROOM? DO YOU SEE SOCIAL INJUSTICE IN THE CLASSROOM?

ELLS AND TEACHING

WHAT ARE SOME WAYS WE CAN EFFECTIVELY DIAGNOSIS STUDENT NEEDS IN
OUR CLASSROOMS?
HOW CAN WE MEASURE STUDENT LEARNING?
HOW CAN WE INVOLVE OTHERS TO MAXIMIZE IMPACT?
WHAT RESOURCES DO WE HAVE AVAILABLE? SHOULD PRO-D SUPPORT
TEACHER LEARNING FOR ELLS?
WHAT INFORMATION DO WE NEED?

RESOURCES
EXTENDING ENGLISH LANGUAGE LEARNERS' CLASSROOM
INTERACTIONS USING THE RESPONSE PROTOCOL:
HTTP://WWW.READINGROCKETS.ORG/ARTICLE/EXTENDING-ENGLISH-LANGUA
GE-LEARNERS-CLASSROOM-INTERACTIONS-USING-RESPONSE-PROTOCOL
BC EDUCATION:
HTTP://WWW2.GOV.BC.CA/GOV/CONTENT/EDUCATION-TRAINING/K-12/SUPPO
RT/DIVERSE-STUDENT-NEEDS/ENGLISH-LANGUAGE-LEARNERS
(OUTDATED)