Know Want to Know
When teaching ELL What does
students teachers must
consider cultural
differences and
expectations as well
language.
Frst language
acquisition and second
language acquisition are
usually quite distinct
areas of study
There is a distinction
between ESL and EFL
learners. ESL learners
would be able to use
English outside of the
classroom due to
environment while EFL
learners may only
practice English in the
classroom.
There are many
neurological benefits to
being multilingual.
Learned
The difference between
scientific data BCS and CALP English
say about That in general (with a
second language wide degree of variation)
acquisition? it takes students 2 years
What are the to become proficient at
neurological BCS and 5 years to
processes become proficient at
involved in CALP
second language That research indicated
acquisition? that correcting every
How does mistake does not lead to
second language improvements/ fluency
acquisition That a SLA environment
change by age? should resemble the
What is the role conditions similar to when
of explicit one learns their native
grammar language.
instruction Ontario schools provide
What are some translators in 25 different
differences in languages.
best practices Best practice: Having a
between language objective for
teaching ESL each lesson alongside
students and the subject objective will
EFL students? aid not only ELLS but
Is there a also the general
difference population as well.
between the Top-down vs. bottom-up
English only theories of reading.
rule when How to use the Frayer
thinking of ELL model to create graphic
vs. EFL organizers to teach new
students. vocabulary.
Use Identity texts to help
learn about students and
help them feel welcomed
and respected in the
classroom.
All students can benefit
from scaffolding but ELLs
need well thought out
scaffolding and
accommodations.
There are a number of
neurological factors that
teachers must consider
when working with ELLs.
All students must see
themselves reflected in
the classroom.