Browsing Education MRP by Subject "Identity Negotiations"
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A Scoping Review of Teaching Practices for Linguistically Diverse Students in OntarioThis study explores the challenges faced by linguistically diverse students and teachers in Ontario, Canada. Current research suggests that it takes 5 to 10 years for English Language Learners (ELLs) to reach the language proficiency of their native English-speaking peers (Goodman & Fine, 2018). During this time, ELLs face many challenges including language loss, difficulties in developing a sense of belonging and inclusion in the school community, and difficulties in negotiating their identity. Likewise, educators face challenges when attempting to tailor assessment and instruction for ELLs. Some of these challenges are present based on educators’ background on literacy development and their understanding of language loss, the need to better understand students’ funds of knowledge to support their sense of belonging, lack of teacher education in ELL instruction to assist students in their identity negotiations and formation, and lack of time and resources to prepare and deliver inclusive instruction. A scoping review was conducted to answer the following research questions: (a) What are the experiences and challenges faced by ELLs and classroom teachers? (b) What high-yield pedagogical approaches can teachers use to support ELLs’ inclusive learning needs? (c) What are the implications for the educational and research community of employing such high-yield pedagogical approaches for teaching ELLs? This review provides specific pedagogical approaches for educators to use within their practice to support ELLs, as well as findings and implications for both the research and educational community. Findings from this review indicate that improvements to teacher education programs are needed to develop teachers’ understanding of ELLs, as well as a close examination of existing policy documents and ways in which they can be updated to reflect Ontario’s growing ELL population.