English Language Learners

How do linguistic transfer, socio-cultural background and home context shape early literacy development for elementary English language learners?

Before one can implement creative literacy strategies there must be an understanding of how a child’s native language, background and cultural experiences influence their journey towards English proficiency. Being aware of the unique backgrounds, gifts and talents of each student allows the classroom environment to be rich and welcoming of the diversity and perspectives of others. It becomes a space where students feel safe and comfortable. Learning is most effective when students take new information and continue to grow from their past transformative learning experiences. This transformative learning, according to Kozak and Elliot, “is needed to develop engaged, responsible citizens, learning individually and collectively” (p.8). Creating opportunities for collaboration allows for students to share their own insights and perspectives, which in turn widens our perspectives. A key mission is to be able to take learning and connect it to our community.

Who are English Language Learners

Culturally Responsible Teaching

Samuels (2018) argues that learning is more effective when educators follow a cultural response approach to teaching. An approach where the learning is student-centered and incorporates students’ cultural backgrounds and lived experiences into instruction. By creating these inclusive environments students are able to feel valued and supported. When students feel like they belong they are able to open up and are more willing to take risks, which is essential in the learning process. Educators who take the time to incorporate cultural understandings, build an environment where students are all appreciated and can grow together as a community. Having students comfortable with sharing their culture and perspectives allows for opportunities for creative and innovative ways to interpret learning. 

Factors to consider with Culturally Responsive Teaching

1) Learn about students' backgrounds & find cultural resources that are applicable.

2) Learning and sharing about music.

3) Use of storytelling.

4) Connect with ELL families.

Facts about Alberta's English Language Learners

• Approximately 25% of Alberta students (K-12) do not speak English as their primary language. (Alberta Education, 2011)
• 75% of English Language learners are in either Calgary (approx. 50%) or Edmonton (approx. 15%). (Alberta Education, 2025)
• The Government of Alberta provides 5 years of targeted ELL funds .
• Educators are required to fill out the Additional Language Proficiency Benchmarks Assessment Tool in order to identify English proficiency in ELL learners. The categories are listening, speaking, reading and writing. 
• It can take approx. 3-4 years in school for young students to learn English (learn English vocabulary comparable to their peers). (Alberta, Education, 2009)
• It can take approx. 5-7 years in school for young students to master complex English skills (spoken and written). (Alberta Education, 2009)

Stages of Learning

There are a number of stages that children will move through when learning English as a new language. The speed in which they move through each stage can vary depending on the child but it is also important to consider that sometimes they have characteristics of more than one stage as they transition between stages. Educators must know each child’s abilities and developmental level for planning and programming needs. Knowing the following stages allows educators to realize and appreciate the cognitive load that is required in learning a new language and to ensure that students are getting the instruction and space in order to continue to learn (Levine et al. , 2013).

1)Beginning Stage - limited English, relying on visuals and gestures

• Use of home language in the classroom as this is the language they are familiar with.
• Nonverbal - some students may not speak or use any language at all at first. They are listening and accumulating knowledge. May use gestures or non verbal cues to communicate to adults and other children. 

2) Emerging Stage - increasing vocabulary, relying on sentence starters

• One-or -two word phrases are usually spoken, usually responses to questions.
• Opening the door to more social interactions = more English learning opportunities.

3) Developing Stage - building vocabulary, collaborative learning

• Move from memorized sentences to more original English conversation.
• English usually has errors in pronunciation, vocabulary and grammar. There are two main types of error transfer and developmental errors. Transfer errors are due to their first language (accent) and developmental errors that are typically common among all learners of English.