Different approaches to teaching English language learners in Ontario private elementary schools

Abstract

There has been growing interest in the methods and programs that have been implemented in Ontario for English language learners in recent years. However, there is a dearth of research that focuses specifically on English language learners in the elementary years and their progress and needs. The purpose of this portfolio is to review the current materials available and explore the methods of teaching English in Ontario schools. This exploration was completed through a pilot qualitative research that could be conducted on a larger scale. The sample interviews were conducted at two private schools with a focus on their elementary grade English language learners. The interviews focused on five main themes that are present in the experiences of English language learners and many educators. These themes cover some important topics that could shed some light on how the experiences of elementary school English language learners could be improved. The themes identified in this research were the specific programs in place, and the identification of effective and ineffective methods used to design these programs. These themes also take into consideration the successful acquisition of academic English, the criteria and classification for English language learners, as well as the perceptions held by educators and English language learners themselves. The analysis of these findings demonstrates a clear need for further research in this field specifically with regard to elementary English Language learners, but also of all English language learners in Ontario.