TIPS FOR

DEVELOPING THE
LITERACY SKILLS OF
ELLS
READING
ELLs come from a variety of backgrounds. Some come to class with little
academic language while some come with a lot. Regardless of their
starting level, encouraging them to read is key as “students build their
reading skills, they add to their academic vocabulary and
understanding” (Ontario Ministry of Education, 2008, p. 39). Figure out
what kinds of subjects they like and consult with your School-Librarian
to find ability-appropriate books for them to read.

Strategies
Silent Reading: You don’t have to teach an English class to utilize silent
reading! Silent reading is a great opportunity for students to settle into
the class and also improve their reading skills. The more a student reads,
the more language they are exposed to. Students can also listen to an
audiobook as they read.

Independent Novel Studies: Allow students to pick their own (ability

and age) appropriate book to study. Giving choice to students is
important and if they are allowed to pick a book to study they are more
likely to actually read it.

MULTIMODALITIES
ELLs, and students in general, do not just learn through reading
texts! While reading texts does help build vocabulary and
understanding, by “Using visuals, manipulatives, and graphic
organizers, to support knowledge” (Haley & Austin, 2013, p. 210) you
engage students through diverse modalities. Find out what works
best with your student and gradually introduce them out to other
modalities.

Strategies
Manipulatives: Giving students hands on manipulatives to work
with. This engages students who are more “hands on” but does
require preparation by the teacher, especially in a school where
there might not be a lot of manipulatives to go around.

Fill-in-the-Blank Notes: Requires students to write and listen. This

also lessens the amount of writing a student would have to do in a
class.

ENGAGEMENT
ELLs will not learn every bit of academic language immediately; in fact,
ELLs “usually require at least five years (and sometimes much longer) to
catch up to native English speakers in academic English” (Cummins, 2011,
p. 144). Patience with ELLs is only part of this idea, the second is making
sure ELLs are engaged in the material. By asking predictive questions and
creating opportunities to discuss the work, ELLs who “may have had only
limited access to print in their homes can be socialized at a very early age
into using interpretive strategies” (p. 145). By creating these organic
opportunities in the class, ELLs will gradually learn the strategies they
need to.

Strategies
Social Interactions: Cummins states that students are engaged through
“social interactions around books and ideas” (p. 145) so pause while
reading to students and encourage discussion, debates, and help
students make connections with the work.

Identity Texts: Have students write about their identity! Cummins says
that ELLs are “s often implicitly or explicitly defined by what they lack” (p.
145) so by giving opportunities to write about themselves ELLs can
connect with the work more.
REFERENCES
Cummins, J. (2011). Literacy engagement: Fueling academic growth for English learners. The Reading Teacher, 65(2), 142-146. http://www.jstor.org/stable/41331588
Haley, M. H., & Austin, T. Y. (2013). Literacy and the English language learner. In Content-based second language teaching and learning: An interactive approach (pp. 194-
236). Pearson College Division. https://onq.queensu.ca/content/enforced/560150-
CONT939003S21/Readings/Chapter%206%2c%20Literacy%20and%20the%20English%20Language%20Learner.%20Content-
Based%20Second%20Language%20Teaching%20and%20Learning.compressed.pdf?ou=560150
Ontario Ministry of Education. (2008). Supporting English language learners with limited prior schooling: A practical guide for Ontario educators grades 3 to 12. Queen’s
Printer for Ontario. http://www.edu.gov.on.ca/eng/document/manyroots/ELL_LPS.pdf