Cultural and linguistic inclusion

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New Brunswick's population has grown and diversified very quickly in recent years.

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We see it every day

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in our schools around the province, where educators are welcoming newcomers, many of whom are learning English for the first time.

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Did you know that students in New Brunswick's Anglophone sector are from 150 countries, and speak more than 100 home languages?

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This has presented educators with an incredible opportunity as well as some challenges.

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Above all, educators in New Brunswick

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want to offer the best learning environment for all students, whether they were born here or arrived in our province yesterday.

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There are a variety of tools to help educators create supportive and inclusive learning environments.

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We developed this video series to address commonly asked questionsfrom educators who want to support multilingual language learners

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and help them on their journey. 

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It was made with New Brunswick educators for New Brunswick educators.

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You'll see authentic classrooms, real life teaching situations, and hear from students across the province.

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It's amazing to see the enthusiasm our educators have

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and the strategies they are using to engage students, boost participation, assess skills and encourage growth.

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In total,

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we will visit with 16 different schools, and we'll capture students at every stage from kindergarten to elementary, middle and high school.

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Each one is unique, reflecting the needs of their local community and student populations.

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While all educators in New Brunswick follow provincial curriculum and have access to standard frameworks for language acquisition,

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you'll see innovative strategies and unique applications that I hope will inspire you to try some new approaches in your own classroom.

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In all, we'll tackle eight commonly asked questions.

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How does knowing my students’ levels and language impact my classroom practice?

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How do I engage students at A1 level?

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What can my multilingual language learners at A1 and A2 levels read?

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Should I encourage multilingual language learners to only speak English in the content area classroom?

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What should I be working on with the multilingual language learners in my classroom?

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How do I teach the academic language of my subject?

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How do I assess the multilingual language learners in my classroom?

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How do I get multilingual language learners in my class to participate?

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What stands out clearly is that collaboration is key

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with education support teachers, principals and families.

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We can be very proud of how New Brunswick

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educators are navigating these changing demographics and embracing newcomers and multilingual language learners.

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Together, we're working hard so that all students can succeed.

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Hello, my name is Kathy Whynot, and I'm very proud to be the team lead

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culturally and linguistically diverse schools with the New Brunswick Department of Education and Early Childhood Development.

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This video is part of a series we've created to address

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common questions from educators across the province about how to best support multilingual language learners.

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Each video will highlight strategies that can be used in any classroom and at any grade level, to support

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students who are learning the language and context of instruction, while also learning content.

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Today, we'll explore how educators use students’ language levels to guide their classroom practice.

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Knowing and understanding students’ language levels

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as per the CFR, the Common European Framework of Reference

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for languages enables educators to think about planning, instructing, and assessing in different ways.

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We are often asked how educators use knowledge of the CEFR and what students can do at the various language levels

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to plan meaningful and engaging lessons.

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To learn more, we'll visit with Evergreen Park and Lou MacNarin in Moncton.

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They are using their knowledge of what students can do in language to provide scaffolds for meaningful content learning,

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building confidence, and accelerating English language skill development at the same time.

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Welcome to Lou MacNarin elementary school in Dieppe.

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My name is Gordie Kline, and I'm the principal of this beautiful school.

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Our school is home to 830 students from 53 countries who speak more than 32 languages.

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We love the diversity present here. We say that it is truly one of our greatest strengths.

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When it comes to supporting multilingual language learners, our approach as a school is very team based.

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I'm Steve Aube, and I teach a wonderful class of grade two students here at Lou MacNarin.

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In all we have five grade two classes at the school.

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One of the main strategies we use to support multilingual language learners is flexible groupings.

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This means that students are able to learn at a pace that matches their individual abilities, ensuring they receive the support they need

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while staying engaged alongside their peers.

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This approach allows them to build confidence, develop essential skills, and actively participate in classroom activities

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within an inclusive and supportive learning environment.

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Let's add one letter to make the word cup.

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Katya can you tell us what we needed to add?

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I started learning English when I was in grade 1.

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I learned English by sounding it out.

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During our frequent check ins, Lindsay shares new information on how students are progressing in language.

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Our team of grade two teachers share information about literacy and numeracy.

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Using all this data together is what helps us organize our flex groups for the weeks to come.

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This focus on short term goals has made a huge difference in how we're able to center our students’ strengths and needs.

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I'm Jennifer Allerston, and I teach one of the grade two classes here at Lou MacNarin.

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One of the techniques I use as part of our team's focus on literacy and language development is sound walls.

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This is a great visual tool that lets students connect sounds with their corresponding letters and letter combinations.

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The sound was not explicitly taught.

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Rather, it is referenced and brought to students’ attention when it naturally connects to our learning.

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One of the things we know to be true when working with multilingual language learners that are new to the country,

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is that building background knowledge is a key pillar of support.

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By relating our lessons to students’ lived experiences and existing knowledge

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we create access points for instruction and assessment.

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Someone playing football?

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Someone playing football up here? Yeah.

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You know what, that's interesting Christopher said that because a lot of us might call that a soccer ball. Right?

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But in some countries in the world, in some places in the world, people call this a football.

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So it can be called both things, actually.

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In a school as diverse as Lou MacNarin,

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the team approach is essential to supporting students.

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From our team meetings to our peer helpers to our Parent School Support Committee.

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We make decisions together.

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Hi, and welcome to Evergreen Park Elementary.

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I'm Stephanie Morgan, and I teach grade four.

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In recent years, we’ve welcomed students who have come to New Brunswick from all over the world.

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Students in our school speak more than 27 languages and come from 42 different countries, which makes for a very dynamic environment.

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Every one of our multilingual learners is working hard to develop their language.

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They need different supports and ongoing encouragement to keep building their skills,

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just like all students. In my classroom, I like to balance high expectations with high scaffolds when needed.

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I think we are experts at diversity in grade four.

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I push my students to try their best

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and to keep moving forward while trying to always be aware and responsive to their different backgrounds and needs.

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Humour is one of the ways I like to connect with my students.

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It is very common for students learning the language to be quiet in class because they are afraid someone will laugh at them.

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If I am vulnerable first, it can change the whole atmosphere.

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It creates a safe environment and it allows for students to take more risks with their learning.

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Sometimes I will overexaggerate gestures or facial expressions.

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I'll even sometimes use my body to act out words or ideas, usually in a funny way.

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Humour helps us break that sound and language barrier.

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When I first came to Mrs.

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Morgan's class, I felt that this class would help me with my English and will make me more funnier.

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Another technique I use is front loading vocabulary.

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I'll identify words that I think might be unfamiliar, or that some students might have difficulty pronouncing.

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I'll explain what that word means and show them how to make the sound.

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I'll point to my mouth and speak the word slowly several times and ask them where they hear the sound.

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Is it coming from the front of my mouth or the back?

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The structured and intentional scaffold of translation also has a place in my classroom,

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particularly in the early stages where an A1 learner may need support to understand instructions or directions.

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As a temporary approach, I use technology to translate my words into their home language.

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In my experience, they won't need it for long.

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The technology scaffold will let them engage in the classroom activity and accelerate their English learning.

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And then we'll put it aside.

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At the beginning I didn't speak a lot of English.

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And Miss Morgan gave me an iPad,

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so it can translate from English to Spanish

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so I would understand some words.

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And now I can understand more things without the iPad.

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I like experimenting with different approaches and keeping an open mind about what might work best for each student.

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By creating fun learning spaces through humor, front loading vocabulary, or using repetition or temporary translation,

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there is no doubt we've seen a phenomenal development in our multilingual learners.

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They want to learn and they are willing to put in the work.

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It is my job to help them on their journey and it truly is rewarding.

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I hope you have gained new ideas you can apply

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with your multilingual learners to ensure they have opportunities to access content, show what they know and progress toward goals.

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Thank you to the teams at Evergreen Park and Lou MacNarin elementary schools in Moncton for welcoming us into their classrooms.

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This video is part of a series of commonly asked questions from educators across the province.

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You can find the full series on the Government of New Brunswick's cultural and linguistic inclusion education website.

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Together we're working hard so that all students can succeed.

• Flexible Groupings
• Sound Wall
• Building Background Knowledge
• Humour
• Front Loading Vocabulary
• Temporary Translation Scaffold
• Team Based Approach
• Regular Team Meetings to Discuss Data
• Focus on Short Term Goals

Government of New Brunswick: Cultural and Linguistic Inclusion Education Website

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Hello, my name is Kathy Whynot, and I'm very proud to be the team lead

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culturally and linguistically diverse schools with the New Brunswick Department of Education and Early Childhood Development.

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This video is part of a series we've created to address

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common questions from educators across the province about how to best support multilingual language learners.

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Each video will highlight strategies that can be used in any classroom and at any grade level, to support

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students who are learning the language and context of instruction, while also learning content.

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A question we hear frequently from teachers is how do I engage students who are at the A1 level of language development.

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It's important to remember that every student is an individual first - an individual with strengths, capabilities and interests.

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But being a new language learner in a new environment can be a very vulnerable place to be and can affect

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what the students are able to show us.

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Students who are just starting on their language learning journey in New Brunswick

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not only need environments in which they feel they can be themselves and take risks with the language

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they are developing, but also require direct and intentional support for that language development.

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As educators, there are several approaches we can use to support them on their journey to A2 and beyond.

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To learn more, we'll visit with two schools that are creating supportive spaces and scaffolded lessons for A1 learners.

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Dr. Losier Middle School in Miramichi and Simonds High School in Saint John.

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My name is Whitney Beals, and

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I am proud to be the Education Support Teacher for English as an Additional Language at Dr. Losier Middle School.

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Our school has been experiencing a shift over the last few years,

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welcoming newcomers and language learners

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who now hail from nine different countries.

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They are learning English at all levels and they make up 11% of our total student population.

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Our approach with newcomer students is very intentional.

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We take great care to create access points for students socially, academically, as well as through language.

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I promote the use of QSSSA to create structured interactions.

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It can be a very helpful method.

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The QSSSA stands for Q for question.

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Give students a question to discuss. The first S stands for Stem.

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Provide them with a sentence stem to answer the question.

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The next S stands for Signal.

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Students think of an answer individually and signal when they are ready.

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Students share their answer with a partner.

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The A stands for assess.

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I randomly call in a few students to share their answers, or walk around and listen to their conversations.

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This works because they've been provided with the scaffolds of the stem, the time to think and the structured practice with a partner.

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Another technique we like to use is what we call Talk Moves.

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These are phrases that we can use in everyday conversation to show that we agree, disagree, or if we want to share an idea with someone.

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When working with teachers, I take intentional action to ensure that all of our students can participate in ways that work for them.

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Our view of communication here at Dr. Losier is holistic.

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We understand that engagement doesn't always look like raised hands.

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Our newest students spend time listening actively, carefully observing and processing huge amounts of new words and sounds.

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We respect this transition period, providing ample support and appropriate scaffolds for understanding

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and for output when they're ready.

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We will teach students that instead of saying, I don't know, they can say, can you repeat?

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Can you say it in a different way or I didn't understand. Can someone help me?

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Ask for a friend. You can ask a friend. Who do you want to ask?

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Lexi.

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Okay.

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What other groups of people can we support through allyship?

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Lexi do you understand the question?

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No. What can you say if you don't understand the question? I don't know yet,

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Can you help me understand?

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It also helps

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them build confidence because if they only know how to say, I don't know.

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That can be pretty demotivating.

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I came here, I just like, wanted to learn English because I did not understand.

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And, friends and teachers really helped me.

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Like whenever I want to do something I really like, can't do it if I don't know English.

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And I felt good learning English because now I can do whatever I want.

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I'm Sam Webb, and I teach English as an Additional Language at Simonds High.

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I'm lucky to have a class of wonderful students who are all working on A1 language outcomes as they aim to integrate into Canadian society

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and develop their potentials.

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In this class, we focus directly on English language acquisition and fluency with the language.

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My class offers them an environment where they can connect with other students who are experiencing the same type of learning journey.

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I try to focus on making my classroom welcoming and inclusive for everyone.

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One of the ways I do this is use trauma informed or trauma invested strategies

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that help to create safer environments for students to flourish in.

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If I do have students in my room who have experienced

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or are experiencing trauma, the classroom routines, structures and atmosphere will be ready for them.

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I want my students to know they can take risks with language, give their brain a bit of a break and just be themselves.

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EAL classes offer the students the unique opportunity to be with peers from a multitude of different backgrounds,

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all learning a new language at the same level.

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In every class session, I focus on all of the language domains — speaking, listening, reading and writing.

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My goal is to provide high supports for language input and low stress opportunities for language output.

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So number one says eat I dinner in the evening.

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Number two watch TV. Usually I on Saturday

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and finally, number three on Friday I in the morning shower always.

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On Saturday I usually watch TV.

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The important thing is that they practice.

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No one learns a language just by listening.

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So every day we're looking for more English language to come out of their mouths.

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On Friday afternoon, I play soccer with my friends.

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I plan my activities so that they can feel ready to practice what they're learning

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in a structured environment, and are capable of seeing their English is developing in increments.

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I didn't know how to talk to teachers.

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Like, ask for a bathroom or get a drink.

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He showed me step by step how to ask the teacher.

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Hello, my name is Kathy Whynot, and I'm very proud to be the team lead

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culturally and linguistically diverse schools with the New Brunswick Department of Education and Early Childhood Development.

00:00:19:11 - 00:00:22:04
This video is part of a series we've created to address

00:00:22:04 - 00:00:28:04
common questions from educators across the province about how to best support multilingual language learners.

00:00:28:08 - 00:00:33:21
This video addresses the question, what can multilingual language learners at A1 and A2 levels read?

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Understanding that every learner is an individual and will have different capabilities, skills, and home language and interests

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we endeavor in this video to show you some examples of what learners at A1 and A2 levels can read in English, and how we as

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teachers can support these developing competencies. To explore strategies that teachers are using successfully,

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we'll visit Simonds High School in Saint John and Beaverbrook Elementary School in Moncton.

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Welcome to our classroom, everbody belongs.

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In our classroom, we have a motto:

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Everyone belongs.

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It reminds us all that we embrace differences and help each other to be better.

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This model really comes alive in our class through our diverse classroom library.

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Our classroom library reflects a large variety of characters, backgrounds, and languages.

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It reflects the multicultural and multilingual nature of our student group.

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The library embraces the teachings of Sims Bishop, who is often referred to as the mother of multicultural children's literature.

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It offers windows, mirrors, and sliding doors so that students can see themselves reflected,

00:01:44:07 - 00:01:48:01
but can also see the stories of characters that don't look like them.

00:01:48:09 - 00:01:52:19
I love this library because it has all of our home languages

00:01:52:19 - 00:01:55:05
and it just makes us really happy to read them.

00:01:55:05 - 00:02:00:19
I am proud to also offer a growing section of dual language books in my classroom.

00:02:00:19 - 00:02:04:08
These books affirm all the languages of our classroom

00:02:04:08 - 00:02:11:16
and add excitement as all students get a chance to see how words are written in different languages and different alphabets.

00:02:11:21 - 00:02:17:05
Another vital part of how I teach reading is our weekly digital read aloud.

00:02:17:05 - 00:02:22:00
You might notice that the language is in Ukrainian.

00:02:22:00 - 00:02:27:08
Marco's task is to translate it to the English language.

00:02:27:08 - 00:02:29:20
But there's a catch. What?

00:02:29:20 - 00:02:35:16
All of you who are here, you will actually see the English translation here.

00:02:35:16 - 00:02:38:12
Marco is not seeing them.

00:02:38:12 - 00:02:44:12
They will help me and their classmates by retelling the story in their own words and asking open ended questions.

00:02:45:05 - 00:02:49:23
Long time he walked.

00:02:51:12 - 00:02:54:23
And finally he reached the forest.

00:02:54:23 - 00:03:01:10
I will pause throughout the video for an English translation, and let the junior teacher lead the group discussion

00:03:01:10 - 00:03:03:10
about the characters and the plot.

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Guys, how do you think? What will happen next?

00:03:06:11 - 00:03:10:20
Mohammed.. The lion will show him where is the treasure.

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This is such a fun and meaningful activity as it connects to and affirms identity, and offers

00:03:17:12 - 00:03:24:01
opportunity for cross-cultural connections by finding similarities between stories in different cultures.

00:03:24:05 - 00:03:30:13
We will build upon the lesson further by breaking the students into smaller groups to show their comprehension.

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What I love about this is that all my students can participate meaningfully at their level.

00:03:36:10 - 00:03:42:02
One of the groups will create a role play to reenact the story, sometimes with the use of technology.

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Another group will sequence the events of the story to show their understanding.

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One teaching trick that I learned from my co-teacher is who I treat as mentors in school is the use of the Autobots, Oswald's army, robots.

00:03:48:01 - 00:03:56:06
One teaching trick that I learned from my co-teacher who I treat as mentors in school is the use of the ozobots. Ozobots are mini robots

00:03:56:07 - 00:04:03:14
students can code. After sequencing the story events, they use the ozobots to connect emotions to the plot.

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Another group will be in charge of preparing “what, who, where and why”

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questions embedded on an online game.

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This game may be used the following day as a supplemental lesson.

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Another group will work with key vocabulary from the story, practicing their reading and writing in a smaller group setting.

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There are many benefits to having a diverse classroom.

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My students bring me so much joy.

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My name is Sue Pitman, and I'm the education support teacher for English as an Additional Language at Simonds High School.

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Our school currently welcomes students from 28 different nationalities.

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And although we're teaching students in the higher grade levels, some of the students that join us are hearing and seeing English

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some of the students that join us are hearing and seeing English for the first time.

00:04:51:18 - 00:04:52:12
When learning a new language, routines become very important to help students recognize patterns and build confidence.

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When learning a new language, routines become very important to help students recognize patterns and build confidence.

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A good example of a routine I use comes in the form of a daily message.

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Every day, students know they can count on me to begin their learning with a short message that I prepare.

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Afterwards, they typically receive a chart to fill in information.

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The structure of the daily message eases the student's cognitive load so they can focus on the language.

00:05:16:16 - 00:05:20:04
I include interesting, relevant, or important information for them

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and because I created in chart form, I can chunk the content, which makes it easier for students to digest and understand.

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Next, I have them chorally read it back to me together at the same time aloud.

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It is cloudy.

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It is cloudy, and a bit cold outside.

00:05:39:20 - 00:05:46:01
This helps students take the risk of pronouncing sounds that may be new to them, and practicing the new mouth shapes in a

00:05:46:01 - 00:05:52:18
safe environment with their peers.

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When students are ready, we move on to decoding words and reading text together.

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I use short, simple texts that are connected to the students' interests and daily lives.

00:06:04:20 - 00:06:11:12
This builds motivation and helps them apply new vocabulary and structures.

00:06:11:12 - 00:06:17:05
Peer interaction is also very important in my classroom.

00:06:17:05 - 00:06:21:23
Students learn a lot from working in pairs or small groups, practicing language naturally.

00:06:21:23 - 00:06:27:16
We also incorporate technology, such as language apps and interactive games, to engage learners.

00:06:27:16 - 00:06:34:09
Throughout all of this, I continuously assess students informally to understand their needs and adjust instruction accordingly.

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Supporting multilingual language learners is about creating a welcoming, safe space where they feel confident to take risks.

00:06:39:14 - 00:06:44:20
It's also about providing accessible materials and meaningful interactions.

00:06:44:20 - 00:06:50:03
Our goal is to help every student succeed and grow as a language learner.

00:06:50:03 - 00:06:54:17
Thank you for watching, and we hope these strategies support you in your classroom.

00:00:08:14 - 00:00:12:17
Hello, my name is Kathy Whynot, and I'm very proud to be the team lead

00:00:12:17 - 00:00:19:11
culturally and linguistically diverse schools with the New Brunswick Department of Education and Early Childhood Development.

00:00:19:11 - 00:00:22:04
This video is part of a series we've created to address

00:00:22:04 - 00:00:28:04
common questions from educators across the province about how to best support multilingual language learners.

00:00:28:19 - 00:00:34:04
Each video will highlight strategies that can be used in any classroom and at any grade level, to support

00:00:34:04 - 00:00:39:18
students who are learning the language and context of instruction, while also learning content.

00:00:39:18 - 00:00:47:06
This video explores the question should I encourage multilingual language learners to only speak English in my content area classroom?

00:00:47:15 - 00:00:49:08
We really have two goals here.

00:00:49:08 - 00:00:53:17
We of course want to encourage and support our learners to speak in the target language.

00:00:53:17 - 00:00:58:11
As more time interacting in the target language will promote more development of the language.

00:00:58:11 - 00:01:06:03
But we also want to show our acknowledgment and understanding that a bilingual or multilingual person is not two monolinguals in one.

00:01:06:11 - 00:01:09:12
Languages coexist and often support each other,

00:01:09:12 - 00:01:16:05
and there is immense value in honoring a person's entire linguistic repertoire and inviting it into the learning environment.

00:01:16:18 - 00:01:18:12
There are times and circumstances

00:01:18:12 - 00:01:24:12
when accessing home and additional languages promotes learning and belonging, and aids in language development.

00:01:24:12 - 00:01:28:12
As you'll see in this video, there are many ways to honor plurilingual identities

00:01:28:12 - 00:01:34:18
and the strengths that come from knowing multiple languages while still respecting English as the language of instruction.

00:01:35:13 - 00:01:41:00
To learn more, we'll join Maplehurst Middle School in Moncton and James M. Hill High School in Miramichi.

00:01:51:10 - 00:01:57:10
As the Educational Support Teacher for English as an Additional Language here at Maplehurst,

00:01:57:16 - 00:02:01:07
I am proud to specialize in English language instruction and work closely with classroom teachers to support their multilingual learners.

00:02:01:07 - 00:02:07:03
I am proud to specialize in English language instruction and work closely with classroom teachers to support their multilingual learners.

00:02:07:07 - 00:02:13:16
Historically, many believed that an English only approach was best for language acquisition.

00:02:14:02 - 00:02:22:20
However, my experience working with language learners has taught me that a student's home language is not a barrier,

00:02:23:01 - 00:02:25:02
it's a valuable resource.

00:02:25:02 - 00:02:26:15
Planned translanguaging

00:02:26:15 - 00:02:30:01
has become a key strategy in my teaching practice.

00:02:30:01 - 00:02:33:21
Rather than insisting that students speak only English.

00:02:33:21 - 00:02:41:07
I design activities that encourage them to draw on their full linguistic repertoire in a structured way.

00:02:41:13 - 00:02:51:02
This approach not only enhances their comprehension and ability to process new information, but also affirms their cultural identities.

00:02:51:05 - 00:02:58:05
Using my first language helps me to understand better

00:02:58:12 - 00:03:03:19
when I read hard texts or learning new words.

00:03:03:19 - 00:03:07:05
My name is Nancy Betts and I teach grade seven social studies.

00:03:07:05 - 00:03:10:16
In my classroom, we are engrossed in our culture unit.

00:03:10:16 - 00:03:13:23
In particular, we are currently studying legends and myths.

00:03:13:23 - 00:03:19:06
I encourage my students to talk with their families to learn about legends and myths from their home cultures.

00:03:19:06 - 00:03:22:15
After we spend some time in class building our knowledge together.

00:03:22:15 - 00:03:28:13
I asked my students to write about a legend of their choice. For a couple of my learners at A1 level of English,

00:03:28:13 - 00:03:34:21
Rosanna built sentence frames and sentence starters that the students could take home and work on with their families.

00:03:35:07 - 00:03:37:15
Here are some examples of sentence starters.

00:03:37:15 - 00:03:41:15
In my culture, we have a well known legend about or,

00:03:41:15 - 00:03:49:02
the main character in our legend is known as. Often we'll see similarities in the legends, which is really interesting.

00:03:49:16 - 00:03:55:05
It shows all of us that despite our different languages and countries, we're not that different after all.

00:03:55:05 - 00:04:02:21
Another way I take advantage of translanguaging in my classroom is to have the students create mosaics or collages of their home culture.

00:04:03:00 - 00:04:11:17
They will create a collage that represents their cultural identity using images, words and phrases from both English and their home languages.

00:04:12:03 - 00:04:18:19
In this project, when I studied it in Portuguese, was easier for me to find new words in in English and

00:04:19:11 - 00:04:21:17
and use that in my in my project and find new vocabulary that I can use in another text.

00:04:21:17 - 00:04:25:04
and use that in my in my project and find new vocabulary that I can use in another text

00:04:25:04 - 00:04:26:10
if I want to.

00:04:26:10 - 00:04:34:01
For a follow up, I will ask them to write a short bilingual reflection explaining the significance of each element of their collage.

00:04:34:06 - 00:04:41:19
We will ask them to divide into groups where they present to each other using both languages to convey meaning and share their message.

00:04:42:01 - 00:04:47:20
Translanguaging brings a lot of benefits to any learning environment. It also helps all students foster

00:04:47:20 - 00:04:51:01
positive attitudes towards multilingualism.

00:04:51:01 - 00:04:54:13
Overall, it's a great way to help students realize their full potential.

00:05:02:01 - 00:05:06:10
I'm David Gopee and I teach grade 11 and 12 at James M. Hill High School.

00:05:06:10 - 00:05:11:17
Our province is changing quickly as we embrace more newcomers as well as international students.

00:05:11:17 - 00:05:17:17
And you can really see it in our community and we love it. When new students need to understand important ideas or instructions

00:05:17:19 - 00:05:23:19
and our other scaffolds are just not working, translation can be the game changer for their self-confidence and achievement.

00:05:24:08 - 00:05:27:02
Translation is not the same as translanguaging.

00:05:27:02 - 00:05:30:17
The first is a translation of the target language to the home language,

00:05:30:17 - 00:05:36:22
and the second is a pedagogical approach that leverages the linguistic resources that a student has, allowing them to move

00:05:36:22 - 00:05:39:23
between languages to enhance communication and learning.

00:05:39:23 - 00:05:47:17
Translation can be an important tool for comprehension, especially when students are new or at A1 or A2 level in their content area classes.

00:05:47:17 - 00:05:54:10
Translanguaging is more about the building of all languages, and the recognition of the identity and strengths of the student.

00:05:54:13 - 00:05:58:08
So we're going to take a look at this Microsoft translation app.

00:05:58:08 - 00:06:04:07
I like this part of it because once I hit this button, then it's going to pick up what I'm saying

00:06:04:13 - 00:06:08:07
and it's going to start giving me in English what I'm saying

00:06:08:07 - 00:06:12:18
and you're seeing it in real time. What's real cool is that it works both ways.

00:06:12:18 - 00:06:16:23
So if you say something to me in it also will give me the translation in English.

00:06:16:23 - 00:06:19:19
So that way you and I could do a group activity,

00:06:19:19 - 00:06:25:04
we can have a conversation and you are well aware of what's going on in the classroom.

00:06:25:04 - 00:06:32:20
My biggest issue was that by embracing this type of real time translation, I would potentially reduce the integrity of the course in question.

00:06:33:02 - 00:06:35:15
English 12, a graduation requirement.

00:06:35:15 - 00:06:41:14
I was worried also that it went far beyond a universal accommodation, as the students in question did not have PLPs.

00:06:41:17 - 00:06:48:00
So I asked the head of our resource department, and she was able to verify that it was not only acceptable, but also encouraged.

00:06:48:05 - 00:06:55:00
When students feel seen and supported like this and can access supportive tools, they can go so much further in their learning.

00:06:55:19 - 00:07:01:14
Another way that we support multilingual language learners is through classes like Reading Tutor 120.

00:07:01:14 - 00:07:07:00
This course was designed to help students improve their reading through peer to peer reading experiences.

00:07:07:00 - 00:07:11:07
This semester, we bus high school students from here to Napan Elementary.

00:07:11:07 - 00:07:17:08
For 40 minutes they get to connect with each other over the love of language, both home language and English.

00:07:17:08 - 00:07:20:14
The younger students are really motivated by the older kids.

00:07:20:14 - 00:07:22:08
They see them as role models.

00:07:22:08 - 00:07:26:16
And the high schoolers get the experience of being leaders and mentors for the younger ones.

00:07:26:16 - 00:07:28:01
Scheduling is intentional.

00:07:28:01 - 00:07:34:12
For example, I have a Ukrainian high school student working with another Ukrainian elementary student to better understand language.

00:07:35:03 - 00:07:40:09
He told me that he forgets Ukrainian a little bit and he wants to learn it.

00:07:40:09 - 00:07:43:14
So he will be better in Ukrainian.

00:07:43:14 - 00:07:47:16
This gives them a chance to practice their home language as they learn new words.

00:07:48:12 - 00:07:53:21
Another way we approach English language learning is by being very intentional about the lesson planning

00:07:53:21 - 00:07:56:08
that includes ties to multiculturalism.

00:07:56:08 - 00:08:01:06
For example, I teach law, and in my class there's a focus on the relationship between language and culture.

00:08:01:06 - 00:08:07:05
These work hand in hand. As we understand culture and language we can explore how Canada is changing.

00:08:07:05 - 00:08:12:18
We look at the charter of rights and freedoms and compare it to other rights documents from other countries that our students are from.

00:08:12:18 - 00:08:20:14
Although we are not alike, we should, however, have rights that govern all of us as a nation or people.

00:08:20:17 - 00:08:24:13
This gives newcomers students a chance to pull background knowledge from what they know

00:08:24:13 - 00:08:30:13
about their home countries’ laws, and engage in group conversation with other students about how and why things differ.

00:08:30:23 - 00:08:32:11
It lets them build on their strengths,

00:08:32:11 - 00:08:36:17
think critically about the topic while also learning about our legal system in Canada.

00:08:36:17 - 00:08:39:23
It's enriching for everyone and truly a two way form of learning.

In what ways can I honour home languages in my classroom so that my learners feel a sense of belonging and can take risks in their language and academic learning?
Leveraging Home Languages and Translanguaging
Sentence Starters
Culturally Inclusive Assignments
Small Group Presentations
Reading Tutors
Translation as a Temporary Scaffold
Emphasizing Global Citizenship

00:08:56:01 - 00:08:58:02
The schools we've highlighted in this video

00:08:58:02 - 00:09:04:02
are embracing translanguaging as a core strategy to help students navigate their new environments with confidence.

00:09:04:03 - 00:09:09:04
These schools are finding ways to access and use home language as a scaffold that it is.

00:09:09:04 - 00:09:15:00
They understand that language and culture are vital parts of our identities, and cannot be separated from who we are

00:09:15:00 - 00:09:16:09
or what we are working on.

00:09:16:09 - 00:09:18:07
Finding ways to access home language

00:09:18:07 - 00:09:25:01
and tap into cultural backgrounds and experiences creates connection, provides support, and accelerates learning.

00:09:25:04 - 00:09:31:02
Thanks to the teams at Maplehurst Middle School in Moncton and James M. Hill High and Napan Elementary in Miramichi.

00:09:31:02 - 00:09:35:00
We truly appreciate you sharing your experiences and insights.

00:09:35:00 - 00:09:39:23
This video is part of a series of commonly asked questions from educators across the province.

00:09:39:23 - 00:09:46:07
You can find the full series on the Government of New Brunswick's cultural and linguistic inclusion education website.

Government of New Brunswick: Cultural and Linguistic Inclusion Education Website

00:09:46:12 - 00:09:49:21
Together we're working hard so that all students can succeed.

00:00:08:14 - 00:00:12:17
Hello, my name is Kathy Whynot, and I'm very proud to be the team lead

00:00:12:17 - 00:00:19:06
culturally and linguistically diverse schools with the New Brunswick Department of Education and Early Childhood Development.

00:00:19:11 - 00:00:22:04
This video is part of a series we've created to address

00:00:22:04 - 00:00:28:04
common questions from educators across the province about how to best support multilingual language learners.

00:00:28:19 - 00:00:34:04
Each video will highlight strategies that can be used in any classroom and at any grade level, to support

00:00:34:04 - 00:00:40:03
students who are learning the language and context of instruction, while also learning content.

00:00:40:03 - 00:00:41:01
A common question

00:00:41:01 - 00:00:47:00
educators around the province ask is, what should I be working on with the multilingual language learners in my classroom?

00:00:47:17 - 00:00:54:06
Research shows that the best place to learn English is in the classroom, with peers, and with the teachers of the content area.

00:00:54:17 - 00:01:00:17
Our strong belief is that every student deserves an education and every teacher is a language teacher.

00:01:01:06 - 00:01:06:17
To explore this question, we'll visit with Forest Glen Elementary School and Riverview High School in Moncton.

00:01:06:17 - 00:01:08:04
Let's take a closer look.

00:01:17:15 - 00:01:22:05
My name is Michelle Phillips LeBlanc, and I teach physical education at Forest Glen school.

00:01:22:05 - 00:01:27:18
I love my role because I get to know all the learners in our kindergarten to grade four school.

00:01:27:18 - 00:01:31:23
Here at Forest Glen, we say that diversity is our superpower.

00:01:31:23 - 00:01:38:14
In my classes, I incorporate a number of routines to ensure that all of my students are able to participate and achieve success.

00:01:39:05 - 00:01:45:05
I want to ensure that everyone can take part in my class, whether they were born here or they just arrived yesterday.

00:01:45:08 - 00:01:50:15
I certainly don't have it all figured out, but I'm experimenting and finding some things that are working very well.

00:01:50:15 - 00:01:54:23
For example, when I'm giving instructions to my students, I try to use a lot of visuals.

00:01:54:23 - 00:02:00:23
It could be gestures, it could be modeling and I try to speak slowly so that the instructions are clear for my students.

00:02:01:17 - 00:02:05:08
One hand, other hand. both hands,

00:02:05:08 - 00:02:06:19
high hands. Go.

00:02:06:19 - 00:02:12:07
This allows everybody to follow along, even if they do not yet understand the words that I'm speaking.

00:02:14:21 - 00:02:19:09
To recognize and affirm my students and to celebrate the diversity we have here at Forest Glen,

00:02:19:09 - 00:02:24:16
I created something called language of the month. This month, our language of focus is Punjabi.

00:02:24:16 - 00:02:29:07
If I have a student in the class that's able to speak the language, they will lead the class in our stretches.

00:02:29:07 - 00:02:33:00
They will count from 1 to 10 in their language, and the students will follow along.

00:02:33:00 - 00:02:36:02
panj (5), chee (6), satt (7), ath (8)

00:02:36:02 - 00:02:38:11
So far we did my language Punjabi, Hindi, Spanish, English, French and so many more.

00:02:38:11 - 00:02:42:15
So far we did my language Punjabi, Hindi, Spanish, English, French and so many more.

00:02:45:08 - 00:02:47:13
I'm excited to lead language of the month

00:02:47:13 - 00:02:50:10
someday because I get to teach kids my own language, and my own language is Yoruba

00:02:50:10 - 00:02:54:02
someday because I get to teach kids my own language, and my own language is Yoruba

00:02:54:02 - 00:02:58:17
and it's found in Nigeria and the continent, Africa.

00:02:58:17 - 00:03:04:17
Another way to enrich the learning and connection is by celebrating diverse festivals and events.

00:03:05:00 - 00:03:08:20
I will create events around traditional Western celebrations like Halloween,

00:03:08:20 - 00:03:14:20
while also incorporating ones that my students are celebrating like the Hindu Festival of Lights, Diwali.

00:03:14:22 - 00:03:17:06
Part of the Diwali festival

00:03:18:12 - 00:03:22:20
is these beautiful designs called rangolis.

00:03:22:20 - 00:03:27:16
So what we're going to do is we're going to build some rangolis that look like this.

00:03:27:16 - 00:03:31:15
Okay. As part of a relay.

00:03:34:21 - 00:03:39:13
Rangolis are basically colored powder, which we make cool patterns with.

00:03:39:15 - 00:03:41:22
We usually put it on the floor.

00:03:49:19 - 00:03:55:05
I love doing this because it's just really fun to experience what they do in their culture.

00:03:55:15 - 00:04:00:20
At Forest Glen, we are setting the foundation for a lifelong love of learning. By incorporating

00:04:00:20 - 00:04:06:20
inclusive routines like language of the month and adding culturally inclusive activities like games and events,

00:04:07:00 - 00:04:13:01
we've been able to co-create an environment that is enriching for all and motivates our students to connect with each other,

00:04:13:01 - 00:04:14:23
and most of all, to keep learning.

00:04:18:08 - 00:04:19:21
Welcome to Riverview High School.

00:04:19:21 - 00:04:23:21
My name is Ali Abu Zeid and I teach Science.

00:04:23:21 - 00:04:30:10
When I think about what I should be working on with multilingual learners, I often reflect on my own journey as a language learner.

00:04:30:22 - 00:04:36:03
I believe that everyone is capable and we do not have to lower our expectations for our students.

00:04:36:03 - 00:04:41:15
I try to embrace that mindset when I design my instruction and create my assignments.

00:04:42:08 - 00:04:46:03
Being in Mr. Z’s class is definitely not the typical science class.

00:04:46:03 - 00:04:49:07
Mr. Z doesn't just randomly throw us into groups,

00:04:49:07 - 00:04:54:04
he mixes us up into different language levels and then assigns a role to each one of us.

00:04:54:04 - 00:04:59:17
For example, one person might be the scribe, one person might be the speaker, and one person might be the observer.

00:04:59:17 - 00:05:02:15
And to be honest, at the start it’s a bit awkward,

00:05:02:15 - 00:05:08:15
but long term, that's what helps us work together better and helps us develop our leadership skills.

00:05:09:04 - 00:05:11:05
As a multilingual learner myself,

00:05:11:05 - 00:05:17:05
I know it's much harder, if not impossible, to learn a new language just by listening.

00:05:17:07 - 00:05:22:11
You need low stress opportunities to learn and highly scaffolded environment to practice.

00:05:22:11 - 00:05:27:03
We also need to have an inclusive environment with no judgment where mistakes are okay.

00:05:28:15 - 00:05:33:14
In every activity I spend time on key vocabulary and help students decode the words.

00:05:36:09 - 00:05:40:03
Sometimes we take it further by analyzing the roots of the words.

00:05:40:03 - 00:05:44:09
While this is essential for some of my students, it's beneficial for all

00:05:44:09 - 00:05:48:03
as we are all learning science-specific vocabulary.

00:05:49:10 - 00:05:55:19
Earlier, when he was talking about the definition of science, he was like explaining how it means different things to different people

00:05:55:19 - 00:05:59:10
and like depending on what they study or if they study or not.

00:05:59:10 - 00:06:04:11
And other different things so he kind of like personalizes it to each of us.

00:06:04:11 - 00:06:06:13
And then there are the hands-on activities.

00:06:06:13 - 00:06:11:03
And then there are the hands-on activities.

00:06:11:03 - 00:06:16:00
We do a lot of experiments and work with materials to really understand the concepts.

00:06:16:00 - 00:06:20:15
That helps me connect what I'm learning with real life, and it makes science more interesting.

00:06:20:15 - 00:06:25:10
Mr. Z also encourages us to ask questions in our own language if we need to.

00:06:25:10 - 00:06:30:08
This makes the classroom feel safe and welcoming, and I feel more confident to participate.

00:06:30:08 - 00:06:35:05
Learning science and English at the same time is challenging, but with support, it becomes achievable.

00:06:35:05 - 00:06:39:15
I think every teacher should create a classroom environment like this.

00:06:39:15 - 00:06:42:22
Because we all learn better when we feel included and respected.

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Thanks for watching, and we hope these examples inspire you in your teaching journey.

00:00:08:14 - 00:00:12:17
Hello, my name is Kathy Whynot, and I'm very proud to be the team lead

00:00:12:17 - 00:00:19:06
culturally and linguistically diverse schools with the New Brunswick Department of Education and Early Childhood Development.

00:00:19:11 - 00:00:22:04
This video is part of a series we've created to address

00:00:22:04 - 00:00:28:04
common questions from educators across the province about how to best support multilingual language learners.

00:00:28:19 - 00:00:34:04
Each video will highlight strategies that can be used in any classroom and at any grade level, to support

00:00:34:04 - 00:00:40:03
students who are learning the language and context of instruction, while also learning content.

00:00:40:03 - 00:00:41:01
A common question

00:00:41:01 - 00:00:47:00
educators around the province ask is, what should I be working on with the multilingual language learners in my classroom?

00:00:47:17 - 00:00:54:06
Research shows that the best place to learn English is in the classroom, with peers, and with the teachers of the content area.

00:00:54:17 - 00:01:00:17
Our strong belief is that every student deserves an education and every teacher is a language teacher.

00:01:01:06 - 00:01:06:17
To explore this question, we'll visit with Forest Glen Elementary School and Riverview High School in Moncton.

00:01:06:17 - 00:01:08:04
Let's take a closer look.

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My name is Michelle Phillips LeBlanc, and I teach physical education at Forest Glen school.

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I love my role because I get to know all the learners in our kindergarten to grade four school.

00:01:27:18 - 00:01:31:23
Here at Forest Glen, we say that diversity is our superpower.

00:01:31:23 - 00:01:38:14
In my classes, I incorporate a number of routines to ensure that all of my students are able to participate and achieve success.

00:01:39:05 - 00:01:45:05
I want to ensure that everyone can take part in my class, whether they were born here or they just arrived yesterday.

00:01:45:08 - 00:01:50:15
I certainly don't have it all figured out, but I'm experimenting and finding some things that are working very well.

00:01:50:15 - 00:01:54:23
For example, when I'm giving instructions to my students, I try to use a lot of visuals.

00:01:54:23 - 00:02:00:23
It could be gestures, it could be modeling and I try to speak slowly so that the instructions are clear for my students.

00:02:01:17 - 00:02:05:08
One hand, other hand. both hands,

00:02:05:08 - 00:02:06:19
high hands. Go.

00:02:06:19 - 00:02:12:07
This allows everybody to follow along, even if they do not yet understand the words that I'm speaking.

00:02:14:21 - 00:02:19:09
To recognize and affirm my students and to celebrate the diversity we have here at Forest Glen,

00:02:19:09 - 00:02:24:16
I created something called language of the month. This month, our language of focus is Punjabi.

00:02:24:16 - 00:02:29:07
If I have a student in the class that's able to speak the language, they will lead the class in our stretches.

00:02:29:07 - 00:02:33:00
They will count from 1 to 10 in their language, and the students will follow along.

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panj (5), chee (6), satt (7), ath (8)

00:02:36:02 - 00:02:38:11
So far we did my language Punjabi, Hindi, Spanish, English, French and so many more.

00:02:38:11 - 00:02:42:15
So far we did my language Punjabi, Hindi, Spanish, English, French and so many more.

00:02:45:08 - 00:02:47:13
I'm excited to lead language of the month

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someday because I get to teach kids my own language, and my own language is Yoruba

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someday because I get to teach kids my own language, and my own language is Yoruba

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and it's found in Nigeria and the continent, Africa.

00:02:58:17 - 00:03:04:17
Another way to enrich the learning and connection is by celebrating diverse festivals and events.

00:03:05:00 - 00:03:08:20
I will create events around traditional Western celebrations like Halloween,

00:03:08:20 - 00:03:14:20
while also incorporating ones that my students are celebrating like the Hindu Festival of Lights, Diwali.

00:03:14:22 - 00:03:17:06
Part of the Diwali festival

00:03:18:12 - 00:03:22:20
is these beautiful designs called rangolis.

00:03:22:20 - 00:03:27:16
So what we're going to do is we're going to build some rangolis that look like this.

00:03:27:16 - 00:03:31:15
Okay. As part of a relay.

00:03:34:21 - 00:03:39:13
Rangolis are basically colored powder, which we make cool patterns with.

00:03:39:15 - 00:03:41:22
We usually put it on the floor.

00:03:49:19 - 00:03:55:05
I love doing this because it's just really fun to experience what they do in their culture.

00:03:55:15 - 00:04:00:20
At Forest Glen, we are setting the foundation for a lifelong love of learning. By incorporating

00:04:00:20 - 00:04:06:20
inclusive routines like language of the month and adding culturally inclusive activities like games and events,

00:04:07:00 - 00:04:13:01
we've been able to co-create an environment that is enriching for all and motivates our students to connect with each other,

00:04:13:01 - 00:04:14:23
and most of all, to keep learning.

00:04:18:08 - 00:04:19:21
Welcome to Riverview High School.

00:04:19:21 - 00:04:23:21
My name is Ali Abu Zeid and I teach Science.

00:04:23:21 - 00:04:30:10
When I think about what I should be working on with multilingual learners, I often reflect on my own journey as a language learner.

00:04:30:22 - 00:04:36:03
I believe that everyone is capable and we do not have to lower our expectations for our students.

00:04:36:03 - 00:04:41:15
I try to embrace that mindset when I design my instruction and create my assignments.

00:04:42:08 - 00:04:46:03
Being in Mr. Z’s class is definitely not the typical science class.

00:04:46:03 - 00:04:49:07
Mr. Z doesn't just randomly throw us into groups,

00:04:49:07 - 00:04:54:04
he mixes us up into different language levels and then assigns a role to each one of us.

00:04:54:04 - 00:04:59:17
For example, one person might be the scribe, one person might be the speaker, and one person might be the observer.

00:04:59:17 - 00:05:02:15
And to be honest, at the start it’s a bit awkward,

00:05:02:15 - 00:05:08:15
but long term, that's what helps us work together better and helps us develop our leadership skills.

00:05:09:04 - 00:05:11:05
As a multilingual learner myself,

00:05:11:05 - 00:05:17:05
I know it's much harder, if not impossible, to learn a new language just by listening.

00:05:17:07 - 00:05:22:11
You need low stress opportunities to learn and highly scaffolded environment to practice.

00:05:22:11 - 00:05:27:03
We also need to have an inclusive environment with no judgment where mistakes are okay.

00:05:28:15 - 00:05:33:14
In every activity I spend time on key vocabulary and help students decode the words.

00:05:36:09 - 00:05:40:03
Sometimes we take it further by analyzing the roots of the words.

00:05:40:03 - 00:05:44:09
While this is essential for some of my students, it's beneficial for all

00:05:44:09 - 00:05:48:03
as we are all learning science-specific vocabulary.

00:05:49:10 - 00:05:55:19
Earlier, when he was talking about the definition of science, he was like explaining how it means different things to different people

00:05:55:19 - 00:05:59:10
and like depending on what they study or if they study or not.

00:05:59:10 - 00:06:04:11
And other different things so he kind of like personalizes it to each of us.

00:06:04:11 - 00:06:06:13
And then there are the hands-on activities.

00:06:06:13 - 00:06:11:03
And let's be real. Science is way more fun when we actually get to experiment rather than just reading about it.

00:06:11:03 - 00:06:15:17
And these activities don't just make class more fun. They help us actually understand what we're learning about.

00:06:17:05 - 00:06:19:16
Throughout the semester, I teach my students

00:06:19:16 - 00:06:26:09
how to add work to their portfolio. Portfolio-based assessment helps me remind them that we all can do it.

00:06:26:12 - 00:06:28:12
It just might happen in different ways.

00:06:28:19 - 00:06:36:04
So in my portfolio, there are obviously the lessons I have learned and the lessons I've previously discovered through my teacher.

00:06:36:16 - 00:06:41:15
It shows all of, my diagrams I've shown to understand lessons better.

00:06:41:15 - 00:06:44:18
And it also holds all my notes I've hand written myself

00:06:44:18 - 00:06:49:20
so I can write a definition that will make me understand it more.

00:06:49:20 - 00:06:53:07
One question for you. Let's use our equity sticks.

00:06:53:07 - 00:06:55:17
What type of observations are we looking for?

00:06:55:17 - 00:07:00:01
We learned qualitative and quantitative observations.

00:07:00:01 - 00:07:03:02
Bassam, what does qualitative observations mean?

00:07:03:02 - 00:07:06:21
Qualitative observations means, using the five senses...

00:07:06:21 - 00:07:10:13
Basically, what the equity sticks are is that everyone's name is written on a stick.

00:07:10:19 - 00:07:13:13
And when he pulls one of them, that person answers.

00:07:13:13 - 00:07:20:17
And sure, it might sound like a simple thing, but it makes a huge difference because without them the same few people will just answer every time.

00:07:21:04 - 00:07:27:15
And I feel like that just allows everyone to participate and to share their thoughts and to actually also practice their language skills.

00:07:28:04 - 00:07:33:21
At the end of the day, what makes this class different is that instead of just writing things down or memorizing things

00:07:33:21 - 00:07:42:05
it's about learning in a way that works for all of us. All of these things come together to make Mr. Zeid’s class stand out.

What scaffolds do I use so that the multilingual language learners in my classroom are able to participate?

• Routines
• Visuals, Gestures & Modeling
• Culturally Inclusive Games & Events
• Welcoming of Home Languages
• Scaffolding for Key Vocabulary
• Portfolios for Progress Tracking and Positive Reinforcement
• Fun Hands-On Activities
• Equity Sticks
• High Expectations
• Roles in Groups
• Academic Word Study
• Use of Portfolio

00:08:08:10 - 00:08:13:15
Sincere thanks to the teams at Forest Glen Elementary and Riverview High School in Moncton for welcoming us

00:08:13:15 - 00:08:19:16
and for sharing the strategies they use to ensure multilingual language learners are engaged in meaningful learning.

00:08:19:22 - 00:08:25:05
This video is part of a series of commonly asked questions from educators across the province.

00:08:25:05 - 00:08:31:05
You can find the full series on the Government of New Brunswick's cultural and linguistic inclusion education website.

Government of New Brunswick: Cultural and Linguistic Inclusion Education Website

00:08:31:10 - 00:08:34:20
Together we're working hard so that all students can succeed.

00:00:08:14 - 00:00:12:17
Hello, my name is Kathy Whynot, and I'm very proud to be the team lead

00:00:12:17 - 00:00:19:06
culturally and linguistically diverse schools with the New Brunswick Department of Education and Early Childhood Development.

00:00:19:11 - 00:00:22:04
This video is part of a series we've created to address

00:00:22:04 - 00:00:28:04
common questions from educators across the province about how to best support multilingual language learners.

00:00:28:11 - 00:00:35:00
An important question we receive from educators around the province is how do I teach the academic language of my subject?

00:00:35:09 - 00:00:39:17
Whether you are teaching history, math, science, or another subject,

00:00:39:17 - 00:00:45:13
I'm confident you'll take away some valuable ideas you can apply in your classroom. To explore relevant strategies,

00:00:45:13 - 00:00:50:06
we'll join a social studies class at Fredericton High School and a math class at Saint John High.

00:00:58:19 - 00:01:01:20
Welcome to our math class at Saint John High.

00:01:01:20 - 00:01:07:00
My name is Charleen Grandy, and I co-teach a double class with my colleague Kate Briggs.

00:01:07:00 - 00:01:11:13
Our class is held in the school cafeteria. While it's not typical, we love it.

00:01:11:13 - 00:01:17:04
It has lots of windows, movable whiteboards, and tons of space for students to collaborate.

00:01:17:04 - 00:01:20:08
We like to call our class a thinking classroom.

00:01:20:08 - 00:01:25:09
We were introduced to the book Building Thinking Classrooms by Peter Liljedahl.

00:01:25:09 - 00:01:33:12
Building Thinking Classrooms has become the foundation for how we teach. His theories are based upon increasing the conversation

00:01:33:12 - 00:01:40:03
and engagement of students by setting up a learning environment where their responsibility for learning is increased.

00:01:40:08 - 00:01:47:17
We have also been introduced to Carol Salva’s pedagogy in supporting multilingual learners through her book Boosting Achievement.

00:01:48:02 - 00:01:54:21
We were fortunate to have Doctor Salva here at Saint John High School to facilitate a professional development for our staff.

00:01:54:22 - 00:02:01:05
Many of the strategies learned in Boosting Achievement complement and work well with Building Thinking Classrooms.

00:02:01:10 - 00:02:09:23
We present students with opportunities to explore math problems and find ways to use the strategies they already know to solve these problems.

00:02:10:01 - 00:02:16:06
Every thinking task we give to our students is done in randomized groups of 2 or 3 students, where they are

00:02:16:06 - 00:02:22:16
more likely to participate and engage in the process, compared to whole class instruction directed by a teacher.

00:02:22:16 - 00:02:31:01
Through increased opportunity for communication, students have a greater chance to use, understand, and internalize the vocabulary

00:02:31:08 - 00:02:36:10
and deepen their understanding of the academic language. In order to achieve this,

00:02:36:10 - 00:02:42:02
It is critical that they have more speaking time and are not just passive listeners.

00:02:42:02 - 00:02:47:17
I like working in a group because it's more easy for me to ask question

00:02:47:17 - 00:02:50:18
And also it's help me with like when I'm taking the notes,

00:02:50:18 - 00:02:58:13
one of my partner could help me fix what I did, or I could help my partner instead of like asking to the teacher

00:02:58:13 - 00:03:00:13
when they're explaining the other thing.

00:03:00:13 - 00:03:06:17
These small groups also provide a greater opportunity to practice their English as well as their math

00:03:06:17 - 00:03:08:14
in a less risky environment.

00:03:08:14 - 00:03:15:11
It can also allow our multilingual learners to shine and become more comfortable sharing their math skills and strategies.

00:03:15:19 - 00:03:18:13
Another technique we use in our classroom is chunking.

00:03:18:13 - 00:03:25:01
This is where we break down problems into sections, allowing the students to build as they gain understanding.

00:03:25:08 - 00:03:31:01
We also make sure to reinforce the academic language of math by reviewing key vocabulary.

00:03:31:01 - 00:03:32:19
We make no assumptions.

00:03:32:19 - 00:03:41:01
For example, we'll remind everyone what a product is, or a sum or a quotient and tell them what the corresponding math symbols are.

00:03:41:15 - 00:03:46:05
Sometimes there's multiple ways to say things, and it's important that we explain that to them too.

00:03:46:05 - 00:03:53:00
Chunking, vocabulary focus, and repetition are useful for all students, but especially those who are still learning English.

00:03:53:10 - 00:03:56:14
Whiteboards are a big part of our classroom culture.

00:03:56:14 - 00:04:02:07
Research shows that when students stand instead of sitting at a desk, they are more engaged.

00:04:02:07 - 00:04:07:10
And with the whiteboards, they are more apt to take risks because they can erase it.

00:04:07:10 - 00:04:16:12
This can be very useful when learning not only math, but a new language. We take pictures of the students’ work and embed them into our notes.

00:04:16:20 - 00:04:19:13
We use their work to launch our lessons,

00:04:19:13 - 00:04:26:11
and when we review the work, we label it step by step, using different colors to reinforce academic terminology.

00:04:26:14 - 00:04:33:11
Their work is then added to our Teams site, so students can revisit the notes and examples as they work on problems.

00:04:33:18 - 00:04:40:06
This is a great scaffold that allows them to refresh on key academic terms and maximize their learning.

00:04:40:14 - 00:04:47:06
As we continue to work on next steps to support our multilingual learners, we are working on building personal dictionaries

00:04:47:06 - 00:04:55:08
and adding more math language to our walls to make connections between the English academic language and the various student languages.

00:04:55:12 - 00:05:02:22
Students are much more apt to take risks and grow their skills, whether math or language, when they feel comfortable and supported.

00:05:11:16 - 00:05:13:09
Welcome to FHS.

00:05:13:09 - 00:05:14:13
My name is Yuan Yao

00:05:14:13 - 00:05:17:20
I teach grade 9 and grade 11 social studies.

00:05:17:20 - 00:05:20:12
As an English language learner myself,

00:05:20:12 - 00:05:28:13
I know that one of the most important things I can do to help students succeed is to create a safe, welcoming,

00:05:28:18 - 00:05:31:06
and culturally inclusive environment.

00:05:31:06 - 00:05:37:06
I'm always thinking about ways to create space for their cultures and experience.

00:05:37:08 - 00:05:46:18
In my history class in particular, we benefit from sharing our experience as there is always common ground to find.

00:05:46:22 - 00:05:51:12
For example, let's imagine I'm teaching about political revolutions.

00:05:51:12 - 00:05:57:16
At first I will introduce the concept of a revolution using key vocabulary and images.

00:05:57:18 - 00:06:00:21
I might supplement this with a video,

00:06:00:21 - 00:06:04:12
the use of realia or primary sources.

00:06:04:12 - 00:06:09:19
These are all ways they can connect to an understanding of the concept

00:06:09:19 - 00:06:15:11
while learning some of the key academic vocabulary. As they work on their own,

00:06:15:11 - 00:06:18:07
I will help them build their vocabulary

00:06:18:07 - 00:06:24:23
with glossaries and the workbooks. Once I'm confident students have a good understanding of the concept,

00:06:25:02 - 00:06:28:07
we will layer on more with group discussions.

00:06:28:07 - 00:06:37:14
This is where it can get very interesting when students bring in their own examples of the revolutions from their own countries.

00:06:37:14 - 00:06:42:22
In class we learn about important events in the past, more and different cultures.

00:06:42:22 - 00:06:50:17
For example, my ancestors are from Istanbul and in modern history we studied the conquest of Istanbul and it makes me happy.

00:06:51:08 - 00:06:57:02
I incorporate the use of sentence frames and the structured questions.

00:06:57:02 - 00:07:05:15
These structured questions allow students to engage more with the content while also practicing language skills.

00:07:06:01 - 00:07:09:18
For example, what happened during the Civil Rights movement?

00:07:09:18 - 00:07:13:16
How did the role of women change during World War II?

00:07:13:16 - 00:07:17:23
Why did the independence movements grow in colonized countries?

00:07:17:23 - 00:07:21:16
Sentence starters are also excellent to use.

00:07:21:16 - 00:07:28:10
For example, World War I began because. The Treaty of Versailles led to.

00:07:29:07 - 00:07:33:01
During the Cold War, the world was divided into.

00:07:33:01 - 00:07:38:12
Students will learn the academic language of their subject over time

00:07:38:12 - 00:07:42:06
as long as we break lessons up into manageable chunks,

00:07:42:06 - 00:07:48:08
provide a variety of resources to support the learning and encourage students

00:07:48:13 - 00:07:54:04
to include examples from their own cultures to motivate strong engagement.

00:08:09:15 - 00:08:15:00
Thanks to the teams at Fredericton High and Saint John High for sharing their experiences and strategies.

00:08:15:00 - 00:08:20:03
We hope you've gained some new insights on how to teach the academic language of your subject area.

00:08:20:03 - 00:08:25:10
This video is part of a series of commonly asked questions from educators across the province.

00:08:25:10 - 00:08:31:10
You can find the full series on the Government of New Brunswick's cultural and linguistic inclusion education website.
https://www.gnb.ca/en/topic/education-training/kindergarten-grade-12/cultural-linguistic-inclusion.html

00:08:31:15 - 00:08:35:00
Together we're working hard so that all students can succeed.

00:00:08:14 - 00:00:12:17
Hello, my name is Kathy Whynot, and I'm very proud to be the team lead

00:00:12:17 - 00:00:19:06
culturally and linguistically diverse schools with the New Brunswick Department of Education and Early Childhood Development.

00:00:19:11 - 00:00:22:04
This video is part of a series we've created to address

00:00:22:04 - 00:00:28:04
common questions from educators across the province about how to best support multilingual language learners.

00:00:28:11 - 00:00:32:11
Assessment is a critical part of helping every student on their journey.

00:00:32:11 - 00:00:37:15
Like many educators, you may be wondering how do I assess the multilingual language learners in my classroom?

00:00:37:15 - 00:00:43:03
Let's explore some creative and effective assessment strategies that educators in our province are using.

00:00:43:03 - 00:00:48:19
We'll visit two elementary schools where the student population has rapidly diversified in recent years.

00:00:48:19 - 00:00:53:10
Hazen White-St. Francis in Saint John and Priestman Street Elementary in Fredericton.

00:00:53:10 - 00:00:59:21
These schools are truly taking a school-wide and team-based approach to help multilingual language learners succeed.

00:01:05:03 - 00:01:07:13
Welcome to Priestman Street Elementary School.

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I'm Heidi O'Connell and I'm proud to be the Education Support Teacher for English

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as an Additional Language here at Priestman where over 50% of our students are newcomers to Canada.

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When we think about assessment here at Priestman, our goal is to ensure that students can demonstrate what they know

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so we can identify how they are progressing and what goals we need to set next.

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The majority of my students are new to Canada, so it's great to have Heidi's expertise and support to help me design my assignments.

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When I’m preparing a summative writing assignment, we’ll collaborate to ensure the assignment meets the language needs

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When I’m preparing a summative writing assignment, we’ll collaborate to ensure the assignment meets the language needs

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and capabilities of my students.

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My goal is to make sure that students can demonstrate their writing ability

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so I incorporate a lot of scaffolds.

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Sentence frames, word banks, models, and visuals for vocabulary support are great examples of linguistic scaffolds.

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Teachers can provide these supports during both instruction and assessment.

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Scaffolds do not take away from the assessment.

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Rather, they provide the opportunity for students to show what they are able to do.

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I try to keep in mind that every student has strengths we can build upon.

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This could be their first exposure to formalized schooling, in addition to learning English for the first time.

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So we need to be patient and understanding.

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It's amazing how fast they can grow with scaffolds.

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Knowing that students are at different levels of skill development, I provide scaffolds in a variety of different ways.

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Some of us are going to get different pages.

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Some of us are going to get pages like this with a lot of lines

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so we can use all our great writing.

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A lot of us are going to get, a word bank with not many pictures, but lots of amazing words for school subjects, feeling and emotions,

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describing people and friends and describing things.

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Some of us are going to get.

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Some fill in the blanks, I also like to model the writing for the whole class,

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to give them ideas and provide additional models on the smartboard.

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To add extra support, I encourage students to use the model to organize their writing. Some supports aren’t necessary for everyone.

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Those that don't need them, don't use them. And those that do need them, have them.

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Providing them to everyone allows me to build a cohesive and supportive classroom environment for all.

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working as a team, as Garrett and I do, is so helpful for assessment.

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Garrett is committed to planning his instruction ahead of time and to using assessment tools so that he can meet the student's needs.

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This approach also gives me the additional evidence I need to see how they are progressing in their language development.

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When writing assessments are focused on both content and language development,

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we all gain valuable insight into students’ language growth while allowing them to express their ideas.

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Using scaffolds at every step of the assessment process has been such an important addition to my practice. My best advice for teachers

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who are trying to assess multilingual learners is to take the time up front to understand what key vocabulary your students already know,

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what kinds of connections they're able to make to the content, and what kinds of background information they may need.

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Use this information to plan for scaffolds like sentence frames to get them started.

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or word banks or models to help them organize their thinking.

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This way, I can assess if they have understood the instruction and if not, what further instruction I need to offer.

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Overall, scaffolds are a game changer because they allow my multilingual learners to engage with grade level writing tasks,

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and that is something significant for all of us to celebrate.

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Welcome to Hazen White-St. Francis.

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I'm Jeanne Connors, and I'm the principal at this amazing school.

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We're very proud of the diversity at our school

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and the strong culture that exists here.

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My name is Kaberi Sen, and I am the Literacy Support Teacher for When Children Succeed.

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Part of my job is to visit the students daily in the classroom and support them in their literacy growth.

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Assessment is one of the major tools in my toolkit and I do believe that self-assessment is a very important aspect of that.

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One of the assessment piece is, use of the acronym TIDE in the rocket ship.

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So Amal we're going to use our rocket ship and find out all the details in our writing to see if our writing is a one, a two or a three.

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So when the students are writing their paragraphs, they have to introduce it with a topic.

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So when the students are writing their paragraphs, they have to introduce it with a topic.

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Then they have to include interesting details.

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And they know that they need three interesting details for their paragraph.

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And finally, they have to close their paragraph with an ending which connects to the opening sentence.

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My topic was about Newfoundland dogs.

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They’re fast when they swim, they’re kind and help people.

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In our classroom

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we like to talk about juicy vocabulary words.

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And, every student gets the opportunity to come up, read, the piece of writing that's been exhibited and identify the juicy words.

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As they identify the juicy words, they get to color the stars around the rocket ship.

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This is a fun way to expand their vocabulary.

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I am Lindsey Carlton, and I am the education support teacher for English as an additional language at Hays and White Saint Francis.

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I am Lindsey Carleton, and I am the Education Support teacher for English as an Additional Language at Hazen White-St. Francis.

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My role in the school is to provide direct English language acquisition support to students, as well as support teachers who are enhancing their culturally and linguistically inclusive strategies.

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When working directly with students, I use the provincial My Language Learning Journey document and portfolio-based assessment.

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This tool allows me and the students to see how they are progressing in language.

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For example, today we are reading Hair Love by Matthew A. Cherry.

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The focus for this lesson is on the listening skill of understanding familiar words and phrases when someone reads aloud.

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First, we take a look at the cover, the images, and we imagine what the text might be about. "I can understand familiar words and phrases when someone reads aloud."

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Because the text is about loving and celebrating all types of hair.

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It is culturally inclusive and connected to background knowledge,

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which I am able to tap into by discussing vocabulary for hair and different textures and styles.

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Then we read together, discussing each page as we go.

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We close out the session by representing and writing what we learned.

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I have them draw their own hair or someone else's, describing it and using the vocabulary words we discussed.

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I always ensure my sessions allow for a balance of three things.

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Number one, scaffolded opportunities for speaking, listening, reading, and writing.

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Number two, building on social and academic vocabulary.

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And number three, celebrating what the students can do.

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Using the My Language Learning Journey document and portfolio-based assessment.

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It's exciting to see our processes at work.

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They help our students build more confidence so they can stick with the hard things, because they know that's how we all grow.

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I hope you have gained new ideas about ways

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to plan for assessment that will allow you to use what your learners can do in language to plan for what they will work on next.

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Whether it's co constructing a rubric students can use for self evaluation, engaging in peer discussion for constructive feedback,

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or incorporating scaffolds through every stage of assessment.

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There are many ways you can support students to achieve greater levels of confidence, language and content understanding.

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Thanks to the teams at Hazen White-St. Francis in Saint John

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and Priestman Street Elementary in Fredericton for sharing their experiences and insights.

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This video is part of a series of commonly asked questions from educators across the province.

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You can find the full series on the Government of New Brunswick's cultural and linguistic inclusion education website. Government of New Brunswick: Cultural and Linguistic Inclusion Education Website

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Together we're working hard so that all students can succeed.