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Differentiation for ELLs

ELLs are unique in that educators must differentiate instruction and accommodate student learning without creating an IEP. If you notice the ELL student has challenges apart from second language learning, please discuss this with your LRT and Principal prior to modifying the program and creating an IEP. 

The following chart lists the suggested Instructional Strategies, Environmental Strategies, and Assessment Strategies that help support our ELLs without an IEP. 

Download the PDF chart here


The Secondary ESL Curriculum document (2007) states the following:  

Creating a welcoming and inclusive school environment for English language learners is a whole-school activity requiring the commitment of administrators, teachers, support staff, and other leaders within the school community. The reward for this committed effort is a dynamic and vibrant school environment that celebrates diversity as an asset and enriches the learning experience of all students.  

Teachers are responsible for developing appropriate instructional strategies to help students achieve the curriculum expectations for their courses, as well as for developing appropriate methods for assessing and evaluating student learning. Teachers bring enthusiasm and varied teaching and assessment approaches to the classroom, addressing individual student needs and ensuring sound learning opportunities for every student.  

Using a variety of instructional, assessment, and evaluation strategies, teachers provide numerous opportunities for students to acquire proficiency in English, as well as subject content knowledge. They provide learners with frequent opportunities to practise and apply new learning and, through regular and varied assessment, give them the specific feedback they need to further develop and refine their skills. By assigning tasks that promote the development of higher-order thinking skills, teachers enable students to become thoughtful and effective communicators in English. In addition, teachers encourage students to think out loud about their own language processes, and support them in developing the language and techniques they need to assess their own learning. Opportunities to relate knowledge and skills in English language learning to wider contexts, both across the curriculum and in the world beyond the school, motivate students to learn and to become lifelong lea

Updated January 2018

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