• Refine your search:
  • 
    Keyword:
    
    • ESL (1)
    • Evidence-Based Literacy (1)
    • Literacy (1)
    • Pedagogy (1)
    • Scholarship of Teaching and Learning (1)
    • Social Justice (1)
    • University Extension (1)
  • 
    Creator / Publisher
  • 
    Year
  • 
    Medium:
    
    • Online (1)
  • 
    Type
  • 
    BLLDB-Access

Search in the Catalogues and Directories

All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 1 of 1 1 Literacy Gatekeepers in the Ontario Education System. Why ESL Students Fail? A Bordieuan Perspective Rzepecka-Karwowska, Anna In: Teaching Culturally and Linguistically Diverse International Students in Open or Online Learning Environments: A Research Symposium (2021) Abstract: Ontario's education system aims to improve children's literacy levels who hail from diverse backgrounds. Schools must tailor their program layout to their students’ unique needs. Immersion is one of them. As with submersion, instruction occurs in the second language (L2), but there are significant differences. ESL students experience linguistic barriers. According to Migration Matters (June 2017), by 2022, 78% of job openings will require some post-secondary training or university degree. Many immigrants do not have the skills necessary to succeed, and these percentages have not improved. There is a widening incongruence between the complexity of the needs of ESL learners and the availability of ESL [English as a Second Language] services in Canadian schools. School boards across Canada have steadily reduced ESL services over the years (Nichols et al., 2020). Schools are not meeting the language needs of immigrant youth in Ontario, where 29.1% of the population, the highest of any province, is foreign-born (Government of Ontario, 2017). In 2017, 63% of Ontario's elementary schools and 58% of secondary schools had English language learners (ELLs). However, only 38% of English-language elementary schools had ESL teachers (People for Education, 2017). 20% of elementary schools and 31% of secondary schools have no formal process for identifying ELL students (People for Education, 2015), which is the first step to placing students in ELL services. Students’ diverse needs must be met for them to acquire necessary literacy skills. Literacy is a civil right—no one should leave the school system as an illiterate person. Keyword: ESL; Evidence-Based Literacy; Literacy; Pedagogy; Scholarship of Teaching and Learning; Social Justice; University Extension URL: https://scholar.uwindsor.ca/cgi/viewcontent.cgi?article=1023&context=itos21 https://scholar.uwindsor.ca/itos21/session2/session2/7 BASE Hide details

Mobile view All Catalogues UB Frankfurt Linguistik 0 IDS Mannheim 0 OLC Linguistik 0 UB Frankfurt Retrokatalog 0 DNB Subject Category Language 0 Institut für Empirische Sprachwissenschaft 0 Leibniz-Centre General Linguistics (ZAS) 0 Bibliographies BLLDB 0 BDSL 0 IDS Bibliografie zur deutschen Grammatik 0 IDS Bibliografie zur Gesprächsforschung 0 IDS Konnektoren im Deutschen 0 IDS Präpositionen im Deutschen 0 IDS OBELEX meta 0 MPI-SHH Linguistics Collection 0 MPI for Psycholinguistics 0 Linked Open Data catalogues Annohub 0 Online resources Link directory 0 Journal directory 0 Database directory 0 Dictionary directory 0 Open access documents BASE 1 Linguistik-Repository 0 IDS Publikationsserver 0 Online dissertations 0 Language Description Heritage 0