UNFOLDING VISION: ENGLISH LANGUAGE LEARNING SUPPORTS IN A SMALL SCHOOL DIVISION By Melissa R. Hunt B.A., University of Victoria, 2002 TESOL Certificate, Okanagan College, 2003 THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF EDUCATION IN MULTIDISCIPLINARY LEADERSHIP THE UNIVERSITY OF NORTHERN BRITISH COLUMBIA April 2011 © Melissa R. Hunt, 2011 1*1 Library and Archives Canada Bibliotheque et Archives Canada Published Heritage Branch Direction du Patrimoine de I'edition 395 Wellington Street OttawaONK1A0N4 Canada 395, rue Wellington OttawaONK1A0N4 Canada Your Tile Votre reference ISBN: 978-0-494-75164-0 Our file Notre ref6rence ISBN: 978-0-494-75164-0 NOTICE: AVIS: The author has granted a nonexclusive license allowing Library and Archives Canada to reproduce, publish, archive, preserve, conserve, communicate to the public by telecommunication or on the Internet, loan, distribute and sell theses worldwide, for commercial or noncommercial purposes, in microform, paper, electronic and/or any other formats. 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Conformement a la loi canadienne sur la protection de la vie privee, quelques formulaires secondaires ont ete enleves de cette these. While these forms may be included in the document page count, their removal does not represent any loss of content from the thesis. Bien que ces formulaires aient inclus dans la pagination, il n'y aura aucun contenu manquant. 1+1 Canada ELL SUPPORTS IN A SMALL SCHOOL DIVISION « Abstract English language learning (ELL) students (n=24), their parents (n=25), teachers (n=18) and school administrators(n=7) (total n=74) took part in this study to contribute to a better understanding of the educational, cultural and social supports of ELL students in the Grande Prairie Public School Division (GPPSD). The four groups filled out a survey and participated in focus group discussions to identify the needs of the ELL students and describe the existing and recommended supports for the ELL students. Responses revealed that there is a diverse range of ELL students from various cultural backgrounds attending GPPSD. At the time of the study, the participants indicated that the integration model (the classroom teacher as the main support along with differentiated assignments and peer-partner supports) and the pullout model of instruction were supporting the ELL students in the classroom. Based on a comparison of participant responses with promising ELL practices from a literature review, the author recommended a comprehensive ELL program with 1) open and continuous dialogue between teachers and administrators, 2) collaboration and networking with community groups, 3) an initial welcoming intake and orientation procedure, 4) trained ELL designated coordinator and support teachers, 5) family literacy programming and fostering of ELL student's first language, 6) encouragement for cultural awareness and district-wide professional learning. A comprehensive program would encourage socialization of the ELL students through peer supports, after school and summer ELL classes, thus strengthening the integration model of support. ELL SUPPORTS IN A SMALL SCHOOL DIVISION in TABLE OF CONTENTS Abstract ii Table of Contents iii List of Tables v List of Figures vi Glossary viii Acknowledgement ix Chapter One Chapter Two Chapter Three Introduction and Overview 1 Investigative Questions 4 Literature Review 5 Barriers and Challenges Experienced by ELL Students 6 Promising Practices to Support ELL Students 10 Summary of the Literature Review 17 Method 18 Research Sample 18 Procedure Tools 19 Ethical Considerations 20 Specific Procedures 21 Treatment of Data 23 Chapter Four Results 24 Response Rates 24 Results from First Section of Questionnaires 24 Results from Focus Group Discussions/Interviews and Second Section of Questionnaires 29 Chapter Five Discussion, Conclusions and Recommendations Question One: Needs of the ELL Students Question Two: Meeting the Needs Question Three: Suggestions for Improvement Recommendations to the GPPSD Final Reflections on the Study References 72 73 76 79 81 90 92 Appendix A Surveys for ELL Students 96 Appendix B Survey for Teachers 98 ELL SUPPORTS IN A SMALL SCHOOL DIVISION IV Appendix C Survey for Parents of ELL Students 102 Appendix D Survey for Administrators 105 Appendix E ELL Educational Needs Focus Group Questions 109 Appendix F Information Letter to Teachers and Administrators Outlining the Research Study 110 Appendix G Information Letter to ELL Parents and Students Outlining the Research Study 111 Appendix H Information Letter to Participants Outlining the Focus Group 112 Appendix I UNBC Research Ethics Board: Informed Consent Form 113 Appendix J Consent Letter from GPPSD Superintendent 114 ELL SUPPORTS IN A SMALL SCHOOL DIVISION v Tables Table 1 A List of Focus Groups and Interviews and Number of Participants 23 Table 2 A List of Jobs at which the Parents of ELL Students are Employed ELL SUPPORTS IN A SMALL SCHOOL DIVISION VI Figures Figure 1 Subjects teachers teach and number of teachers who teach those subjects 25 Figure 2 First languages spoken by ELL students and parents of ELL students 26 Figure 3 Age when ELL students arrived in Canada 26 Figure 4 Grade in which ELL students are enrolled 27 Figure 5 Highest level of education achieved by parents of ELL students 28 Figure 6 Students' and parents of ELL students' response ratings to the following question: It is easy for me/my child to learn in class 31 Administrators', teachers' and parents of ELL students' responses to the following statement: My school/my child's school realizes that all cultures are not the same and that there are multiple way to reach the same goal and live life 34 Figure 7 Figure 8 Administrators', teachers' and parents of ELL students' responses to the following statement: My school/my child's school is sensitive and respectful of the differences and similarities of other cultures in my school 35 Figure 9 Administrators', teachers' and parents of ELL students' responses to the following statement: My school's classrooms/my classroom encourage(s) cultural diversity 36 Figure 10 Administrators', teachers', parents of ELL students' and ELL students' responses to the following statement: We/My child's school recognize(s) the different cultural holidays in the/my classroom. 38 Figure 11 Parents of ELL students' responses to the following statement: My child's teacher invites me into the classroom to share my culture 39 Figure 12 Administrators', teachers', ELL students' and parents of ELL students' responses to the following statement: It is easy for the ELL student(s) at my school/me/my child to socialize and interact with other students in the/my/his/her class. 45 Figure 13 Administrators', teachers', ELL students' and parents of ELL students' responses to the following statement: The ELL student(s) in my school/I/ my child often participate(s) in extracurricular activities. 47 ELL SUPPORTS IN A SMALL SCHOOL DIVISION vn Figure 14 Administrators' and teachers' responses to the following question: Does your school have an ELL program? 52 Figure 15 Administrators' and teachers' responses to the question: What type of ELL program does your school have? 53 Figure 16 Administrators' and teachers' response ratings for the following statement: My school's ELL program effectively provides for the educational needs of my ELL student(s) 54 Figure 17 Administrators', teachers' and students' responses to the question: Who is the main ELL support for the ELL student(s) in the classroom? 57 Figure 18 Parents of ELL students' responses to the following question: Does your child have a teaching assistant helping him/her learn? 56 Figure 19 Administrators' and teachers' responses for the following statement: The main ELL support person (mentioned in the previous question) is experienced with ELL students and has ELL training 59 Figure 20 ELL students' and parents' responses to the following statement: My teacher/My child's teacher often helps me/my child one-on-one in class 60 Figure 21 Administrators' and teachers' responses to the question: What supports do you currently have for your ELL student(s)? 62 Figure 22 Administrators' and teachers' responses to the following statement: My school has enough ELL resources and materials available at my school to support my ELL student's(s') educational needs in my school 64 ELL SUPPORTS IN A SMALL SCHOOL DIVISION vin Glossary Academic support teacher: A teacher who supports, supplements and extends classroom teaching to meet the learning needs of students. Alberta Education ELL Benchmarks: A language proficiency tool developed by Alberta Education to support ELL programming in Kindergarten to Grade 12. Classroom teacher: The main teacher with whom the ELL student has contact; the elementary generalist or secondary subject area specialist. ELL assistant: A teacher's assistant who has specialized ELL training ELL classes (high school): Classes taught by an ELL trained teacher. Students are assessed and placed into one of the five levels according to their ELL English language proficiency and prior experiences. Five high school course credits can be earned for successful completion of each of level. ELL integrated program: ELL student is kept in class and learns side-by-side his/her peers ELL pullout program: A program that removes an ELL from the mainstream class to get assistance from a resource room teacher. ELL teacher: A teacher who has specialized ELL training. English language learning (ELL): Describes learners of second or another or additional language. Paraprofessional educator: A person who is trained to provide specialized or concentrated assistance for students in the classroom or in a pull-out situation, under the supervision of a certified teacher. Resource room teacher: A teacher, often with a background in special education, who helps students who are pulled out of regular mainstream classes for extra assistance. The resource room teacher may provide one-on-one instruction or teach a subject to a group of students. ELL SUPPORTS IN A SMALL SCHOOL DIVISION « Acknowledgement It is a true pleasure to thank those who made this thesis possible, as it would not have happened without my village of supporters. Yes, it does take a village, to write a thesis! It was a true pleasure for me to study under and learn from Dr. Willow Brown whose encouragement, guidance and support from the initial discussions about my topic to the final level enabled me to develop a true and deep understanding of leadership in education. I am also very grateful for Dr. Connie Korpan's attention to detail and research expertise, as her guidance and direction helped me develop my thesis from survey tools to a finished product. As well, I wish to thank Sharron Graham for her encouragement and patience as my thesis developed from the beginning to completion stages. I would also like to thank my colleagues at the Grande Prairie Council for Lifelong Learning, who are devout lifelong learners and believed in this research project from the very beginning. I am also very grateful for the support of the Grande Prairie ELL community and the Grande Prairie Public School Division for participating in the study; without your participation, there would not have been a study. Going above and beyond, the school division was very hospitable in inviting me to attend the ELL professional development in-service, and the ELL school designates in attendance were very supportive of my study and assisted in distributing the questionnaires to the participants. The support and assistance from the school division is very much appreciated! The instructional expertise of both the GPRC and UNBC professors does not go unnoticed, and I truly appreciate all the knowledge that was bestowed on me in each class. As well, to my supportive cohort of peers, especially Amy, Dianne and Sue, our classroom ELL SUPPORTS IN A SMALL SCHOOL DIVISION * discussions and study groups were instrumental in expanding upon course material and assisting me develop my research objectives. Lastly, it is a true pleasure to thank my friends and family. Thank-you to the Deditchs and Johnstons for watching over my son while I worked on my thesis. To Sandi Harrison, who inspired and encouraged me along the way, thank-you for your friendship and support. To my parents, who taught me that anything is possible as long as you have commitment, passion and dedication, I cannot thank you enough; you have always believed in me, and your pride in me gave me the confidence to complete this project. Especially, I owe my greatest gratitude to my husband for his unconditional love, support, and patience every step of the way. And to my 18-month-old son, Gavin, you were a twinkle in my eye when I started this project and you were born into the midst of it. To you, I dedicate this thesis. May you, too, forever be a lifelong learner. ELL SUPPORTS IN A SMALL SCHOOL DIVISION 1 CHAPTER I: INTRODUCTION AND OVERVIEW I'm a new Canadian: Just because I don't speak English doesn't mean I'm not smart... With the right instruction, I can learn English quickly. I'm a French language child: My reading disabilities were hard to identify because the tests were designed for English readers. I'm an Aboriginal child: The language and culture of my heritage is passed on to me orally. It's a different way of learning than how I am taught at school. (The Canadian Language & Literacy Research Network, n.d.) Similar to many areas in Canada, northwestern Alberta has a diverse, multicultural demographic, made up of a mix of ethnicities and languages. According to the 2006 Canadian census, over 20,000 new immigrants came to Alberta that year. In Grande Prairie, a city in northwestern Alberta, 7,000 residents, or 10 per cent of the population, speak a mother tongue other than English. As a result, there is a number of English Language Learning (ELL) students in the kindergarten to grade 12 (K-12) school system in Grande Prairie who have a "level of English language proficiency that precludes them from full participation in the learning experiences provided in Alberta schools" (Alberta Education, 2007). The ELL students in the Grande Prairie community include students who are foreign-born (recently arrived immigrants, refugees, and feepaying and funded international visa students) and Canadian-born (including First Nations, Metis, Inuit, Francophones, Hutterites, Mennonites, and Canadian-born children of immigrants). The main industries in Grande Prairie are oil and gas, agriculture, forestry and food services. As well, it is an economic and transportation trading hub to many neighboring communities. As a result of the employment opportunities, especially in times of economic booms, Grande Prairie attracts a large immigrant base. ELL SUPPORTS IN A SMALL SCHOOL DIVISION 2 In Grande Prairie, there are three school districts: Grande Prairie Public School District (GPPSD), Peace Wapiti Public School Division (PWPSD) and Grande Prairie and District Catholic Schools (GPSCS). In a report published by the GPPSD, there were 145 identified ELL students, which was 2.3% of the total student population in the 20082009 school year (Graham, n.d.). Furthermore, the 2007-2008 annual report from the PWPSD in Grande Prairie indicates that many students attending some of the schools have had little or no exposure to English before entering the school system. The report stated that "there is a need to provide more intrusive, specific one-on-one or small group instruction to bring about growth in reading (comprehension) and writing (exposition)" (p. 30). The PWPSD school division report also indicated that the number of immigrants coming to the area, especially from Russia and Poland, is increasing. As a result, there is a need for more ELL programming, which the school division plans to pursue. As an ELL instructor for over six years, three of which were teaching overseas in South Korea and Vietnam and over three years in the International Education Centre in Grande Prairie Regional College, I have a strong interest in supporting ELL learners. Currently, I am the executive director for the Grande Prairie Council for Lifelong Learning (a Community Adult Learning Council), and I oversee six programs that are accessed by ELL learners: ELL Family's Group, Family English, Workplace English, Workplace Essential Skills Training, The Reading Network (Volunteer Tutor Adult Literacy Program), and Computer Learning Lab. At the Council, many new immigrants and refugees apply to attend our programs to improve their English skills, which in turn would improve their quality of life while living in Canada. Furthermore, improving English skills enhances their employability. Many of our adult students have children ELL SUPPORTS IN A SMALL SCHOOL DIVISION 3 enrolled in the GPPSD and they have indicated that education systems need to provide more supports for their children. Although, only 2.3% of the students are ELL learners, this portion represents 145 students who require specific learning opportunities. Teachers have expressed similar opinions. At an ESL workshop that I presented in February 2009 to approximately 50 GPPSD teachers, a number of the attendees indicated that educational support for ELL students, such as an ELL program or ELL assistant, was limited or unavailable in the division. Also, they perceived resources to be limited to an Alberta resource binder, picture-word books, low-level reading vocabulary books, and limited assistance from other teachers and/or a teacher's assistant(s). Only, a few teachers indicated that they had an ELL assistant in the schools and approximately half of the teachers said that their ELL student(s) attends a resource room for extra help. Also, some of the teachers suggested that although their school was somewhat culturally aware, their ELL student(s) experienced difficulties interacting or socializing with their classmates. Overall, perceptions from the GPPSD teachers and parents of ELL students indicated the need for a formal study to assess the specialized educational needs of ELL learners. In this study, I examined the educational needs of ELL students in K-12 in the GPPSD in Grande Prairie, Alberta as seen through the eyes of 1) ELL students, 2) teachers of ELL students, 3) parents of ELL students and 4) school administrators in the school division. To conduct the study, I collected survey ratings and comments from questionnaires completed by these four groups as well focus group interviews. Together all sources of data contribute to a case study of the perceptions of ELL programming held by various stakeholders in the GPPSD. ELL SUPPORTS IN A SMALL SCHOOL DIVISION 4 In order to conduct this study and construct the data-gathering instruments, I examined the literature for current promising practices for supporting ELL students in the classroom. I designed a questionnaire that I hoped would reveal stakeholders' perceptions of existing support systems and resources are meeting ELL students' educational needs. My analysis of the data led to recommendations for a comprehensive ELL support program that the GPPSD and other school divisions may consider useful for planning. As well, this study will add to the ELL and educational literature as it is a unique case study of perceptions of ELL supports in a smaller, northern city, as reported not only from teachers, parents and school administrators, but also from ELL students. Investigative Questions A review of the literature on promising practices for English language learners informed my investigative questions and the design of questionnaires and focus group interview questions. The central investigative questions for the study were: 1. What are the educational, cultural and social needs of the ELL students in the GPPSD, as perceived by members of the four groups? 2. According to participants, how are the current supports, programs and resources available within the school division meeting these educational, cultural and social needs? 3. How do participants perceive these needs could be better met? ELL SUPPORTS IN A SMALL SCHOOL DIVISION 5 CHAPTER II: LITERATURE REVIEW The literature that I review here may not be exhaustive but it does present a set of criteria for comprehensive programming that is research-based and likely to improve the school experience and achievement levels of ELL students. The set of promising practices that are mentioned repeatedly in the literature as effective for ELL students elsewhere can be viewed as promising practices for the Grande Prairie region. Together, these practices form a conceptual framework for this study: I have used them to guide my information gathering through the design of the questionnaire, to make sense of participant responses, and to craft a set of recommendations that the school division personnel may find useful for reviewing or expanding the vision for ELL services. This literature review has two main sections. In the first section, I review documentation of the educational barriers that ELL students face. I note the issues of insufficient funding, lower academic performance as compared with the main student population, social and health-related barriers, and the questionable success of pullout programs. In the second section, I focus on promising practices, beginning with the emphasis on cultural and social interaction that characterizes comprehensive programming, and on teachers' and support workers' awareness of the stages of culture shock. I explore the need for parental and community supports as well as the importance of first language development. Finally, at the conclusion of the second section, I refocus on the issue of leadership and funding. A category of literature that is not included here are specific strategies for ELL language instruction such as classroom practices shown to be effective for vocabulary acquisition, writing competence, and so on. These topics would be addressed in the professional development for classroom teachers that is a ELL SUPPORTS IN A SMALL SCHOOL DIVISION 6 cornerstone of a comprehensive program. In this study, however, I have chosen to focus on understanding and developing a comprehensive framework for program planning. Barriers and Challenges Experienced by ELL Students Many researchers have investigated barriers and challenges that ELL students face (Derwing, DeCorby, Ichikawa, & Jamieson, 1999; Gunderson, 2000; Herbert & Reis, 1999; Lotherington, Holland, Sotoudeh & Zentena, 2008; Ngo, 2007; Watt & Roessingh, 1994). These studies reveal ELL students tend to complete high school at a much lower rate than students whose first language is English. For example, Derwing, DeCorby, Ichikawa, and Jamieson (1999) reported that 54% of the ELL students in one large Alberta school division completed high school, and in their Calgary study, Watt and Roessingh (1994) reported that only 26% of ELL students completed high school. Both completion rates are significantly lower than the 70% completion rate for all high school students in Alberta (Derwing et al. cited from the 1997 Alberta Jurisdiction Profile Report). Also, ELL students achieve statistically lower English Language Arts Provincial Achievement Test (ELA PAT) scores than their native English-speaking peers. For example, only 57.4% of the ELL students at Dr. Gordon Higgins School in Calgary achieved an acceptable grade on their Grade 9 ELA PAT, whereas, 82% of the regular program students achieved an acceptable grade. The main barriers as identified in the literature that contribute to low completion rates for ELL students and low ELA PAT scores are 1) lack of ELL program funding, 2) provincial age cap, 3) social and cultural barriers, 4) health barriers and 5) pullout programs. ELL SUPPORTS IN A SMALL SCHOOL DIVISION 7 Lack of ELL Program Funding Despite these low completion rates and poor provincial test results for ELL students, funding and ELL services in large urban centers is decreasing as the number of ELL students increases. For example, in Calgary, Ngo (2007) found that there has been a surge of ELL students "from 6,803 in the 1998-1999 school year to 17,613 in the 20052006 school year, marking an increase of 259%" (p. 2). Regardless of this increase in numbers of ELL students, school boards in Alberta and British Columbia have steadily reduced ELL services. For example, for approximately every 100 ELL students in the Calgary School Board there is only one certified ELL teacher (Ngo, 2007). Karanja (2007) also found that in a small city there was limited access to ELL resources and programming, which is a major hindrance for ELL students' linguistic and academic development. Age Cap Another important barrier to ELL students' high school completion is that the Alberta provincial age cap, which requires that students exit the school system at age 20 years. Evidence suggests that it takes four to eight years for ELL students to reach a language level proficiency comparable to their native English-speaking peers (Collier, 1989 cited in Derwing et. al 1999). In addition, Ngo and Schleifer (2007) suggested that for ELL students to acquire basic communication skills they need between two and five years of formal language instruction and twice as much time to develop academic language skills. As a result, if ELL students come into the high school system at age 16 years with little to no English language training, their chance of completing high school by the time they are 20 years old is substantially reduced. A recent report by Howard ELL SUPPORTS IN A SMALL SCHOOL DIVISION 8 Research & Management Consultation Inc. (2006) commission by Alberta Education suggested that Advanced Education and Alberta Education explore transition options for ELL students to complete their high school requirements (p. 15). Social and Cultural Barriers Other reasons for ELL students' low academic success and completion rates are attributed to their social abilities. ELL students often have difficulty socializing and fitting into the mainstream student culture in part due to the fact that they are dealing with well- established social networks or cliques, especially seen in junior high and high school, may make it difficult for children to form friendships. Internalized racism is another reason ELL students experience difficulties fitting in (Ngo and Schleifer, 2007). According to a study by Derwing et al. (1999), the students and teachers interviewed identified a negative stigma attached to being an ELL student. These students felt that they were thought of as less intelligent and less knowledgeable because of their English language deficiencies. Furthermore, ELL teachers were labeled as '"baby-sitters'" (p. 541). This negative perception can be evident in terminology that staff members use when they compare ELL students to "normal" students. Deficits, rather than competencies may be emphasized when ELL students are described as having a "low English level", instead of focusing on the positive fact that they speak one (or more) language and are learning an additional language (Alberta Learning, 2002). Finally, ELL students often face culture shock as they adjust to living in a new culture. For example, in some Asian cultures it is considered impolite to look an elder in the eye or to actively engage in a discussion to express your views on a subject but such behavior is encouraged in Canadian culture. ELL SUPPORTS IN A SMALL SCHOOL DIVISION 9 Health Barriers Besides dealing with social and cultural barriers that inhibit ELL student success and high school completion in school, often times ELL students deal with health and mental health issues. Some of health issues arise as a result of the low socioeconomic status of the ELL students' family as family members tend to be employed at low paying positions. As well, some ELL students emigrating from developing countries may have been exposed to communicable diseases, blood-related diseases, such as sickle cell anemia or environmental toxins. Moreover, ELL students' mental health may be compromised by experiencing racism in Canada, as well as the horrors of war or violent death and trauma. Children with refugee backgrounds are especially likely to be negatively affected (Ngo & Schleifer, 2007). While dealing with physical and mental health related issues the students may find it difficult to concentrate on their schoolwork. As well, such physical and mental health related issues could impede the ELL students full participation in class and negatively affect their rates of success and high school completion. Pullout Programs Finally, in larger urban school settings, ELL students assigned to a pullout programming class separate from mainstream content school subjects believed that more interaction with native English-speakers would have supported their English language development (Derwing et al., 1999). As well, a decrease in English language achievement was observed when ELL students in junior high school participated in pullout programs (Howard Research, 2006). The integration model of instruction is also supported by Ellis (1986), as he also suggests that children are motivated to be successful English language ELL SUPPORTS IN A SMALL SCHOOL DIVISION 10 learners, especially with regards to pronunciation, because they want to become part of the first language community and have a native-like accent. Therefore, separating ELL students from the mainstream classes could hamper their language acquisition and deflate their motivation to learn English (p. 110). The theoretical framework of Karanja's (2007) study was based on Vygotsky's (1978) sociocultural approach to second language acquisition, which suggests that ELL students master their second language and course content if they interact with their peers (both other ELL learners and native English speakers) and teachers. Duff (2006) also proposed that for ELL students to succeed in school (particularly high school) they have to be well integrated into the dominant culture and also need to be knowledgeable about the popular culture, mass media and newsworthy events. Thomas and Collier (2002) report that it is important for educators to provide socioculturally supportive school environments to help ELL students achieve English language acquisition success. Karanga (2007) theorized that because smaller rural settings do not provide ELL students with many opportunities for interaction with members from their own ethnic community, the students' second language acquisition is impeded. Ideally, ELL students need a supportive learning environment, which encourages the development of both their first and second language. Promising Practices to Support ELL Students The barriers that the ELL students face are extensive and difficult for the ELL students to navigate alone even with the assistance of their parents. As a result, the literature encourages the school divisions to play a key role in supporting the ELL students in achieving academic success and high school completion through a comprehensive ELL program. Such a program would consist of: 1) supporting ELL ELL SUPPORTS IN A SMALL SCHOOL DIVISION 11 students' cultural and social interaction with English-speaking peers, 2) awareness of culture shock and cultural differences, 3) parental and community supports, 4) first language development, and 5) school board, provincial and federal support in terms of leadership and funding. Supporting ELL students' Cultural and Social Interaction with English-speaking Peers Derwing et al. (1999) highlighted some factors that contribute to the success of ELL students in high school. For example, students who took the initiative to bond with their native English-speaking peers and relied on their teachers for help were more successful than those who did not. As a result, the authors suggest that teachers encourage and foster these relationships and ensure that there is a strong culture of equality and celebration and acceptance of diversity in the school and classroom environment. As well, from data collected froml8 round-table discussions, Ngo (2007) recommended effective, comprehensive ELL programming, which facilitates communicative, academic and social competence as well as cultural pride and exchange among all students. Similarly, Ngo recommended the development of a system-wide cultural competence policy that directs schools to celebrate language diversity and cultural practices. From a 2007 study of a high school in a small northern setting, Karanja also suggested that schools provide a positive classroom and school atmosphere that encourages and celebrates diversity. To further encourage social and cultural interaction that meets social needs among ELL students and mainstream students, Derwing et al. (1999) suggested incorporating ELL students into mainstream content classrooms. Similarly, according to a 2006 report ELL SUPPORTS IN A SMALL SCHOOL DIVISION 12 by an Alberta-based company, Howard Research, the integrated model is most supportive of ELL students' achievement in English. Karanja (2007) also recommended actions to support social interaction among the ELL students in classrooms and schools, including buddy systems and peer tutoring/counseling and opportunities for ELL students to participate in extracurricular activities. According to Snow, Burns, and Griffin (1998), speaking is the foundation of language, through which the principles and structures are learned and improved. Therefore, encouraging more social interaction with Englishspeaking peers will encourage ELL students' oral language development, which will support the benefits they receive from reading instruction in the classroom. Derwing et al. (1999) also suggested that beyond the integrated approach, schools should provide ELL students with better classroom and procedural orientations, and have administrators play a more active role beyond providing funding to support teachers with ELL students in the classroom. Jenkins (1989) conducted a study that indicated that special needs children prefer additional help from their mainstream teachers rather than being singled out as being "special" to attend a resource room block. Awareness of Culture Shock and Cultural Differences Part of being aware of cultural diversity is ensuring that teachers and support workers have an understanding of the four stages of culture shock that ELL students may experience (DeVito et al, 2008). In the honeymoon stage, everything is new and exciting and ELL students are filled with energy and excitement about their new surroundings. In the crisis stage, individuals experience the shock of a new culture and realize the differences between their own culture and the new culture; there may be difficulties adjusting to the mainstream culture, due to language and cultural barriers. Depression and ELL SUPPORTS IN A SMALL SCHOOL DIVISION 13 dislike for the new culture may be experienced if strategies for adapting to the new culture are not found. In the discovery stage, people make the decision to gain the skills they need to function in a new culture, such as learning the language. Finally, in the adjustment stage, newcomers are enjoying the new culture and meeting new people because they have skills to deal with periodic difficulties. To maintain this level of enjoyment, it is important for ELL students and families to establish bonds and friendships with Canadians and not just with members from their home country. DeVito et al. (2008) suggested that it is important for educators to be aware of the signs of culture shock in order to support their ELL students in the classroom and help them move toward the final, desirable stage of adjustment. It is recommended that teachers and student counselors inform ELL students that culture shock is a natural process. Also, they should encourage the ELL students to become involved in a social activity, such as a dramatic play or sports team to allow ELL students to make friends who will help them feel more accepted, welcomed and settled in the new culture (Brown, 1994). It is also important for decision-makers, teachers and support workers in the division to understand that social norms are different across cultures. For example, in China, children are taught to be self-restrained. Westerners who lack this understanding may perceive these children as being shy. Also, some cultures encourage family bonds more so than peer bonds in the preschool years. As a result, there will be less peer interaction and socialization among ELL students from these types of cultural backgrounds. Different conversational strategies among cultures also need to be considered by teachers in order to avoid misunderstandings. In the Peruvian culture, for example, out of respect, visitors are greeted with silence. Also, many cultures have ELL SUPPORTS IN A SMALL SCHOOL DIVISION 14 different uses of body language and gestures; some children are taught to avoid eye contact out of respect to their elders. Parental and Community Supports Beyond classroom supports, involvement of the parents and the local community in the ELL students' education is important in supporting the ELL students. Ngo (2007) recommended support for networking, collaboration and coordination of the way schools communicate with community groups in order to share information that helps ELL learners. Another support suggested by Ngo's study is assistance and encouragement for ELL parents to become advocates who are actively involved in Canadian education issues generally and ELL issues in particular. For example, ELL parents could initiate an after school homework club run by volunteer parents. Other research has shown that the main reason for immigrant parents choosing to immigrate is that they believe that education is extremely important {Conversations for Change, 2004). Therefore, it stands to reason that ELL parents would respond favorably to an invitation to become involved in menchildren's education. Also, encouraging parents to develop their literacy skills is important because parents' literacy levels are often predictors of their children's literacy levels (Knaflic, 2005). For example, immigrant parents who have low literacy skills and have had little to no experience with formal education find it difficult to engage in their children's education. In such cases, there is a greater chance that the ELL student will not have academic support at home, which could affect the student's academic achievement (Sanders & Shively, 2009). ELL SUPPORTS IN A SMALL SCHOOL DIVISION 15 First Language Development Support While ELL students improve their English language skills, their first language (LI) development is also important. A key concept found in family literacy programs is LI maintenance. It is important that parents are encouraged to communicate with their child in their LI, especially if the student is at risk for academic failure (Oritz, 1997). Studies indicate that ELL students need to be able to speak their LI to communicate with their family members who do not speak English to reduce the risk of students being isolated from their own culture and not learning important life lessons from their family members (Hewes, Massing, & Singh, 1995). Furthermore, when only English is spoken at home, the parent might model poor English language skills and the communication between parent and ELL student could be impaired (Hewes, Massing, & Singh). Derwig et al. (2007) also noted the importance of protecting the ELL student's LI. One classroom strategy to protect the ELL students' LI is to encourage teachers to say that the new ELL student speaks an additional language instead of saying that the student does not speak English. Such refraining of ELL students' language skills could boost their self-esteem. A number of other studies also recommended the fostering of the student's LI to develop the student's second language (L2) (Lotherington, Holland, Sotoudeh & Zentena, 2008; Cummins 1979, 1981,1991, 2000; Ngo and Schleifer, 2007; Howard Research, 2006; Collier and Thompson, 2002). Because of the larger immigrant numbers in large urban centers, it is easier for the student's LI to be fostered in the community, at home and/or at school by interactions with other learners who speak the same LI. Also, there is more opportunity for teachers to encourage multilingual exposure through class collaborative or group projects with other students (Lotherington, Holland, Sotoudeh & ELL SUPPORTS IN A SMALL SCHOOL DIVISION 16 Zentena). By supporting the LI in multilingual projects, ELL students will learn a L2 more effectively when their LI is supported (Cummins, 2000). Ngo and Schleifer (2007) also suggest that developing the ELL student's LI can act as a catalyst for cognitive development in the L2. That said, the 2006 Howard Research report recommended that ELL students be instructed in their LI after school hours or during the summer months to preserve the LI. School Board, Provincial and Federal Support: Leadership and Funding Many of the promising practices recommended need to be supported by effective leadership and allocation of funds. Currently, the federal government requires that to become a Canadian citizen, the permanent resident must have "adequate knowledge" of either of the two official languages, French or English {Citizenship and Immigration Canada, 2010). The permanent resident must be able to understand basic spoken statements, communicate basic information and respond to basic questions {Citizenship and Immigration Canada, 2010). However, beyond the federally funded Language Instruction for Newcomers (LINC) program, the provinces are largely responsible for improving the language skills of newcomers to Canada, including the school-aged children of immigrants. Ngo (2007) suggested that responsive allocation of provincial and federal funding for both ELL instruction and programming that assists the development of psychosocial factors such as funding to counsel refugees escaping war zones is an important support. As well, the 2006 Howard Research report suggested that more funding be allocated for professional development opportunities for teachers and teaching assistants who support ELL students. Similarly, Karanja (2007) advocated that adequate and stable funding was needed to provide schools with teachers' aids and to ELL SUPPORTS IN A SMALL SCHOOL DIVISION 17 enable lower student-teacher ratios so that ELL students could receive more one-on-one support from their mainstream classroom teacher. Ngo (2007) also suggested that effective leadership from federal, provincial and school board levels to set standards, policies and regulations to improve ELL programming is an important support. Lastly, the Howard Research report recommended a standardized province-wide ELL K-12 curriculum, comprehensive list of assessment and diagnostic tools for use with ELL students, and funding that was flexible to aid ELL students whose language acquisition is thwarted by their poor socioeconomic status, few years of prior formal education and/or low proficiency in their first language. Summary of the Literature Review Overall, my literature review suggests that the most powerful design for ELL programming will be a comprehensive one that includes informed instruction in regular classrooms as well as specific attention to supporting students' cultural and social interaction with English-speaking peers. Barriers to ELL student success and high school completion, as identified in the literature, are frequently attributed to a lack of funding. Specifically, the Alberta provincial age cap that limits the amount of time students have to complete their education is identified as a significant policy factor. Other barriers to success include ELL students' difficulties socializing, health and mental health related issues, and reliance on pullout programs. To summarize, the research suggests that school divisions adopt comprehensive ELL programming that includes orientation, cultural and social interaction, parental and community supports, first language development support, and more attention from school board and provincial and federal governments in terms of leadership and funding. ELL SUPPORTS IN A SMALL SCHOOL DIVISION 18 CHAPTER III: METHOD In this case study, I collected questionnaire ratings and comments, using questionnaires and interviews, to investigate the three research questions about the perceived needs of ELL learners, the degree to which those needs have been met, and suggestions for improvement. Initially, I reviewed published research related to the topic of the needs of ELL students in the K-12 school system in both urban and rural settings. This literature review served to aid in the development of questionnaires and focus group interview questions and identified trends and issues nationally and globally as well as providing examples for promising practices and initiatives to look to for guidance for programming in this school division. Research Sample Participants who completed the questionnaires included 25 ELL students, 18 teachers who have ELL students in their class(es), 24 parents of ELL students, and 7 administrators (principals and vice principals) of schools in which ELL students are enrolled. These participants represented twelve schools. The focus group participants included five teachers, five parents of ELL students, one administrator, one First Nations Metis and Inuit (FNMI) coordinator, one CALC ELL coordinator, and one ISS coordinator. Both foreign and Canadian-bom ELL students living in a small urban setting were studied because many other studies focused on large urban settings and foreign-bom ELL students. However, my study did not receive any input from FNMI students, but input was received from the FMNI coordinator and teacher. Unlike many of the other studies reviewed, I designed my study to include input from the ELL students and their parents and to span grade levels (kindergarten to grade 12). I felt it was important to ELL SUPPORTS IN A SMALL SCHOOL DIVISION 19 include the views of the ELL students and their parents because their perspectives are highly valued and the recommendations and policy-making decisions directly affects them. Procedure and Tools Four different questionnaires were constructed for each of the four groups to ensure irrelevant questions were not posed to a certain group (see Appendix A to D). One set of focus group interview questions was prepared for the focus group interview participants that included parents, teachers, administrators and community stakeholders. The first section of questionnaires used with the ELL students and parents was designed to identify the cultural and linguistic groups to which they belong, how long they have been in Canada if they were not bom in the country, the parents' educational background, as well as the parents' involvement in their child's education. The first section of the questionnaire used with the ELL teachers was designed to identify the grades and subjects they taught. Finally, the first section of the administrators' questionnaire identified how many ELL students attended their school. The second part, and the majority of the questionnaires used for all four groups, regarded the educational needs of the ELL students. The questionnaires included questions that required participants to answer "yes", "no" or "unsure"; or to choose a response from a seven point Likert-type scale (1 = completely agree to 7 = completely disagree). The final section of the questionnaires provided space for participants to add written comments. ELL SUPPORTS IN A SMALL SCHOOL DIVISION 20 Further data was collected from semi-structured interviews with focus group meetings attended by parents, teachers, administrators, as well as a coordinator from both the Community Adult Learning Council (CALC) and Immigrant and Settlement Services (ISS). The comments gathered at these meetings were recorded, transcribed, coded and analyzed to contribute to answers for my investigative questions about perceived needs, whether needs are currently met and additional suggestions. Ethical Considerations All questionnaires and focus groups transcriptions that I collected and transcribed were accessible only to supervisors from Grande Prairie Regional College (GPRC) and the University of Northern British Columbia (UNBC) and myself. To further maintain confidentiality, each returned consent form was placed in a sealed envelope and filed separately from the questionnaire responses. In accordance with UNBC Review Ethics Board (REB) expectations, once the research data was entered into a spreadsheet, the research information was stored in a locked filing cabinet in my supervisor's office at GPRC. All questionnaire and focus group information will be destroyed and associated computer files will be cleared from the computer memory storage once the study and oral defense have been approved by the examination committee and the findings have been translated to publishable form for journal submission or professional presentations. All participants were provided with my contact information in case questions should arise, as well as details on how they could obtain group-averaged results of the research. Furthermore, the participants were asked to direct any complaints about the project to the UNBC REB. Any details that may allow the reader to identify a given participant were altered in all published texts to insure confidentiality. Participants were given information ELL SUPPORTS IN A SMALL SCHOOL DIVISION 21 about the purpose of the study and were made aware that they may choose to withdraw from the study at any time and if they do so, their data will be destroyed and not included in the research reports. Specific Procedures In January 2010,1 was granted permission from the GPPSD superintendent to gain access to ELL students, their parents, as well as teachers and administrators who have ELL students in their respective schools (see Appendix J). After I received permission from the UNBC Review Ethics Board, questionnaire packages (see Appendix A-F) were sent either via GPPSD internal mail, email or distributed in person to 12 ELL designates of the ELL Professional Learning Community (PLC) in the GPPSD. I was invited to drop of the questionnaire packages for the ELL designates at an ELL PLC meeting, which was very hospitable of the school division. The ELL designates were asked to distribute questionnaires to the four groups; each ELL designate received 10 teacher questionnaires, 30 ELL student questionnaires, 30 parent questionnaires and 3 administrative questionnaires. A total of 1,200 questionnaire packages were distributed across 12 schools. Each questionnaire package included an information letter outlining the research study, an information letter outlining the focus group interviews, an informed consent form, a questionnaire and the focus group interview questions (see Appendix A-F). All participants were asked to complete their questionnaires and return them to their teacher. Next, all completed questionnaires were collected by the ELL designates, who then forwarded them via internal mail to GPPSD division office for me to collect. ELL SUPPORTS IN A SMALL SCHOOL DIVISION 22 Besides providing 1,200 questionnaire packages to the 12 ELL designates, 5 packages were provided to the Immigrant and Settlement Services In-School Settlement Liaison for parents with whom she had contact. In addition, the ELL coordinator at the local Community Adult Learning Council was given 15 packages to provide to ELL parents who attended ELL classes at the Council, and the Language Instruction for Newcomers to Canada (LINC) instructor was given 5 questionnaire packages for parents attending the program. Lastly, to obtain more responses from administrators and teachers, I forwarded questionnaire packages via email to 30 administrators and 5 teachers in the GPPSD. As a result, in total, 1,260 questionnaires were distributed within the community. I collected a large body of interview data from 14 participants who participated in five focus groups and three one-on-one interviews (see Table 1). The meetings lasted from 20 to 45 minutes and were structured with prepared questions (see Appendix E). I chose a structured interview style, as this method would allow for participant responses to be compared and contrasted in the same order in which they were asked. For each focus group or interview, the participants were given the same eight questions that were worded and sequenced the same. I chose this interview schedule design as a means to increase the reliability and credibility of the research data (Lindlof & Taylor, 2002). Also, the focus group sessions consisted of between one and three participants, to minimize participants' answers being influenced by other participants in the group. With permission from the participants, the meetings were audio taped and later transcribed. Both the comments collected in the questionnaire and interview data were collected to enrich and expand on the survey rating data collected from the questionnaires. The comments were reviewed ELL SUPPORTS IN A SMALL SCHOOL DIVISION 23 and then compiled in a logical narrative order and analyzed and discussed through the use of direct quotes. Table 1 A List of Focus Groups and Interviews and Number of Participants in each. Focus Groups and Interviews Focus Group/Interview No. Interview 1 Interview 2 Interview 3 Focus Group 1 Focus Group 2 Focus Group 3 Focus Group 4 Focus Group 5 Number and Type of Participant (n = 14) one administrator one parent one teacher three teachers two parents three parents two community organization (CALC and ISS) representatives one FNMI coordinator and one FNMI teacher Treatment of Data I entered all questionnaire rating data collected from the questionnaires into Excel 2004™ for statistical analysis. From this raw data, I developed bar graphs and tables for interpretation and to provide a visual description of the data for analytical purposes. I analyzed, interpreted, and organized the comments from both participant questionnaires and focus group responses and discussions. ELL SUPPORTS IN A SMALL SCHOOL DIVISION 24 CHAPTER IV: RESULTS In this chapter, I detail the outcomes and findings of my research. The first section provides information about the demographic composition of the four groups that comprised the research sample. Next, I present findings and interpretations from the questionnaires and focus group discussions. Response Rates Of the 1,260 questionnaire packages sent out, a total of 74 (5.9%) were returned. Of these 74 returned questionnaires 7 came from administrators (9%), 18 came from teachers (24%), 25 came from ELL students (34%), and 24 came from parents of ELL students (32%). The parents who filled out the surveys are not necessarily the parents of the students who filled out the survey and visa versa. The focus group/interview meetings had 14 participants. The following topics were used to structure the questionnaires and the focus groups/interviews: 1) cultural and linguistic diversity within the division; 2) the ease of ELL students' ability to learn; 3) ELL programming within the division; 4) ELL supports within the division; 5) cultural awareness within the division; 6) socialization of the ELL students within the division. These topics corresponded to promising practices from the literature review and were used to organize the reported data. Results from First Section of Questionnaires According to the 7 administrators who filled out the questionnaire, the number of ELL students enrolled at their respective schools varied from 0 to 29. The majority of teachers (61%) taught at elementary school level (K- Grade 6), 22% taught at the junior high level (Gr. 7-9), and only 11% taught at the high school level (Gr. 10-12). The number of ELL students in their classes varied from 1 to 5. The teachers who ELL SUPPORTS IN A SMALL SCHOOL DIVISION 25 participated in the study taught a variety of classes with a majority of teachers teaching all subjects; however, some teachers taught two or three subjects (see Figure 1). Figure 1: Subjects teachers teach and number of teachers who teach those subjects. The ELL students who answered the questionnaire represented a variety of cultural backgrounds, as seen from the diverse number of first languages spoken by the groups of participants (see Figure 2). The most frequent first language spoken by the ELL students was Arabic (25%) (see Figure 2). Of the 25 ELL students surveyed, only 4 (16%) were bom in Canada, none of which were First Nations, Metis or Inuit. Most of the ELL students (81%) who were not bom in Canada came to Canada when they were between 5 to 11 years old or in elementary school (see Figure 3). A large majority (80%) of the students were enrolled in elementary school (kindergarten to grade 6) (see Figure 4). ELL SUPPORTS IN A SMALL SCHOOL DIVISION 26 30 25 20 0 D) to • Students • Parents c 15 a Q. v^ ** & & " o 30 - d> Q. •. -i i • a •• • " • • " • " ' .'"H ' .• r " " ' 20 - C\J II 0- c TO II 10 C •- I Elementary School (K1 - K6) Junior High (K7 - K9) Senior High (K10 - K12) Grade in which the ELL students are currently enrolled. Figure 4: Grade in which the ELL students are enrolled. A diverse group of parents of ELL students participated in the study, as seen by the range of first languages spoken. The most frequent first languages spoken by the parents were Arabic (13%), French (13%) and Korean (13%) (see Figure 2). Less than half of ELL parents (42%) indicated that they spoke English at home. To better understand the socioeconomic status, parents were asked if they worked outside the home and if so, what their job was. Of the 24 parents surveyed, 13 (34%) said that they work outside the home at various jobs, most (62%) in the food industry (see Table 2). 28 ELL SUPPORTS IN A SMALL SCHOOL DIVISION Table 2 A List of Jobs at which the Parents of ELL Students are Employed. Job titles Food Industry (n=8) Cashier at a fast food restaurant Chef Cook Food demonstrator Supervisor at restaurant Housekeeper at pizza restaurant Kitchen worker Waitress Other (n=5) Janitor Mental health worker Nurse Renovator Goldsmith/Jeweler To study the parents of ELL students' involvement in Canadian education and education in general, they were asked if they attended parent-teacher interviews and what was their highest level of education attained. A large majority of the parents (79%) indicated that they attend parent-teacher interviews. Most (67%) of the ELL parents indicated that they had some form of post-secondary education (see Figure 5). 35 30 c 0) a Q. "5 o> O) a c 25 20 e • t it C\J c. «• C O. 4? # v# ^ Highest Level of Education Achieved by Parents of ELL Students Figure 5: Highest level of education achieved by parents of ELL students. ELL SUPPORTS IN A SMALL SCHOOL DIVISION Results from Focus Group Discussions/Interviews and Second Section of Questionnaires The purpose of this study was to answer three questions about the needs of ELL students, the extent to which those needs are currently met, and suggestions for improvement. This second results section details the participant responses from the questionnaires and focus groups discussions/interviews. In this following section, the responses were analyzed and organized to answer the three research questions: 1) What are the educational, cultural and social needs of the ELL students in the GPPSD, as perceived by members of the four groups?, 2) According to participants in these four groups, how are the current supports, programs and resources available within the school division meeting these educational, cultural and social needs?, and 3) How do participants perceive these needs could be better met? What are the Needs of the ELL Students? In regards to the first research question, What are the educational, cultural and social needs of the ELL students in the GPPSD, as perceived by members of the four groups?, ELL students and their parents indicated that they believe it is relatively easy for the students to leam in class. However, difficult vocabulary, a teacher's unclear or fast-paced speech, and classroom distractions were listed as factors that hamper the students' ability to leam. In general, the ELL students, administrators and teachers believed that school division personnel were culturally aware but more awareness was needed. Especially, the teachers and administrators indicated the need for more encouragement of cultural diversity celebration and representation in the schools and classrooms, without distinguishing particular cultures as being different. The parents 29 ELL SUPPORTS IN A SMALL SCHOOL DIVISION 30 were unsure of the level of cultural awareness, cultural diversity exchange or sharing within the schools, but felt that diverse cultures were respected and all would benefit from more awareness. All four groups felt that the ELL students socialize well with their peers and participate in extracurricular activities. However, some of the participants perceived that more social interaction would take place if cultural and language barriers were removed and established cliques were more welcoming. The following section details the educational, cultural and social needs of the ELL students. Ease of Learning To examine how easily ELL students learn in class, ELL students and their parents were asked to rate the following statement: It's easy for my child/me to learn in class. Most parents (84%) agreed to some extent with the statement and 16% disagreed (see Figure 6). Most ELL students (68%) agreed that it is easy for them to leam in class. However, twice as many ELL students (32%) disagreed with the statement as compared to the parents (see Figure 6). The fact that only 16% of the parents disagree with the statement is in stark contrast to the literature that suggested that ELL students struggle in the K-12 school system and experience a high dropout rate (Derwing, DeCorby, Ichikawa, & Jamieson, 1999; Gunderson, 2000; Herbert & Reis, 1999; Lotherington, Holland, Sotoudeh & Zentena, 2008; Ngo, 2007; Watt & Roessingh, 1994). The positive perception that students and their parents have of the ease of the ELL students' learning could be a result of pride or fear of suggesting that the student has learning disabilities and/or challenges or critiquing the teacher's ability to instruct the ELL student. 31 ELL SUPPORTS IN A SMALL SCHOOL DIVISION I Students I Parents ^A / cP --P" ^ .1* 4? . B Teachers (S E3 Parents 0> Q. 3" <«j" * & & <& ^ .•S° ilt & «s*

a D Parents o a. IU ^ y # V* ^ ^ ^ *?> Survey Ratings Figure 10: Administrators', teachers', parents of ELL students' and ELL students' responses to the following statement: We/my child's school recognize(s) the different cultural holidays in the/my classroom. Administration, teachers, and parents provided a few comments. One administrator and two teachers noted that recognizing cultural holidays is either a part of the curriculum or routinely taught in a specific grade or subject. Two other teachers suggested that celebrating cultural holidays does not happen enough: "Sometimes we seem to down play all holidays instead of embracing them," and "We only celebrate fun days or days with unique food". Lastly, one parent commented that celebrating cultural holidays would be "fantastic and enhance socio-religious relationships". The comments recorded from the ELL students' questionnaire also suggest that cultural recognition in the classroom is not predominant. For example, one student suggested that his culture is recognized by some pictures in the hallway and another student noted that he could not ELL SUPPORTS IN A SMALL SCHOOL DIVISION 39 see enough signs in his first language around the classroom. However, two students commented that other cultures are studied in social studies. Parents of ELL students were asked to rate the statement, My child's teacher invites me into the classroom to share my culture, to examine the idea of cultural diversity and sharing in the classroom. Fewer than half of the parents (42%) agreed with the statement, some parents (17%) were unsure and (42%) disagreed with the statement. However, the largest number of parents (33%) chose 7-Completely Disagree (see Figure 11). These perceptions could be a result of teachers not providing a formal invite to the parents, as a majority of the parents are either unsure if they have been invitation or state that they have not been invited into the classroom to share their culture. • 30 25 V §> 2 0 - B ^H ^H ^H •H I 1 ^B fl • B B ^HS^^B ^^^^^B c 8 fc Q. _ 15 10 - o- H ^H 1 111•B 1 Completely Mostly Agree Agree Slightly Agree Not Sure Slightly Disagree m r Mostly Disagree — 1 Completely Disagree Survey Ratings Figure 11: Parents of ELL students' responses to the following statement: My child's teacher invites me into the classroom to share my culture. Parents commented that cultural exchanges are encouraged and have occurred. One parent commented that she brought her own ethnic homemade food to class and ELL SUPPORTS IN A SMALL SCHOOL DIVISION 40 another stated that he received a memo from school to attend his child's class. Two other parents suggested that there is no need for cultural sharing as they came from a similar culture to Canadian culture (for example, they are Quebecois). However, one parent did comment that she feels that the teachers would like her to come to class to share her culture but she has not been formally invited. The comments provided by the parents support the questionnaire data, indicating that the parents have mixed or unsure feelings about whether or not their child's teacher invites them into class to share their culture. It is important for the students to have their parents be involved in their education and to be active and participating advocates for their education. An important step to encourage parental involvement is to help them feel welcome in their child's school and classroom. To further investigate the degree of cultural awareness in the school division, individuals who participated in the focus group interviews were asked, Do you feel that your school/school division is culturally aware? Responses were mixed. Some of the participants felt that the school division (including all its members such as teachers and students) was culturally aware to varying degrees, and many felt that the awareness of other cultures is growing to reflect the growing numbers of ELL people in the community. Teachers noted that some of the staff members are definitely aware. For example, staff members are aware of culturally specific dietary needs, are cognizant of having awards night at a venue that has no religious affiliation, and are helpful in hosting events where different cultural foods are shared. As well, teachers noted that the library and English classes try to highlight literature from many cultures and that schools recognize the FNMI cultures during a designated week of celebrations to showcase the cultures. One parent believed that the school division was aware of Muslim culture and ELL SUPPORTS IN A SMALL SCHOOL DIVISION 41 Ramadan. Lastly, the administrator who participated in the interview suggested that his school is culturally aware of German culture due to the influx of 13 students at one intake. Many participants felt that more cultural awareness was needed in the schools and the school division in general. One parent noted that although teachers respect the different cultures, students do not have much knowledge about the other cultures. As well, another parent commented that Ramadan is not talked about in school. To support this comment, a teacher suggested that generally teachers have limited knowledge about other cultures: "Beyond 'this is Ramadan and we fast'... , I don't think very many teachers in our division would know a whole lot about a lot of other cultures. I think it's pretty limited". As well, the ELL coordinator suggested that there is not a lot of cultural sensitivity. The ISS representative felt that there was a need for cultural awareness training, as the presentations she had given in the past were well received and teachers and students were surprised by the cultural differences she presented. One teacher explained that a teacher in the GPPSD suggested to her Muslim students that they pray in the bathroom, which further exemplifies the need for more cultural awareness and sensitivity training. Finally, it was suggested by a few participants that cultural awareness training should be a school division initiative, inclusive of all staff, to ensure that everyone in the school division is aware of cultural diversity. During the interview with focus groups, a question presented asked Does your school/school division encourage cultural diversity? There was a mixed response to this question, but some of the participants felt that the GPPSD is trying to encourage cultural diversity as best it can. For example, one teacher explained that she thought more cultural ELL SUPPORTS IN A SMALL SCHOOL DIVISION 42 diversity was being represented on school walls than before and she also provided an example of a teacher supporting her student's culture and first language by labeling objects around the classroom with the Arabic words matched with the English words. A high school teacher stated that diversity is encouraged in the school by having flags from different countries, maps, and Japanese and FNMI clubs; moreover, Muslim students appear comfortable wearing hijabs in the school. As well, a K-9 teacher noted that maps and traditional clothing are examples of the school encouraging cultural diversity. Another teacher commented that some schools have a multiculturalism week. To encourage FNMI culture, both an administrator and a teacher explained that the school division has established FNMI Week to celebrate the culture. Not all the participants felt that the school or school division encouraged cultural diversity. For example, one parent said that in her school there is only a Canadian and French flag. A teacher commented that there are not many multicultural posters. The ELL coordinator noted that besides world maps, there are not a lot of other cultures represented in the schools. The ISS representative also suggested that not enough culture is represented in the schools but there should be: "It's important to have these representations because when students talk about their culture they get excited and they get involved. And when I go into the school and they identify with me (being an African woman) they wave and they ask me questions, so it creates a sense of belonging, so yes that's a huge thing". The administrator who participated and one of the teachers both felt that more could be done. Again, the students need to feel welcome and included in the culture of the school so that they will be more active and participating members of the school. ELL SUPPORTS IN A SMALL SCHOOL DIVISION 43 The final question about cultural awareness posed to individuals who participated in the interviews was, Does your school/school division celebrate cultural diversity? Again there were mixed responses from the participants but also many of the respondents stated that many individuals do not want their cultures to be singled-out and celebrated. For example, two ELL parents, who are practicing Muslims, explained that they celebrate their cultural holidays in their homes and that they want to keep their celebrations private. One parent further commented that she does not think it would be good for all students to leam about Ramadan in school. Interestingly, these same two parents want their children to leam and celebrate Christmas in the public schools. A teacher noted that some ELL parents indicated that they want their child to leam about Christmas, as they feel it is part of Canadian culture, which they want their children to leam about and become a part of. The FNMI coordinator and teacher also cautioned the idea of celebrating other cultures because it should not be assumed that people want to be celebrated for being different or special and that this type of celebration could be intimidating for some students. For example, she explained how FNMI parents do not want their students segregated from other students by celebrating their differences. Some of the interview participants noted that there is not much celebration of cultural diversity and suggested more could be done in the schools and school division in general. Three teachers noted that only Christmas is celebrated as a secular holiday with a focus on Santa Claus, winter themes and songs like Jingle Bells. The ELL coordinator suggested that perhaps more cultural celebrations do not occur because the teachers' schedules are already full. The ISS representative agreed that the teachers are busy, but ELL SUPPORTS IN A SMALL SCHOOL DIVISION 44 when she volunteered her time to present and set up a multicultural day in the classroom, the response was not good. Some of the participants provided some examples of how the school division or schools in the division have celebrated cultural diversity or how they could do so in the future. The FNMI coordinator noted that they organize Aboriginal Awareness Week and Metis Week to promote aboriginal culture. The ELL coordinator suggested a multicultural day and the ISS representative described a multicultural day that was organized in a school in the division: "The kids were really excited. It was a multicultural day. We had a fashion parade; we had dancers from different groups; we had a Filipino group, Ukrainian dancers. There were students in the school who modeled their outfits and everything; it was a big thing for them. They were really proud and I really appreciate [the school] for doing that". An ELL parent suggested that the schools might not celebrate the season of Ramadan but they could use the holiday as an opportunity to teach the other students about the Ramadan and Muslim religion. The FNMI coordinator felt that within the entire division, some schools prioritize multiculturalism, but not all. As well, the FNMI teacher noted that one of the elementary schools celebrates a multicultural week. The school division has ELL students from diverse cultural backgrounds participating in the classrooms throughout the district. As it is important for these students and their parents to feel welcome in their schools and the mainstream culture, it is important that the school continue to encourage cultural awareness and exchange among all members in the school division. More cultural awareness and cultural 45 ELL SUPPORTS IN A SMALL SCHOOL DIVISION sensitivity training, more multicultural celebrations and informal classroom exchanges of cultures would help facilitate an even more welcoming and inclusive school environment. Socialization of the ELL Students The third area of need addresses opportunities for ELL students to socialize. All four groups (administration, teachers, ELL students and parents of ELL students) were asked to rate the statement, It is easy for the ELL student(s) at my school/me/my child to socialize and interact with other students in the/my/his/her class. Most administrators (71%), teachers (94%), ELL students (96%) and parents (88%) agreed to some extent that it is easy for the ELL students to socialize and interact with other students in the classroom (see Figure 12). • Admin • Teachers ES Students a> D) (0 C • Parents 8 © 0. ^ & *r 1* Jt ^ & & if <& 3* ^°- & S? cP Survey Ratings Figure 12: Administrators', teachers', ELL students'and parents of ELL students' responses to the following statement: It is easy for the ELL student(s) at my school/me/my child to socialize and interact with other students in the/my/his/her class. ELL SUPPORTS IN A SMALL SCHOOL DIVISION 46 Many comments were provided by participants. An administrator and teacher suggested that the ELL students' ability to interact and socialize was dependent on their confidence and personality. However, another teacher suggested that ELL students often seem shy and would prefer to work with other ELL students given the chance. If the ELL students are working on a project in the same first language, then their first language would be fostered in this situation; however, if not, it is important for the teacher to encourage the ELL students to socialize also with their English-speaking peers in order to improve their English language skills. Seven students who commented varied in their feelings about the ease of socializing with other students. A few ELL students suggested that it was difficult at first to communicate with their peers. Although some students suggested that it had always been easy for them to make friends, another student said that some students are friendly and some are rude. Two parents explained the difficulties that arise from cultural exposure: "some Canadian kids make fun of my kids about what they have for lunch [, and] it seems to me and that [it] hurts my kids". Another parent connected their child's ability to socialize with learning achievement: "Making friendship will certainly secure their academic learning environment and future as well". The second and final statement that the four groups were asked to rate in regards to the ELL students' ability to socialize was, ELL student(s) in my school/I/My child often participate(s) in extracurricular activities. Over half of the administrators (57%), a large majority of the teachers (76%), and well over half of the ELL students (68%) and parents (63%) agreed to some extent to the statement (see Figure 13). All four groups perceive ELL students to participate frequently in extracurricular activities, which is encouraging 47 ELL SUPPORTS IN A SMALL SCHOOL DIVISION as the literature indicates that social interaction will help the students improve their language skills. • Admin • Teachers 0) O) Q Students S • Parents c 8 Urn © a. ^ cP a Vi f ^A ^°- cP Survey Ratings Figure 13: Administrators', teachers', ELL students' and parents of ELL students' responses to the following statement: The ELL student(s) in my school/I/ my child often participate(s) in extracurricular activities. Two teachers suggested that their ELL student was too young to participate in extracurricular activities and another teacher said that ELL students who participate in the activities enjoy the opportunities. Two parents suggested that their child was not currently participating in extracurricular activities, but given the chance in the future they would like their child to participate. One parent explained the importance of his child's participation in after school activities, as providing his child with the opportunity to improve his skills in a healthy environment. Both the ELL students and their parents listed a variety of activities that the student participates in: soccer, volleyball, badminton, ELL SUPPORTS IN A SMALL SCHOOL DIVISION 48 cooking clubs, volunteering after school, and working in a restaurant, basketball, music, writing and drawing. However, one parent described a difficult situation concerning her child's desire to participate in extracurricular activities: "My daughter wants to play, but can't play with boys or on a mixed team; [her] teacher said that she can't wear hijab in class; now my daughter is fat because she's shy about wearing hijab in public; Leisure Centre does not have a girls only swimming class." During the interviews, participants were asked to discuss the ELL students' ability to socialize and interact with the other students in the school or class. Four factors were identified that affect the ELL students' ability to socialize: 1) nature of the student, 2) age of the student when entering K-12 school system, 3) cultural differences and 4) nature of Grande Prairie. In general, the ELL students' ability to socialize was seen to depend on the student as well as the age in which they entered the public school system. One teacher noted that the younger the students, the easier it is for them to socialize with their peers: "We found that the two boys in elementary were much quicker to socialize than the girl in grade eight". The ELL coordinator and ISS representative believed the students in lower grades adapt better socially than students in higher grades. A K-9 teacher described the younger students as being more inclusive and accepting and needing less oral communication to make connections. One French-speaking parent noted that her 13-yearold son does not socialize with his friends after school because he speaks French after school and his friends speak English. However, the language barrier was not her son's only deterrent from making friends easily, as she commented that at 13 years old, he is at a "difficult age". ELL SUPPORTS IN A SMALL SCHOOL DIVISION 49 The ISS representative and ELL coordinator suggested that it is difficult for older students to socialize because of the cultural barriers and learned cultural behavior and norms. For example, the ELL coordinator noted that some Asian cultures focus more on academics but in Canada children have more time for extra curricular and social activities, to which the Asian students might not be accustomed. Similarly, the FNMI coordinator also suggested that the ELL students' ability to socialize is a result of the culture shock that they experience when they first come to Grande Prairie. For example, she provided the example of meeting "aboriginal people that have never seen an elevator or been in an elevator". Some of the participants suggested that the students' ability to socialize is compromised to a degree because of the nature of the city of Grande Prairie. One parent commented, "Grande Prairie is not very social; everyone is in their home." Another parent said that Grande Prairie is too loud and large and that her son prefers his peaceful, small hometown. The FNMI teacher commented that there is still not much cultural understanding. For example, she noted that a lot of GPPSD staff use the word "Indian" to refer to FNMI people, and that the FNMI students find it offensive. Another topic that came up during the discussions around the ELL students' ability to socialize was the tendency of ELL students to form cultural buddy groups. Furthermore, the existence of established cliques, especially in senior grade levels make it difficult for ELL students to assimilate. The administrator discussed how the large group of German students coped with a difficult day by connecting with each other. As well, the FNMI teacher suggested that the FNMI students form cliques because they are comfortable with the members of the group, but this could have a negative effect if the ELL SUPPORTS IN A SMALL SCHOOL DIVISION 50 group is made of members who negatively influence the group. The high school teacher also commented that she has some cultural groups who connect together because of their cultural affiliation, not their English language level. Also, the ELL coordinator noted that pre-existing cliques do allow ELL students to socialize well. Lastly, a high school teacher noted that she has a group of students with limited English language skills who do not look outside their group for social interaction. It should be noted that some of the interview participants commented that their students were able to socialize well with their peers. A high school teacher commented that some students interact well with other students and are well received. An elementary teacher provided an example of ELL students socializing well in the classroom: "In class, the way that they interact with others.. .has been awesome. Most of our ESL kids are some of our top kids in our school so.. .other kids actually look to them for answers, and I think that helps build those relationships too". Overall, the parents and students perceived that the ELL students leam well in the GPPSD. As well, all four groups feel that the ELL students socialize well with their peers and that the school division is generally culturally aware. However, the participants suggested that more supports would be beneficial to meet the education, cultural and social needs of the ELL students. Since socialization and peer interaction are important to language acquisition, it is necessary to the ELL students' academic and language development that they have many opportunities to socialize and interact with their English-speaking and first language-speaking peers. How are the Needs Being Met? In my second research question, I asked, According to participants in these four groups, how are the current supports, programs and resources available within the ELL SUPPORTS IN A SMALL SCHOOL DIVISION 51 school division meeting these educational, cultural and social needs? Data from the participant questionnaires (nine questions posed to teachers and administrators and three to students and parents) and two focus group interview questions contributed to answering this question. There was disagreement between administrators and teachers in regards to current ELL programming and resources available. The teachers strongly state that there is not currently an ELL program. However, the administrators had mixed perceptions as to whether an ELL program existed in their school. Teachers who indicated that a program does exist did not believe it is very effective; whereas, the administrators were unsure of the effectiveness of the program. According to the four groups, the mainstream classroom teacher is the ELL students' main support in the classroom. However, according to the administrators and teachers, the ELL students' main supports have little experience with ELL students and do not have ELL training. The supports available to assist the ELL students, as indicated by the administrators and teachers, are mainly a peer buddy system and differentiated assignments. More supports were recommended by the participants, especially for the ELL students in high school. The administrators strongly suggest that there are not enough resources, but the teachers are undecided. The following results detail the current supports available to support ELL students in the GPPSD. ELL programming. In the questionnaire, three questions were posed to administrators and teachers and one to ELL students and their parents regarding ELL programming. The first question asked, Does your school have an ELL program! Three administrators (43%) and 13 teachers (76%) said no ELL program exists. Only two teachers (12%) and two ELL SUPPORTS IN A SMALL SCHOOL DIVISION 52 administrators (28%) responded that their school has an ELL program. Perhaps so few answered "yes" because in fact there is not a program in place, or it is not widely known about by the teachers and administrators. The difference seen here could be the result of ineffective communication between the administrators and teachers as to what constitutes an ELL program. For example, the administrators may believe that providing training on ELL benchmarks and ELL resources is considered programming. Teachers may not consider such training as programming, and want something more formal and structured that is communicated to them clearly. Teachers may be looking for pullout assistance and administrators may believe that print resources and curriculum materials provide adequate support. 90 80 70 60 shrill « £50 • Admin D Teachers c o 8 40 Q. 30 20 10 • & • o CO o Percentage 50- 20 10 ^^^^ES^^^H H 1 ^^^^^B ^^^^^B Yes No P3 II C •• oSometimes Unsure Survey Responses Figure 18: Parents of ELL students' responses to the following question: Does your child have a teaching assistant helping him/her leam? In the questionnaire, administrators and the teachers were asked to rate the following statement: The main ELL support person (mentioned in the previous question) is experienced with ELL students and has ELL training. Over half of the administrators (57%) and 67% of the teachers disagreed with the statement (see Figure 19). The written comments suggested that training is limited to a workshop on ELL Benchmarks and that there is no official training for the ELL support designate. One teacher elaborated that "very few teachers have the experience or training to effectively deal with ESL students, [especially at a high school level." ELL SUPPORTS IN A SMALL SCHOOL DIVISION 59 Figure 19: Administrators' and teachers' responses for the following statement: The main ELL support person (mentioned in the previous question) is experienced with ELL students and has ELL training. To see if ELL students were provided with specific one-on-one instmction from their teacher, the ELL students and their parents were asked to rate the following question in the questionnaire: My teacher/my child's teacher often helps me/my child one-on-one in class. The majority of the ELL students (80%) agreed with the statement and over half of the parents (66%) agreed to some level to the statement (see Figure 20). These results are encouraging, as it is important that the ELL students are receiving one-on-one instmction from their teachers. However, as noted in the previous question, the administrators and teachers do not feel the ELL students' main classroom teacher is experienced with ELL students or has ELL training (see Figure 19), so it is unclear if the ELL students' language development needs are being fully met by the classroom teacher's one-on-one instmction. 60 ELL SUPPORTS IN A SMALL SCHOOL DIVISION • Students • Parents .# 4 r .«s* . s 3 S a) B ELL Supports Figure 21: Administrators' and teachers' responses to the question: What supports do you currently have for your ELL student(s)? Next in the questionnaire, teachers and administrators were then asked, Does your school provide opportunities for relationship-building and exchange of information and services among individuals, groups and schools in relation to ELL programming, students, such as professional learning or development opportunities to better meet the educational needs of ELL students? In response, 33% of teachers and 14% of administrators stated that they were "unsure", 16% of teachers and 71% of administrators responded "yes". Teachers do not feel enough collaboration is happening; perhaps this is because the collaboration is not happening at their level and maybe collaboration is happening at the administrative level and the teachers are not aware of the exchanges taking place. Again, perhaps there are some gaps in communication that need to be addressed. ELL SUPPORTS IN A SMALL SCHOOL DIVISION 63 In regards to the statement in the questionnaire, My school has enough ELL resources and materials available at my school to support my ELL student's(s') educational needs, all but one administrator (86%) disagreed. In contrast, 53% of the teachers disagreed with the statement but 35% of teachers were undecided if there were enough resources and materials available at their respective schools to support their ELL students (see Figure 22). There are print resources available and accessible online through Alberta Education, (for example, ESL Senior High Guide to Implementation and ESL Alberta Authorized Resource List, Grades 10-12). However, administrators may not be aware of these resources or did not think they are effective. Alternatively, there may be some difference in perspective as to the definition of resources, with administrators thinking of funds available for specialist teachers or for paraprofessionals to support ELL students in the classroom. ELL SUPPORTS IN A SMALL SCHOOL DIVISION 64 Figure 22: Administrators' and teachers' responses to the following statement: My school has enough ELL resources and materials available at my school to support my ELL student's(s') educational needs in my school. From the written comments, one administrator stated that the school would be receiving resources to help ELL students, which could be a reference to funding but not necessarily. Three teachers commented that they felt that the level of support provided was sufficient because, "our Resource and ELL teachers are very passionate and work hard. We have a lot of support". It is unclear if participants, particularly administrators and teachers, recognize that there is an ELL program or if it is effective in supporting their school or district's ELL students' needs. The data collected from the participants indicated that various stakeholders call for more supports, resources, and training. However, there is a lack of commonly understood direction in ELL programming and a lack of agreement on what additional resources are needed to better support ELL students in the GPPSD. ELL SUPPORTS IN A SMALL SCHOOL DIVISION 65 Participants' Suggestions for Improvement My third and final question was How do participants perceive these needs could be better met? To provide an overview for the findings for this question, among the four groups of participants, a clear consensus was not determined from the questionnaire in regards to what would best support ELL students' needs. Administrators emphasized more training needed for teachers, while teachers indicated specific language and programming supports. ELL students also recommended some specific language supports along with the need for more visual aids, and parents suggested after school programming. From the focus group interviews, participants indicated that more teacher training was needed to better support the students, as well as ELL programming, communication with parents, and supports in classroom and beyond the classroom to better support the student. In the questionnaire, all four groups were asked to provide recommendations to better support the ELL students. Both administrators and teachers were asked the following question: What support do you feel would be most helpful at this time to assist your ELL students in the school? Four of the seven administrators (57%) suggested that more training (the type of training was not specified) for the teachers was needed to better support the students. Also, using the Alberta Education ELL Benchmark assessment tool was reported by two administrators (29%), which would support ELL learners by providing teachers with an assessment tool to better understand and work toward improving language levels for each student. A variety of other suggestions were also reported, such as full immersion in regular classrooms, a variety of texts geared to ELL SUPPORTS IN A SMALL SCHOOL DIVISION 66 various reading levels, a newcomers club, and more one-on-one instmction for ELL students. Of the 18 teachers surveyed, only 15 answered the question about additional supports. Unlike the administrators, only one teacher indicated that training was needed to better assist the ELL students. However, two other teachers requested direction for assessment and expert guidance though not specifically training. Five teachers (33%) indicated that specific support in the areas of vocabulary learning and reading, and comprehension was needed. Three of the 15 teachers (20%) indicated specific programming supports such as an ELL support teacher, ELL programming, ELL classes and an ELL teacher replacing the French as a second language teacher. Lastly, similar to one of the responses from the administrators, two teachers (13%) reported that they wanted time with the ELL students in small groups and more one-on-one time spent with the student. A similar question was posed to the ELL students and parents, What would help you/your child learn better in class? Sixteen students responded to this questionnaire question. Similar to the teachers, 6 of the students (38%) indicated that vocabulary, but also speed of the teachers' presentation needed to be addressed; they requested that teachers slow down, use plain language and explain new vocabulary and concepts in more depth. Four ELL students (25%) also requested that teachers use visual aids to explain concepts more clearly. Also requested was more homework, specifically English homework, writing homework and the option to take tests home. Two ELL students indicated that they wanted to work with their peers. Unlike the teacher responses, only one student referenced a direction towards specific ELL programming with ELL ELL SUPPORTS IN A SMALL SCHOOL DIVISION 67 qualified teachers. Two students (13%) indicated that they did not need any support at this time. Similarly, of the 22 parents who responded to this question, three (14%) indicated that their child was not currently in need of support. However, most parents (50%) suggested supports beyond what was currently provided in the classroom by the classroom teacher: an after school ELL class, tutorial program, ELL summer school, and an ELL paraprofessional to support students. Specialized ELL and Cultural Awareness Training During the focus group interviews, the participants were asked what supports they would recommend. Some of the participants believed that more could be done to support ELL students in the division; specifically, several participants mentioned more cultural awareness training. Several teachers, the ELL coordinator, a GPPSD program coordinator and ISS representative, suggested teachers would be better equipped to support ELL students if they had the training, which is in contrast to the teachers' questionnaire response to recommended supports for ELL students (only 6% recommended more training for teachers). One teacher noted though, that if ELL training became a division wide mandate it might be wasted on many teachers who would not use the training until they had ELL students in their classrooms, which could be five years in the future. However, one teacher proposed a solution - to train teachers over the summer or through in-servicing when the division knows that the particular teacher will have an ELL student in his class. As well, this teacher noted that specific training would be needed to better inform teachers on the large amount of time it might take the ELL students to become academically proficient even if the students are conversing well in everyday spoken English. The ISS coordinator suggested more specific cultural training ELL SUPPORTS IN A SMALL SCHOOL DIVISION 68 (such as a workshop on cultural faux pas) to create an environment of diversity. As well, a teacher recommended training for teachers to become more culturally aware and understanding and cognizant of the students' desire to share their culture. Specific ELL programming. In a focus group interview, one teacher noted that the students need more time to learn the curriculum, and thus should be forgiven if they do not take some of the options offered in their school. As well, the same teacher suggested that it would be beneficial for a beginning level ELL student to be given comments in regards to their progress instead of a regular report card that reports on curriculum outcomes. A high school teacher cited an example from James Fowler School in Calgary to exemplify a program that she would like to see in place to support GPPSD ELL students. In this particular school, students are assessed at a level of ELL using the Alberta Education ELL Benchmarks, placed in the ELL program and graduate from each level. Once they pass through all the levels of ELL program and have the language skills to be successful in their grade level, the ELL students are then integrated into the mainstream classes. Another teacher suggested that an ELL program should include an academic screening assessment along side the benchmarks system. Two other teachers indicated integration of the student with their peers as well as time for one-on-one explicit language instmction as being important supports for ELL students. As well, one of the parents who participated in the interviews suggested that a separate ELL class after school would be beneficial for the ELL students, as, in previous experiences, she saw this was an effective way for her children to leam. ELL SUPPORTS IN A SMALL SCHOOL DIVISION 69 Communication with Parents of ELL Students From the focus group interviews, a few of the participants recommended that more connection with parents and more education offered to parents should occur within the GPPSD. The administrator suggested that some parents from other cultures focus on having their child reach the top of the class academically and therefore, a lot of homework is forced on the child. However, the administrator suggested that the schools help parents understand that besides learning the standard curriculum, their child is also learning a new language and that this demand may take additional time. As well, he noted that the school division needs to communicate to parents that the school division will provide their child with opportunities to understand the English language, Canadian traditions and culture. Several teachers noted that GPPSD needs to develop a comprehensive intake process that provides the opportunity for the teacher to connect with the ELL student and family and build a rapport with the family while finding out more information about the ELL student. The intake process could consist of an introduction to the principal, administrative staff, and teacher. It could also include a school and classroom tour and orientation followed by an informal talk about the rules and policies of the school and classroom supported by plain language brochures for the family to take home to read. As well at this intake session, the teacher could collect valuable information about the student, the student's family, language and culture to better facilitate a smooth transition for the student into the classroom. Recommended Classroom Supports The participants who participated in the focus group interviews also provided specific in-class recommendations. One of the parents suggested using flash cards to help ELL SUPPORTS IN A SMALL SCHOOL DIVISION 70 explain key concepts. A teacher suggested that the ELL students be paired with classroom peers to help the ELL students create bonds with their peers. In higher grades, the administrator suggested that more interpreters and teacher assistants should be provided to support the ELL students. The administrator also felt that activities during class should be student driven, with plenty of social and cooperative activities, so that the students can learn and interact with their peers. As well, three teachers suggested that teachers have access to a resource person, perhaps someone in the community who was familiar with the culture and language of the student in the class; especially, to help teachers during parent-teacher interviews. Supports Beyond the Classroom Participants proposed some very encouraging and achievable ideas. The ELL coordinator proposed setting up an after school club or program to assist ELL students and also looking for translators in the community to assist students and parents with intake and orientation. The ISS representative proposed a focus on extracurricular activities such as a summer camp with a focus on integration. The administrator also suggested more social interaction opportunities and opportunities to increase the parental involvement by helping parents feel more comfortable and welcome in the school. He also proposed having an ELL liaison to collaborate with an Aboriginal support worker, and more support in general for families, not just students. Similarly, the FNMI teacher envisioned supports that would be family inclusive and encouraged the development of family literacy in the division to further encourage the participation of the whole family in learning English. She also suggested that schools could offer more supports such as having the library open to families one evening per week (for example, Literacy Night). ELL SUPPORTS IN A SMALL SCHOOL DIVISION 71 The FNMI Coordinator suggested looking for supports in the community: to better support the ELL students, the school division should utilize community resources, such as the Community Adult Learning Council and Friendship Centre to help build upon existing supports. Overall, the participants believed that more teacher training, a comprehensive ELL program, more communication with parents, and supports within and beyond the classroom are needed to better support the educational, cultural, and social needs of ELL students attending schools in the GPPSD. ELL SUPPORTS IN A SMALL SCHOOL DIVISION 72 CHAPTER V: DISCUSSION, CONCLUSIONS AND RECOMMENDATIONS The ratings and comments collected from the four groups of participants in this study provided answers to three research questions: What are the educational, cultural and social needs of the ELL students in the GPPSD, according to participants? How are the current programs and resources available within the school division meeting these educational, cultural and social needs? And if these educational, cultural and social needs are not being met, how could they be better met? The demographic data provided a general description of ELL within the GPPSD. From the information gathered from the questionnaires, there is a range of cultural diversity within the school division as seen from the array of first languages spoken by the participants. From both the questionnaire and interview data, it was clear that many of the participants believed that the school division was becoming more diverse and more support was needed. The situation is further complicated, as some of the students who speak English as a first language are not literate in English and need further support to foster stronger academic English skills. Ngo and Schleifer (2007) suggested that it takes ELL students between five and seven years to develop academic language proficiency. In this concluding chapter, I will review and summarize responses for each of the three research questions, further connecting my interpretations to the literature. Finally, I will offer recommendations to the school district for a clear and commonly understood vision of ELL programming that addresses both learning needs and social adjustment. I will note where the literature and my study are inconclusive and suggest school and district-based inquiry to implement aspects of a comprehensive program and assess students' progress using the ELL benchmarks. I will recommend two approaches to ELL SUPPORTS IN A SMALL SCHOOL DIVISION 73 assessment: first, school and district-based self-assessment using the characteristics of a comprehensive program that I identify to consider current program successes and goals. Second, assessment of student progress with the valuable but undemsed ELL benchmarks may provide useful documentation of the success of new steps to support ELL students. Question One: Needs of the ELL Students What are the educational, cultural and social needs of the ELL students in the GPPSD, according to participants? Both the parents of ELL students and the ELL students themselves expressed beliefs that there was an ease of learning for the ELL students within the division. However, the parents felt this more so than the students. This slight disconnect between the parents and students could be a result of the parents only seeing a portion of the students' work, which could be a favorable selection chosen by the student; or that admitting it is difficult for their child to leam is a reflection on their own intellectual capabilities. Additionally, the perception from the ELL parents and students that it is easy for the ELL students to leam could be a result of the ELL students and parents not wanting the ELL students' difficulty with learning to been seen as a reflection or critique of the teacher's abilities. Or the ELL students surveyed could have adjusted well and are in fact proficient learners. However, the caution that school completion rates for ELL students are often low is an important one. Careful studentinvolved assessment is also important here, to recognize each student's progress with ELL benchmarks as well as progress with mastery of the curriculum. It is important to find ways to communicate to parents that they can expect their children to develop academic English over several years. Both students and parents need clear reports of progress and the support that has been provided when progress is a concern. ELL SUPPORTS IN A SMALL SCHOOL DIVISION 74 A common learning concern reported by parents of ELL students and ELL students themselves was the need for further explanation and focused instmction of difficult vocabulary. As suggested by Ngo and Schleifer (2007), ELL learners require specific and structured language support from qualified ELL teachers, especially for content classes. However, this recommendation appears to contradict research that found that language skills can actually drop when pullout programs are introduced (Howard Research, 2006). It appears that the strongest model for ELL programming is to have students working with their English-speaking peers but with classroom support from teachers and paraprofessionals knowledgeable about ELL instmctional strategies and socialization. It appears to be a challenge to find the right balance of explicit instmction as it is needed, without isolating students from their peers or making students feel singled-out. An inquiring approach to what works best in each school and for each student is recommended, although this reflective approach requires quality ELL student assessment as well as continuous evaluation of programming, based on student progress. Overall, all four groups felt that their school and school division in general was somewhat culturally aware but for some of the questions, the parents were largely unsure about the extent of the cultural awareness in their child's classroom. This uncertainty could be a result of the parents not visiting the classrooms due to their own time and work and family commitments. Ngo and Schleifer (2007) reported a lack of system leadership that encourages participation of ELL parents in school activities and decisions about language instmction and immigrant services. As well, less than half of the ELL parents indicated that they had been invited into their child's class to share their culture, which may be an important opportunity to begin building relationships, celebrating ELL SUPPORTS IN A SMALL SCHOOL DIVISION 75 diversity, and making newcomers feel welcome. However, both the teachers and parents of ELL students agreed that different cultural holidays are recognized in the classroom. The administrators, nevertheless, did not share this view, and noted that recognition of cultural holidays might only occur in a social studies class as part of the established curriculum. This discrepancy in perception could be a result of administration referring to school policy and teachers informally celebrating cultural holidays in their classrooms. According to all four groups, it is relatively easy for the ELL students to socialize with their peers. However, it was suggested that the ELL students' ability to socialize is dependent on their personalities, the classroom climate (in relation to existing cliques), nature of the city (larger size and less social than what the ELL students came from; and lacking in some cultural understanding), the ELL students' cultural background and age in which they enter into the school system. For example, comments from some of the teachers indicated that it was more difficult for high school students to socialize. This difficulty for the high school students to socialize may be due to the fact that social groups are already established by the adolescent years. The importance of addressing this issue is significant as the importance of peers increases at this period of developmental and social transition (Chuang S., 2009). Karanja (2007) suggested that ELL students have difficulty socializing and achieving academic success because of the language barriers that they face between them and their peers. Chuang (2009) also reported that the stmggles immigrant and refugee children and youth face when trying to make friends and gain a sense of belonging can become an emotional strain on them. Because socialization increases personal well-being and learning, schools in the district can be commended for the high degree of socialization that occurs when teachers pair ELL students with ELL SUPPORTS IN A SMALL SCHOOL DIVISION 76 English-speaking peer buddies and when ELL students are involved in extra-curricular activities. Question Two: Meeting the Needs How are the current programs and resources available within the school division meeting these educational, cultural and social needs? Very few teachers (12%) but more administrators (29%) indicated that there was an ELL program and stated that ELL integrated programs and ELL pullout programs were in place to support the ELL students. However, the teachers and administrators perceive that the main ELL support person (the classroom teacher) was not experienced with ELL students and did not have sufficient training. The discrepancy between administrator and teacher perceptions about the existence of an ELL program indicates the potential for teachers and administrators to have conversations as to what constitutes an effective ELL program. For example, administrators may believe that integrating ELL students into the mainstream classrooms and pulling them out of class for supplemental learning in the resource room constitutes an ELL program; teachers may believe there is no program without pullout assistance. However, Derwing et al. (1999), Ngo (2007), Howard Research (2006) and Karanja (2007) all recommend ELL student integration into mainstream classrooms. In general, administrators were unsure if the existing ELL programs effectively provide for the educational needs of the ELL students whereas, teachers felt that the current ELL programs do not provide for the educational needs of ELL students. This difference in opinion could be reflected in the amount of practical application that the teachers have experienced with the current ELL program and perhaps not communicating the ineffectiveness and deficiencies of the program to their administrators. It is also ELL SUPPORTS IN A SMALL SCHOOL DIVISION 77 interesting to compare this finding with the suggestions these two groups made for improvement, with administrators looking for teacher in-service and teachers looking for more classroom support. The literature suggests that classroom teachers are pivotal to the success of ELL students, through their relationships with students, their ability to connect students to peers, their relationships with parents and understanding of cultural differences and steps toward adaptation, and their specific instmctional strategies. Administrators may be coming from the perspective that the quality of classroom teaching is the first key to student learning. Teachers, already overloaded with calls for improvement to meet diverse needs, may not embrace professional learning opportunities that are not directly relevant to their situations and do not promise to ease their daily responsibilities. According to the literature, GPPSD classroom teachers are to be congratulated for being identified as ELL students' strongest support. However, their belief that they do not have the training they need is a concern. An appreciative inquiry into the strategies that classroom teachers are using effectively might be a logical next step to allay their fears and to share technical aspects of ELL instmction that will be well-received by teachers. In Karanja's (2007) study of a small city in British Columbia, the ELL students participated in ELL pullout programs, in which they were in 2-3 blocks of ELL classes a day (out of 5-6 blocks a day), separate from their peers. The ELL students in the Karanja study appreciated the chance to focus on difficult concepts in certain subject areas and felt safe in the separate ELL classes. The teachers of ELL students also believed in the importance of these classes. However, because all the ELL students were amalgamated into one class consisting of different grade levels, working on different subjects, these ELL SUPPORTS IN A SMALL SCHOOL DIVISION 78 classes did not appear to allow for direct English language skill development. Karanja suggested a review of the current curriculum to make it more accessible to ELL students would be helpful in supporting the ELL students in an integrated model. For similar reasons, ongoing review of school-based ELL programs is recommended for GPPSD, comparing administrator and teacher beliefs about the effectiveness of programs with data about student progress based on ELL benchmarks and achievement in the classroom. Other supports that were highlighted in GPPSD by administrators and teachers were a buddy system (pairing an ELL student with an English-speaking student), and differentiated assignments for ELL students. In spite of these measures, a majority of the administrators believed that there were not enough ELL resources and materials to support the ELL students' educational needs. However, only half of the teachers concurred with the administrators' view. This disconnect could again be a topic of discussion between administration and teachers, as either teachers are finding materials on their own without the administrators support or resources already exist that the administrators do not know of but should, in order to pass that information on to other teachers. However, teachers also indicated that they may not be using the materials that are available because they do not find them very accessible, which raises the issue of what kind of materials will be used and how they might be introduced so that teachers and students benefit from the resources that are provided. Again, the findings of this study are different than those found in the literature. For example, in Karanja's study, the main supports for the ELL students were the ELL teachers and the ELL students' parents who encouraged English language development through both principled and practical support, such as encouraging their child to ask questions in class and read English print ELL SUPPORTS IN A SMALL SCHOOL DIVISION 79 material. Question Three: Suggestions for Improvement If the educational, cultural and social needs are not being met, how could they be better met? Data from both the questionnaire and focus group interviews indicated that there was a need for professional learning opportunities so that teachers feel confident in their ability to support their ELL students in the classroom. Ngo and Schleifer (2007) stated that the instmction that ELL students receive must be provided by qualified ELL teachers. In general, though, the administrators indicated the need for more training and the teachers indicated the need for more specific ELL programming and an ELL support teacher. It appears that administrators want teachers to take on the responsibility of supporting the ELL students, and teachers are looking for assistance, not in terms of resources, but personnel, who they look to administrators to provide. Perhaps this tension over whose responsibility it is to support ELL students is the first issue to address in an unfolding and renewed vision for a comprehensive ELL program in GPPSD. Promising models include a team approach, with paraprofessionals and classroom teachers working together after some common professional learning that addresses a current need. An ELL district coach might also contribute to the quality of program delivery. However, the issue of whether ELL programming belongs in the realm of teachers who specialize in special education is unresolved in the literature and would also benefit from school-based conversations around the resources that can be provided. In regards to ELL supports, many of the participants felt that more supports were needed, in addition to direction from the special education department in each school, especially for the ELL students enrolled in high school. ELL students in general ELL SUPPORTS IN A SMALL SCHOOL DIVISION 80 requested teachers to slow down, explain more and use more visual aids to better support them. According to the four groups, the main ELL support in the classroom is the classroom teacher and a majority of the ELL parents indicated that their child does not have paraprofessional support in the classroom. Karanja (2007) recommended that funding be provided for paraprofessionals in the classroom. In line with the recommendations I make here, paraprofessionals familiar with ELL benchmarks, which the GPPSD has trained their ELL designates in at an in-service, and strategies could assist with collecting student assessment data useful for program planning for individual and small groups of students as well as program evaluation based on their progress. However, it would be important, in providing this support, to complement it with a common vision as to the goals of the program that is shared by paraprofessionals, classroom teachers, and administrators, who would in turn share it with parents and students. Many participants also indicated a need for more support to foster more extracurricular activities and better use of community resources and connections to reach out to the families as well as the ELL students to build foundational literacy. Ngo and Schleifer (2009) suggest that there needs to be more collaboration between community groups and schools to help parents become better informed in order to advocate for their children and be involved in the decision making process. Many of the parents of ELL students requested help outside the classroom in the form of ELL summer classes and an after school homework club, for example. Again collaboration with other community groups as could see such activities implemented (Ngo & Schleifer, 2007). Interestingly, comments revealed that many of the participants felt that more ELL SUPPORTS IN A SMALL SCHOOL DIVISION 81 cultural awareness was needed within the division, specifically in providing divisionwide cultural awareness training. The ELL students revealed that more cultural representations and signs with their language written on them would be valued. However, the idea of celebrating cultural diversity was cautioned by some of the participants, as many saw this type of celebration as distinguishing some cultures as different or separate from Canadian culture. To encourage the development of cultural awareness, Aboriginal Awareness Week has been established within the division and a few schools celebrate a multicultural day, but more celebration and awareness through division-wide activities was encouraged by many of the participants. The literature supports these suggested goals, as Derwing et al. (1999), Ngo (2007) and Karanja (2007) all recommended that schools develop more opportunities for social and cultural interaction for ELL students in order for them to improve their academic success. Recommendations to the GPPSD There are fewer ELL students (both foreign and Canadian-bom) in the K-12 school systems in small cities, as compared to cities such as Edmonton or Calgary. As a result, resources and supports available to ELL students in these communities are likely to be limited and ELL students' educational, cultural and social needs may not be satisfied. As observed in the current study, participants provided input that is useful for developing and contributing to promising practices to help support ELL students in these communities. From the data collected in the current study and my review of the literature, I offer the following recommendations for an unfolding vision for ELL programming in the GPPSD. ELL SUPPORTS IN A SMALL SCHOOL DIVISION 82 A Comprehensive Program At the time of this study, it was unclear if participants, particularly administrators and teachers, recognized that there was an ELL program in their schools. Neither were they convinced of the effectiveness of existing programming or aware of how effectiveness or improvement would be recognized in terms of student adjustment and achievement. Participants have clearly called for more supports, resources, and training and yet they disagree on an overall direction and on who should be mainly responsible for supporting ELL students. As compared to the literature, there are many successes in the GPPSD developing the relationships and instructional strategies needed to support ELL students' learning (for example the integration model of instmction and peer buddy supports), although these are not generally recognized as part of comprehensive ELL programming supported by the district. Ngo's (2007) study recommended effective, comprehensive ELL programming, which facilitates communicative proficiency, academic comprehension, social competence, and cultural pride and exchange among students. In light of changing demographics in the community, there are opportunities for GPSSD to unfold a similar comprehensive vision and to develop programs that are flexibly responsive to ELL needs. Such a program may be developed to not only meet the needs of current ELL students, but future students. As a long-term strategic plan with a clear underlying vision, comprehensive programming can be built upon year after year, in light of locallycollected data on student success. With a long-term, well-documented comprehensive plan, school division personnel will be building upon previous school-based and systemwide learning rather than contributing to a plan that is splintered and disconnected (Dr. K. ELL SUPPORTS IN A SMALL SCHOOL DIVISION 83 Seel, public presentation, November 2, 2010). Open and Continuous Dialogue From the results of this study, it appears that unfolding a commonly held and responsive vision for ELL programming in the GPPSD requires ongoing dialogue among district and school-based administrators and teachers. It is important for administrators to become familiar with the most promising practices in the school division, as reported in the literature, and show how those practices can be part of a comprehensive, district-wide initiative. It is important that teachers and administrators challenge learning strategies that could be misinformed such as the idea that pullout programs are most effective. It is also important for innovators to balance all recommendations with a spirit of datainformed inquiry and ask, What happens to student adaptation and capacity for improved achievement when we try this new strategy! As well, it is important for administrators to review the potential of supports that teachers say they need to teach ELL students and also build familiarity with the most powerful supports that are actually available, such as the ELL benchmarks. An unfolding vision for ELL programming should build on the successes of schools and districts and focus on specific areas for improvement, such as maintaining and increasing the frequency and quality of ELL participation in extracurricular activities. It may be that additional benchmarks should be developed to monitor ELL students' progress with social adjustment as well as their language proficiency. Students themselves can be partners in monitoring their development and gathering evidence of their progress in both social and academic areas. A district-wide vision will unfold if it is literature-based but implemented reflectively and incrementally with ongoing collaboration and dialogue, so that recommendations are tailored to the ELL SUPPORTS IN A SMALL SCHOOL DIVISION 84 unique characteristics of the student population of each school. Collaboration and Networking with Community Groups Ngo (2007) and Karanja (2007) suggested that collaborative efforts among school administrators, teachers, and the community would contribute to support for ELL students. When new immigrants arrive in Grande Prairie with children, often their first contact is with the school system. Through collaboration, these newly arrived immigrants could be provided with a welcoming package that provides, in detail and in plain language, the resources available to them in the city, including Immigrant and Settlement Services, Alberta Employment and Immigration Services, Alberta Health Services, Community Adult Learning Councils for adult ELL classes, and transit information. Ideally, it would be helpful for these organizations to be asked to be in attendance at student intake days to provide helpful advice about programs, services and resources that their organizations offer the community. Furthermore, Chuang (2009) suggested that ELL students need recreational and social programs to build upon social relationships. One recommendation is to establish collaborations between immigrant servicing agencies and schools to provide after school and summer social and recreational activities for the students to develop and strengthen peer relationships. An Initial Welcoming Intake and Orientation Procedure As noted by a few of the participants, an orientation and in-take procedure is in development, which is an important first step to welcoming ELL students and calming their apprehensions as they enter a school system embedded with a foreign culture, language and practices. Welcoming and orientation could be offered in collaboration with the principal and/or vice principal of the school and the classroom teacher of the new ELL SUPPORTS IN A SMALL SCHOOL DIVISION 85 ELL student. Derwing et al. (1999) also suggested providing ELL students with classroom and procedural orientations. One participant from this study suggested that parents would believe in and support the schools more if they felt comfortable and relaxed in an initial, informal coffee meeting with administration and teachers, facilitated by an interpreter, for example. It is very important that ELL parents are also welcomed to the schools along with their children, because many of the parents may be skeptical of the pedagogy of the education system due to their negative past experiences or personal and/or literacy barriers. For example, generations of FNMI families who experienced the residential school system may not be supportive of their child's education in GPPSD because of the negative history and experiences associated with the K-12 school system. Similarly, some parents may not have had any formal education as a result of a number of reasons, including violent conflict in their home country or poverty, and therefore, do not understand the value of education. Chuang (2009) also suggested that schools adopt orientation programs to introduce the ELL students and parents to the school system, customs, and practices because some of the students and parents may have never attended school in their home country. Trained ELL Designated Coordinator and Support Teachers Building upon the success of the GPPSD Aboriginal programming, the introduction of an ELL coordinator to collaborate with the Aboriginal coordinator would provide enhanced support, both educationally and culturally, for ELL students. An ELL coordinator and teacher-coaches would be able to assist teachers and paraprofessionals with professional learning related to the Alberta Education ELL Benchmark Assessment ELL SUPPORTS IN A SMALL SCHOOL DIVISION 86 tool on an as-needed basis. The introduction to the Alberta Education ELL Benchmark Assessment was a great initial first step that the GPPSD has taken to train the teachers to support the ELL students. As well, the ELL coordinator could provide ongoing specific strategies and resources to teachers to support their ELL students' specific educational, cultural and social needs. A recommendation from the Howard Research Report (2006) is that teacher education programs increase ELL-related courses and opportunities for student teachers to experience classes with large numbers of ELL students. Family Literacy Programming and Fostering of ELL Student's First Language The slogan for many family literacy programs is, "Families that read together succeed together". By encouraging the development of ELL parents' literacy skills, their children will have the supports at home to expand their literacy skills and to complete homework assignments and excel in school. One of the GPPSD teachers who participated in the focus group explained the importance of a family literacy program: "kids are going to leam English faster if their whole family is involved. [W]ith First Nations families it's not such a priority that English is improved. But I think we can do more to encourage family literacy and to teach all parents about literacy in house and to give them opportunities to practice good practices, good literacy practices in their homes". She also suggested that schools could offer more supports such as "opening up [the] school library one evening a week, having "an Aboriginal Family Literacy Night", or some kind of "family activity in the evening, literacy-based activity". A family literacy in-school program could also encourage the ELL parents to start up a homework club that is facilitated by volunteer parents. Connected to family literacy, Ngo (2007) suggested capacity-building through advocacy encouragement for parents to become more actively ELL SUPPORTS IN A SMALL SCHOOL DIVISION 87 involved in Canadian education and ELL issues. As well, in this study, an administrator suggested more support in general for the family, not just the student. An important component of the family literacy program should be the awareness that ELL students need to be able to speak their first language with members of their family who do not speak English, to reduce the of risk being cut off from their own culture and not learning about important life lessons from their family members (Trawich-Smith, 1997). As well, if English is spoken at home to the exclusion of first language skills, parents could be modeling poor English language skills. As a result, communication between parent and child could be broken and full of gaps (Hewes, Massing, & Singh, 1995). Furthermore, acquisition of the ELL student's second language will be accelerated if their first language is fostered (Lotherington et al., 2008; Derwig et al. 2007; Ngo & Schleifer, 2007; Oritz, 1997). Encouraging District-Wide Cultural Awareness As reported in this study's findings, especially in the focus group interview data, many of the participants feel that more cultural celebration and awareness is needed in the GPPSD. A district emphasis on cultural awareness and sensitivity would better prepare all staff for ELL students who enter their schools from diverse cultural backgrounds. The literature advocates for a spirit of equality, celebration, and acceptance of diversity in the school and classroom environment (Derwing et al., 1999). As well, Ngo (2007) proposed addressing cultural competence in the form of a system-wide cultural awareness policy that celebrates language and cultural diversity. Additionally, Karanja (2007) recommended that schools provide a positive classroom and school atmosphere that encourages and celebrates diversity. Trawich-Smith (1997) also ELL SUPPORTS IN A SMALL SCHOOL DIVISION 88 supported the awareness of diverse cultural and social norms and behaviors, so that students do not feel alienated from the mainstream culture. Important as well and connected to cultural sensitivity training is the understanding and awareness of culture shock in order to support students and their parents as they encounter the peaks and valleys in their journey toward healthy adjustment (DeVito et al., 2008). Encouraging Socialization with Integrated Programming and Peer Supports Fortunately, the ELL students in this study did not report racial difficulties with their peers, although there was one disturbing incident reported by a parent. Administrators and teachers indicated that their programming is a mix of integration of ELL students into the classroom, supplemented with resource room pullout support. There was no report of segregated programs, which some of the literature refers to as a pullout model. As a result, students have ample opportunity to socialize with their peers, which in turn will help in their language development (Howard Research, 2006). However, responses from all groups suggested that the ELL students' ability to socialize depends on the ELL students' personalities, classroom climate, existing culture of the community or city, ELL students' cultural background and age in which they enter into the school system. For example, if an ELL student was high school-aged, shy, in a classroom with established cliques, in an unfamiliar city, he or she would have trouble socializing with peers. Therefore, if teachers or administrators recognize that an ELL student is having trouble socializing, they will want to have strategies available to help the student. It is important to help ELL students socialize with their peers because language development is strengthened by increased interaction with native Englishspeakers (Derwing et al., 1999). Derwing et al. (1999) also suggested that ELL students ELL SUPPORTS IN A SMALL SCHOOL DIVISION 89 who initiate bonds with English speaking peers and rely on teachers for help are more successful than ELL students who did not. Therefore, teachers who encourage these bonds are to be commended. Karanja (2007) also recommended that classrooms use buddy systems and peer tutoring/counseling as well as provide opportunities for ELL students to participate in extracurricular activities to improve the ELL students' ability to socialize with their peers and increase their language skills. Chuang (2009) also found that some immigrant service agencies see value in peer tutoring programs as these types of programs build social relationships. After School and Summer ELL Classes Especially at the high school level, many of the participants recommended providing the ELL students with more supports, such as ELL classes that the students would attend for explicit instmction for specified periods of time, apart from attending regular class. Karanja's (2007) study of ELL high school students described the benefits of having the ELL students attend separate ELL classes with low student-teacher ratios. For senior high school students who have limited time to graduate and need extra support to understand the difficult curriculum concepts while learning English, it is important that they receive extra support beyond the classroom. Authors of the Howard Report (2006) noted that the pullout model of instmction leads to improvement of English but deterioration in math. Therefore, a modified version of the pullout model of instmction such as an after school or summer program would be beneficial. Jenkins (1989) noted that because of the stigma associated with attending a pull out program such as a class in a resource room, perhaps the additional support should be held after school hours. As well, the Howard Report proposed that because the integration model of instmction is key ELL SUPPORTS IN A SMALL SCHOOL DIVISION 90 to language learning, it would be important to have the extra support classes mn after school or in the summer. Final Reflections on the Study The questionnaire rating data collected could not be used to predict similar results in similar demographic populations due to the small sample size, which is a large limitation for interpretation of this study's results. A potential reason why only a small sample size participated could be a result of limited access to the participants. Access to ELL students and their parents was limited due to language barriers, and access to administrators and teachers was limited due to time and workload restraints. Although it was important to have separate questionnaires to ask participants separate yet relevant questions, the ease of analysis may have been improved with a more concise and allparticipant encompassing questionnaire tool. However, this study makes an important contribution to the literature on ELL programming, as a case study of stakeholder perceptions in a small city with rapidly changing demographics. This study is unique in that I included both foreign and Canadian-bom ELL students living in a small urban setting, as many other studies focused on large urban settings and foreign-bom ELL students. Unlike many of the other studies reviewed, I designed this study to include input from ELL students and their parents and to span grade levels (kindergarten to Grade 12). The Grande Prairie Public School Division, operating at the heart of a bustling economy that provides opportunities for new arrivals, has many strengths to build on as it unfolds a vision for equity and quality (Kaser & Halbert, 2009) in ELL programming, in dialogue with all stakeholders. The literature on effective programs elsewhere, considered ELL SUPPORTS IN A SMALL SCHOOL DIVISION 91 in light of local perceptions of need, can provide a framework for a comprehensive program that has an shared, unfolding vision but is implemented incrementally and reflectively, with a developing sense of shared responsibility. Powerful provincial resources exist, such as the Alberta Education ELL Benchmark Assessments, on which the GPPSD should be commended for training their ELL designates. Both within the province and in other jurisdictions such as British Columbia, there are encouraging models for improvement based on inquiry and assessment (see www.NPBS.ca). The ELL Benchmarks can provide the foundation for teachers and administrators to understand when programming is having the desired effect and when it needs to be revised, so that each school becomes ever more responsive to its own students, with a comprehensive framework inspired by an unfolding, common vision. However, such vision requires leadership for implementation. This leadership should not come only from a senior administrator, but from all points in the school division and beyond it, including teacher leaders, parent advocates, and students who are encouraged to discuss their needs and progress, as well as administrators and members of other organizations that serve the community. As a community educator and developing leader, I offer this study as a contribution to the shared resources of the Grande Prairie community. I hope that it will inspire readers to appreciate the work they have done to welcome newcomers and to embrace and celebrate the potential of ELL students and their families to contribute meaningfully to our society. I also hope that it will contribute to the sincere dialogue that results in an unfolding vision, brought to life in every day practice. ELL SUPPORTS IN A SMALL SCHOOL DIVISION 92 References Alberta Education (2007). What K-9 administrators need to know about ELL students and programming. [Brochure]. Retrieved February 4, 2009, from http://education.alberta.ca/media/718896/EALbrochure.pdf. Alberta Learning (2002). English as second language senior high guide to implementation. Edmonton, Alberta: Alberta Learning, Learning and Teaching Resources Branch. Retrieved Febmary 25, 2011 from http://education.alberta.ca/media/653515/esl_shgi.pdf. Bogdan, R.C. & Biklen, S.K. (2007). Qualitative research for education: An introduction to theories and methods. 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Retrieved May 9, 2009 from http://findarticles.eom/p/articles/mi_ml387/is_l_55/ai_n26987726/. 96 ELL SUPPORTS IN A SMALL SCHOOL DIVISION Appendix A Questionnaire for ELL Students Educational Needs Assessment for English Language Learning (ELL) Students in the Grande Prairie Public School Division (GPPSD) For my Master's in Education degree program, I am collecting research about the educational needs of ELL students in the GPPSD. Your help is greatly appreciated. Please answer questions 1-6 in as much detail as possible: 1. What is your first language?. 2. Were you born in Canada? Yes 3. If "No", how old were you when you came to Canada? 4. In what grade are you? 5. Who helps you the most to learn (please check one)? Classroom teacher ELL teacher ELL assistant Resource room teacher Academic support teacher Other 6. What would help you learn better in class?. No ELL SUPPORTS IN A SMALL SCHOOL DIVISION 97 Please circle a number between 0 and 7 that best matches with your answers to the statements in questions 7-11: 7. It is easy for me to learn in class. Completely Agree 1 Mostly Agree 2 Slightly Agree 3 Unsure 4 Slightly Disagree 5 Mostly Disagree 6 Completely Disagree 7 Slightly Disagree 5 Mostly Disagree 6 Completely Disagree 7 Comments:. 8. My teacher often helps me one-on-one in class. Completely Agree 1 Mostly Agree 2 Slightly Agree 3 Unsure 4 Comments: 9. We recognize my culture in class (e.g. posters of different cultures on the wall, a world map, greetings in differenl languages). Slightly Completely Mostly Agree Unsure Agree Agree 3 4 1 2 Slightly Disagree 5 Mostly Disagree 6 Completely Disagree 7 Comments:. 10. It is easy for me to make friends with other students in my class. Completely Agree 1 Mostly Agree 2 Slightly Agree 3 Unsure 4 Slightly Disagree 5 Mostly Disagree 6 Completely Disagree 7 Comments:. 11.1 usually participate in extracurricular activities (e.g. sports activity/team, drama, music or art club). Completely Agree 1 Comments: Mostly Agree 2 Slightly Agree 3 Unsure 4 Slightly Disagree 5 Mostly Disagree 6 Completely Disagree 7 98 ELL SUPPORTS IN A SMALL SCHOOL DIVISION Appendix B Questionnaire for Teachers of ELL Students Educational Needs Assessment for Grande Prairie Public School Division (GPPSD) Teachers Accommodating English Language Learning (ELL) Students in the Classroom To fulfill the requirement of my Master's in Education degree program, I am compiling research for a thesis paper that looks at the educational needs of ELL students in the GPPSD, and your insight and assistance would be greatly appreciated. Please answer questions 1-4 in as much detail as possible: 1. Please identify the grade(s) you teach: 2. What subjects do you teach, if applicable?. 3. How many ELL students do you have in your class? If you teach more than one class, please specify which class and how many ELL students there are in each class? 4. What support do you feel would be most helpful at this time to assist your ELL student(s) in the classroom (please be specific)? Programming: 5. Does your school have an ELL program? Yes If "No", please skip to question #8. No Unsure 6. What type of ELL program does your school have in which your student(s) participates? ELL pullout program* Yes No Unsure (*ELL student is pulled out of class to work one-on-one with a teacher) ELL integrated program* Yes No Unsure (*ELL student is kept in class and learns side-by-side his/her peers) ELL resource room Yes No Unsure ELL classes (high school) Yes No Unsure 99 ELL SUPPORTS IN A SMALL SCHOOL DIVISION Other: 7. My school's ELL program effectively provides for the educational needs of my ELL student(s). Completely Agree 1 Mostly Agree 2 Slightly Agree 3 Unsure 4 Slightly Disagree 5 Mostly Disagree 6 Completely Disagree 7 Comments Supports: 8. Who is the main ELL support for the ELL student(s) in the classroom (please check one)? Classroom teacher Yes No Unsure ELL teacher Yes No Unsure ELL assistant Yes No Unsure Resource room teacher Yes No Unsure Academic support teacher Yes No Unsure Other 9. The main ELL support person (question #8) is experienced with ELL students and has ELL training. Completely Completely Mostly Agree Slightly Slightly Mostly Unsure Disagree Agree Disagree Disagree Agree 1 7 3 5 6 2 Comments: 10. What supports do you currently have for your ELL student(s)? Buddy system partner who speaks English Yes No Unsure Buddy system partner who speaks ELL student's language Yes No Unsure Different assignments for the ELL student Yes No Unsure ELL resources and materials Yes No Unsure Other 100 ELL SUPPORTS IN A SMALL SCHOOL DIVISION 11. Does your school provide opportunities for relationship-building and exchange of information and services among individuals, groups and schools in relation to ELL programming, students, such as professional learning or development opportunities to better meet the educational needs of ELL students? Yes No Unsure 12.1 have enough ELL resources and materials available at my school to support my ELL student's(s') educationa needs. Completely Mostly Agree Mostly Completely Slightly Slightly Unsure Disagree Agree Disagree Disagree Agree 1 6 7 3 5 2 Comments: Cultural Awareness: 13. My school realizes that all cultures are not the same and that there are multiple ways to reach the same goal and live life. Completely Mostly Agree Mostly Completely Slightly Slightly Unsure Agree Disagree Agree Disagree Disagree 1 6 7 2 3 5 Comments: 14. My school is sensitive and respectful of the differences and similarities of other cultures in my school. Completely Agree 1 Mostly Agree 2 Slightly Agree 3 Unsure 4 Slightly Disagree 5 Mostly Disagree 6 Completely Disagree 7 Comments: 15. My classroom encourages cultural diversity (e.g. posters or pictures of different cultures on the wa I; greetings written in different languages; a world map). Completely Mostly Agree Mostly Completely Slightly Slightly Unsure Agree Disagree Disagree Disagree Agree 1 2 6 7 3 5 Comments: 101 ELL SUPPORTS IN A SMALL SCHOOL DIVISION 16. We recognize the different cultural holidays in my classroom (e.g. Ramadan, Lunar New Year, Christmas, Kwanza). Completely Mostly Agree Completely Slightly Unsure Slightly Mostly Disagree Agree Agree Disagree Disagree 1 2 7 5 6 3 4 Comments: Socialization of the ELL Student: 17. It is easy for my ELL student(s) to socialize and interact with other students in their class. Mostly Disagree 6 Completely Disagree 7 18. My ELL student(s) often participate in extracurricular activities. Completely Mostly Agree Slightly Unsure Slightly Mostly Agree Agree Disagree Disagree 1 2 3 4 5 6 Completely Disagree 7 Completely Agree 1 Mostly Agree 2 Slightly Agree 3 Unsure 4 Slightly Disagree 5 Comments: Comments: 102 ELL SUPPORTS IN A SMALL SCHOOL DIVISION Appendix C Questionnaire for Parents of ELL Students Educational Needs Assessment for Parents of English Language Learning (ELL) Students in the Grande Prairie Public School Division (GPPSD) For my Master's in Education degree program, I am collecting research about the educational needs of ELL students in the GPPSD. Your help is greatly appreciated. 1. How many children* do you have attending school now? *lfyou have more than one child attending in the K-12 school system, please fill out a separate sheet for each child. 2. What is your first language? 3. What language(s) do you speak at home with your child? 4. Do you speak your first language at home? Yes No Sometimes 5. Do you teach your child his/her first language at home? Yes No Sometimes 6. What is your highest level of education? 7. If you were not born in Canada, in what year did you come to Canada? 8. Do you work outside the home? Yes If yes or sometimes, what is your job? No Sometimes 9. In what grade is your child? 10. Do you attend parent teacher interviews? Yes No Sometimes 11. Does your child have a teaching assistant helping him/her learn? Yes No Sometimes 12. What would help your child learn better?. 103 ELL SUPPORTS IN A SMALL SCHOOL DIVISION Please circle a number between 0 and 7 that best matches with your answers to the statements in 13-21: 13. It is easy for my child to learn in class. Slightly Completely Mostly Agree Unsure Agree Agree 1 2 3 4 Slightly Disagree 5 Mostly Disagree 6 Completely Disagree 7 14. My child's teacher often helps my child one-on-one Completely Mostly Agree Slightly Unsure Slightly Agree Agree Disagree 1 2 3 5 Mostly Disagree 6 Completely Disagree 7 15. My child's teacher invites me into the classroom to share my culture Completely Mostly Agree Slightly Unsure Slightly Mostly Agree Agree Disagree Disagree 2 1 3 6 5 Completely Disagree 7 Comments: Comments:. Comments: 16. My child's school realizes that all cultures are not the same and that there are multiple ways to reach the same goal and live life. Completely Mostly Agree Slightly Unsure Slightly Mostly Completely Disagree Agree Agree Disagree Disagree 7 1 2 3 5 6 Comments: 17. My child's school is sensitive and respectful of the differences and similarities of other cultures in his/her school. Completely Mostly Agree Slightly Unsure Mostly Completely Slightly Disagree Agree Agree Disagree Disagree 7 1 2 3 4 6 5 Comments: 104 ELL SUPPORTS IN A SMALL SCHOOL DIVISION 18. My child's classroom encourages cultural diversity (e.g. poster or pictures of different cultures on the wall; greetings written in different languages; a world map). Completely Mostly Agree Slightly Mostly Completely Slightly Unsure Agree Disagree Agree Disagree Disagree 1 7 2 3 5 6 Comments: 19. My child's school recognizes the different cultural holidays in his/her classroom (e.g. Ramadan, Christmas, Lunar New Year, Kwanza)? Completely Mostly Agree Slightly Slightly Mostly Completely Unsure Agree Disagree Agree Disagree Disagree 1 7 3 5 6 2 Comments: 20. My child's school encourages cultural diversity (e.g. poster or pictures of different cultures on the hallway walls; greetings written in different languages). Completely Mostly Agree Unsure Mostly Completely Slightly Slightly Agree Disagree Disagree Disagree Agree 1 2 7 3 4 5 6 Comments: 2 1 . It is easy for my child to make friends with the other studen ts in his/her c ass. Completely Mostly Agree Slightly Unsure Slightly Mostly Completely Agree Disagree Agree Disagree Disagree 1 2 3 4 5 6 7 Comments: 22. My c lild often participates in ext racurricular activities. Completely Mostly Agree Slightly Unsure Slightly Agree Agree Disagree 1 2 3 4 5 Comments: Mostly Disagree 6 Completely Disagree 7 105 ELL SUPPORTS IN A SMALL SCHOOL DIVISION Appendix D Questionnaire for Administrators Educational Needs Assessment for Grande Prairie Public School Division (GPPSD) Administrators Accommodating English Language Learning (ELL) Students in the School To fulfill the requirement of my Master's in Education degree program, I am compiling research for a thesis paper that looks at the educational needs of ELL students in the GPPSD, and your insight and assistance would be greatly appreciated. Please answer questions 1-2 in as much detail as possible: 1. How many ELL students do you have in your school? _ 2. What support do you feel would be most helpful at this time to assist your ELL students in the school (please be specific)? Programming: 3. Does your school have an ELL program? If "No", please skip to question #4. Yes No Unsure 4. What type of ELL program does your school have in which your student(s) participates? ELL pullout program* Yes No Unsure (*ELL student is pulled out of class to work one-on-one with a teacher) ELL integrated program* Yes No Unsure (*ELL student is kept in class and learns side-by-side his/her peers) ELL resource room Yes No Unsure ELL classes (high school) Yes No Unsure Other: ELL SUPPORTS IN A SMALL SCHOOL DIVISION 106 5. My school's ELL program effectively provides for the educational needs of my ELL student(s). ' Completely Agree 1 Mostly Agree 2 Slightly Agree 3 Unsure 4 Slightly Disagree 5 Mostly Disagree 6 Completely Disagree 7 Comments: Supports: 6. Who is the main ELL support for the ELL student(s) in the classroom (please check one)? Classroom teacher ELL teacher ELL assistant Resource room teacher Academic support teacher Other 7. The main ELL support person (question #4) is experienced with ELL students and has ELL training. ^_ Completely Agree 1 Mostly Agree 2 Slightly Agree 3 Unsure 4 Slightly Disagree 5 Mostly Disagree 6 Completely Disagree 7 Comments:. 8. What supports do you currently have for your ELL student(s)? Buddy system partner who speaks English Yes No Unsure Buddy system partner who speaks ELL student's language Yes No Unsure Different assignments for the ELL student Yes No Unsure ELL resources and materials Yes No Unsure Other ELL SUPPORTS IN A SMALL SCHOOL DIVISION 107 9. Does your school provide opportunities for relationship-building and exchange of information and services among individuals, groups and schools in relation to ELL programming, students, such as professional learning or development opportunities to better meet the educational needs of ELL students? Yes No Unsure 10. My school has enough ELL resources and materials available at my school to support the ELL student's(s') educational needs in my school. Completely Completely Mostly Agree Mostly Slightly Slightly Unsure Disagree Agree Agree Disagree Disagree 1 2 7 6 3 5 Comments: Cultural Awareness: 11. My school realizes that all cultures are not the same and that there are multiple ways to reach the same goal and live life. Completely Mostly Agree Completely Slightly Unsure Slightly Mostly Disagree Agree Agree Disagree Disagree 1 2 7 3 4 5 6 Comments: 12. My school is sensitive and respectful of the differences and similarities of other cultures in my school. Completely Mostly Agree Completely Slightly Slightly Mostly Unsure Disagree Agree Agree Disagree Disagree 1 7 2 3 6 5 Comments: 108 ELL SUPPORTS IN A SMALL SCHOOL DIVISION 13. My school's classrooms encourages cultural diversity (e.g. poster or pictures of different cultures on the wall; greetings written in different languages; a world map),Completely Agree 1 Mostly Agree 2 Slightly Agree 3 Unsure 4 Slightly Disagree 5 Mostly Disagree 6 Completely Disagree 7 Comments: 14. We recognize the different cultural holidays in the classrooms (e.g. Ramadan, Lunar New Year, Christmas, Kwanza). Completely Completely Mostly Agree Slightly Unsure Mostly Slightly Disagree Agree Agree Disagree Disagree 1 2 4 7 3 5 6 Comments: Socialization of the ELL Student: 15. It is easy for the ELL student(s) at my school to socialize and interact with other students in their class. Completely Agree 1 Mostly Agree 2 Slightly Agree 3 Unsure 4 Slightly Disagree 5 Mostly Disagree 6 Completely Disagree 7 Comments: 16. The ELL student(s) in my schoo often participate in extracurricular activi ties. Completely Mostly Agree Slightly Slightly Mostly Completely Unsure Disagree Agree Agree Disagree Disagree 7 1 5 6 3 2 Comments: ELL SUPPORTS IN A SMALL SCHOOL DIVISION 109 Appendix E ELL Educational Needs Focus Group Questions 1. How culturally and linguistically diverse is your school/school division? a) Please provide some examples of the ethnic makeup of your school and the first languages spoken by the students. Do you feel that your school/school division is currently supporting its ELL students' educational needs to the best of its ability? a) If no, why not? And if yes, please provide some examples. 3. What supports would you recommend to better support the ELL students in your school/school division? Do you feel that your school/school division is culturally aware? For example, is the staff familiar with traditional customs and faux pas of other cultures? a) Please provide some examples. Does your school/school division encourage cultural diversity? For example, does your school have representations of other cultures on the hallway walls? a) Please provide some examples. Does your school/school division celebrate cultural diversity? For example, does your school celebrate other ethnic holidays such as Ramadan and/or Lunar New Year? a) Please provide some examples. 7. Do you find that the ELL students socialize and interact well with the other students in the school or class? a) If no, please explain. And if yes, please provide some examples. 8. Comments and/or suggestions regarding the educational needs of ELL students: ELL SUPPORTS IN A SMALL SCHOOL DIVISION 110 Appendix F Information Letter to Teachers and Administrators Outlining the Research Study April 2010 Dear Research Participant; The research study that you are being asked to voluntarily participate in is being conducted by a UNBC-GPRC Cohort Master's in Education student. This research is done in partial fulfillment of her degree in multidisciplinary leadership. Please note that the researcher is not employed as a teacher for the Grande Prairie Public School Division (GPPSD) and she has not been asked by the school division to conduct this research. However, the research objectives are fully supported by the school division. The study will examine what the educational needs of the English Language Learning (ELL) students are in the GPPSD. Once these needs are defined, the study will look into how these needs are being supported and if they can be better supported to ensure the success of the ELL students in the school division. From this research, it is hoped that the ELL students, their parents, teachers and administrators will be able to benefit from the information gained, and if needed, better supports will hopefully be provided for the ELL students. If improvement is needed, this information will be used to enact positive change for the ELL students and there is no risk for any of the participants involved in this study. As a participant, you were either chosen because you are a teacher of an ELL student or an administrator at a school that has ELL students. This study is asking you to anonymously fill out a questionnaire that will take approximately 15 minutes to complete and submit it to your school's secretary for the researcher to collect. If you are a teacher of an ELL student, you will also be asked to forward questionnaires to your ELL student(s) and his/her parents/guardian. All of the data collected from the questionnaires will be stored securely at Grande Prairie Regional College until after the researcher has defended her thesis (May 2012 at the very latest). All the data collected will be collected to ensure that both anonymity and confidentiality are properly addressed: no personal names or names of schools will be used, and only the researcher will have access to the respondents' responses. At anytime, if you wish not to participate in this study, you can withdraw under no obligation and no questions will be asked regarding your withdrawal. If at any point during or after the study you have questions regarding the study, treatment of data or would like a copy of the research results, please contact the researcher, Melissa Hunt (hunt.melissa.rae@qmail.com or 780.882.7698) or her supervisor, Dr. Willow Brown (brown @unbc.ca or 250.960.6262). Also, if you have complaints about the research study, please contact the Office of Research (reb@unbc.ca or 250.960.5650). Thank-you, and your participation in this study is very much appreciated. Sincerely, Melissa Hunt University of Northern British Columbia UNBC MEd (MDL) candidate ELL SUPPORTS IN A SMALL SCHOOL DIVISION 111 Appendix G Information Letter to ELL Parents and Students Outlining the Research Study April 2010 Dear Research Participant; This is a research study by a UNBC-GPRC Cohort Master's in Education student in partial fulfillment of her degree in multidisciplinary leadership. The researcher is not a teacher in the Grande Prairie Public School Division (GPPSD) and she was not asked by the division to do this research. However, the school division fully supports her research. The study will look at what the educational needs of the English Language Learning (ELL) students are in the GPPSD. Also, the study will see how these needs are being supported and if they can be better supported to help the ELL students in the school division succeed better. From this research, it is hoped that the ELL students, their parents, teachers and administrators will benefit from the information gained, and if needed, better support will hopefully be provided for the ELL students. If improvement is needed, this information will be used to enact positive change for the ELL students and there is no risk for any of the participants involved in this study. You were chosen because you are an ELL student or a parent of an ELL student. You will be asked to complete a questionnaire that will take about 15 minutes to complete and give it to your school's secretary. All of the data collected from the questionnaire will be stored safely at Grande Prairie Regional College until after the researcher has defended her thesis (May 2012 at the very latest). The researcher will not use personal names or names of schools. Only the researcher will see the questionnaire answers. Participation in the study is voluntary. If you do not want to participate in this study, you can stop at anytime. If you have questions about the study, data or want a copy of the research results, please contact the researcher: Melissa Hunt (hunt.melissa.rae@qmail.com or 780.882.7698) or her supervisor Dr. Willow Brown (brown @unbc.ca or 250.960.6262. If you have problems about the research study, please contact the Office of Research: (reb@unbc.ca or 250.960.5650). Thank-you, and your participation in this study is very much appreciated. Sincerely, Melissa Hunt University of Northern British Columbia MEd (MDL) candidate ELL SUPPORTS IN A SMALL SCHOOL DIVISION 112 Appendix H Information Letter to Participants Outlining the Focus Group April 2010 Dear Research Participant; To gather more qualitative information, the researcher will hold three focus groups in the Lions Learning Centre Board Room (9625 Prairie Road); refreshments will be provided. The first focus group, which will consist of teachers of ELL students, will be held on May 17 at 4:00pm. The second group, which will consist of administrators, will be held on May 4 at 6:00pm, and the third group, which will consist of parents of ELL students and a representative from Immigrant and Settlement Services, will be held on May 18 at 5:00pm. In the focus group, you will be asked to discuss and provide answers to questions that will be forwarded to you prior to the focus group. These questions will ask you to discuss English Language Learning (ELL) in your school in general, the ELL environment and ELL programming in your school. From the focus group, it is hoped that more qualitative information will enrich the data complied from the questionnaires to provide a better understanding of how to better support ELL students in the school division. There is no risk for the participants involved, but because of the nature of a focus group, the researcher cannot guarantee anonymity, but mutual confidentiality will be expected among the participants in the group. This focus group will be audio-taped and take about 45-60 minutes. The researcher will transcribe the tape-recording and the recording and the transcriptions will be stored securely at Grande Prairie Regional College until after the researcher has defended her thesis (May 2012 at the very latest). If you are able to voluntarily participate in an audio-recorded focus group at the date and time specified above please contact the researcher, Melissa Hunt (hunt.melissa.rae@qmail.com or 780.882.7698). Participation in the study is voluntary. If you do not want to participate in this study, you can stop at anytime. If you have questions about the study, data or want a copy of the research results, please contact the researcher: Melissa Hunt (hunt.melissa.rae@qmail.com or_780.882.7698) or her supervisor Dr. Willow Brown (brown ©unbc.ca or 250.960.6262. If you have problems about the research study, please contact the Office of Research: (reb@unbc.ca or 250.960.5650). Thank-you, and your participation in this study is very much appreciated. Sincerely, Melissa Hunt University of Northern British Columbia MEd (MDL) candidate ELL SUPPORTS IN A SMALL SCHOOL DIVISION 113 Appendix I UNBC Research Ethics Board: Informed Consent Form Date: April 7, 2010 Study Name: Investigating ELL Supports in a Small Northern Albertan School Division Duration of Study: April 2010 - June 2010 Researcher: Melissa Rae Hunt Sponsor: University of Northern British Columbia and Grande Prairie Regional College Supervisor: Dr. Connie Korpan 1. Do you understand that you have been asked to be in a research study? Yes No 2. Have you read the information letter pertaining to the research study? Yes No 3. Do you understand that the research interview will be audio-recorded? Yes No 4. Do you understand the benefits and the risks involved in participating in this study? Yes No 5. Do you understand that you are free to refuse to participate in or withdraw from this study at any time and that you do not have to give any reason? Yes No 6. Has the issue of confidentiality been explained to you in the information letter? Yes No 7. Do you understand who will have access to the information you provide? Yes No I, , agree to take part in this study. I understand the nature of this study and wish to participate. I am not waiving any of my legal rights by signing this form. My signature below indicates my consent: Signature of Research Participant Date I believe that the person who signs this form understands what is involved in the study and voluntarily agrees to participate. Signature of Researcher Date