Supporting English Language Learners in Full-Day Kindergarten

Ontario schools have a large influx of English Language Learners (ELLs). Many Full- Day Kindergarten (FDK) teachers feel ill-equipped to support ELLs in their classrooms. This research paper explores what supports FDK teachers have in place to support ELLs in the classroom. This study examines the following research question: How are teachers in FDK supporting ELLs? A literature review indicated a number of themes and issues including teachers' preparation and knowledge, challenges, and advantages of FDK, and effective teaching strategies. Using the convenience sampling, two teacher participants were chosen for the study and data was gathered using semi-structured interviews. The sampling method used in the study was convenience sampling to choose two participants. The data for this study was collected through a literature review and two semi-structured interviews. In addition to the research, the findings and implications presented in the study revealed that more resources such as professional development are needed for FDK teachers to ensure that ELLs are receiving the appropriate supports to succeed in FDK