Unfolding vision: English language learning supports in a small school division.

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. --P. ii.The original print copy of this thesis may be available here: http://wizard.unbc.ca/record=b174111