Understanding the Linguistically Vulnerable: Exploration of Early Literacy Skills of ELL Students in Calgary
Date
2022-12-12
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Abstract
English Language Learners (ELLs) are an increasing presence in Canadian schools. However, little research has been done to examine certain skills of ELL students, such as written expression. The purpose of this study was to explore contributing factors to ELL students’ writing quality. The present study gathered written samples from ELL students from Western Canadian elementary charter schools. Students’ expressive vocabulary was also assessed using a norm-referenced measure. Writing samples were Factors such as vocabulary, printing quality, and spelling skills will were considered in this study. It was determined that vocabulary was a significant contributor to overall writing quality of ELL students. More specifically, lexical reach and vocabulary diversity were the greatest contributors. These findings have important implications for educators and school districts to consider when teaching written expression to ELL students, ensuring they receive equitable education.
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Keywords
ELL, early literacy, written expression
Citation
Thomson, S. (2022). Understanding the linguistically vulnerable: exploration of early literacy skills of ELL students in Calgary (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.