The increasing diversity in Ontario schools presents an array of challenges and opportunities to educators. This resource attempts to demystify some of the challenges, and highlight strategies that educators may use to create possibilities and opportunities for English language learners with limited prior schooling. Like all students in Ontario, English language learners with limited prior schooling should receive the support they need in order to realize their potential and be equipped for life long learning. It takes a whole school and a whole school system to do this effectively. The inclusive and thoughtful school offers a welcoming place to everyone. Very little Canadian research exists about a small subgroup of English language learners (ELLs) with limited prior schooling, yet these students are in Canadian classrooms and will continue to arrive on an ongoing basis. This resource offers background information about these learners, who have signifi can't gaps in their formal education. Demographics change over time as different groups of people migrate to Canada. Although the countries of origin change and individual experiences will vary, recognizing and programming for students’ educational needs will continue to be central to their successful transition to Ontario schools and to Canadian society. Throughout the resource, there are suggestions for educators about how to address these learners’ needs, in schools and boards where there are many English language learners with limited prior schooling and in those where there are only a few. Student portraits present an authentic picture of English language learners with limited prior schooling in Ontario classrooms. As educators read each of these examples, they are encouraged to think about the information - how it relates to the English language learners in their classes and schools and how they can use it to support these learners. .

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1. The English language learner with limited prior schooling -- 2. Assessing the English language learner with limited prior schooling -- 3. Teaching the English language learner with limited prior schooling -- 4.Supporting transitions: Whole school, whole system -- Resources.