Learning Supports for Underachieving LESLLA Learners

Abstract

ESL instructors in Calgary, Alberta, Canada determined a need for additional support to English language learners (ELLs) who were not making expected progress in their language acquisition. This paper outlines the needs assessment process and applied teaching practices undertaken to support LESLLA learners and ELLs with learning difficulties. It also outlines the role of learning support services for ELLs at the Calgary Immigrant Women’s Association. A connection between supporting LESLLA learners and ELLs with learning difficulties is also made by highlighting best practices from multiple disciplines.