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What Works? Research into Practice A research-into-practice series produced by a partnership between The Literacy and Numeracy Secretariat and the Ontario Association of Deans of Education The Literacy and Numeracy Secretariat is committed to providing teachers with current research on instruction and learning. The opinions and conclusions contained in these monographs are, however, those of the authors and do not necessarily reflect the policies, views, or directions of the Ontario Ministry of Education or The Literacy and Numeracy Secretariat. June 2007 Research Monograph # 5 Promoting Literacy in Multilingual they are part of (their parents, their friends, their faith) and the list goes on. So, when For example, when Tomer entered my class last year, a lot of the work he produced Lisa Leoni, Ontario TESL Conference, November 2005 Teachers can promote strong literacy development among English language learners (ELL) by supporting students in relating their pre-existing knowledge to For English language learners, the integration of new learning with English. We must explore classroom strategies that have proven effective in helping Active engagement with literacy is fundamental to student success in school. Data on the reading achievement of 15-year-olds in almost 30 countries shows that Òthe How can teachers promote strong literacy development learners? DRR.. JJIIMM CCUUMMMMIINNSSis a Canada Research Chair in Language and Literacy Development in Multilingual Contexts at the Ontario Institute for Studies in Education (University of Toronto). He has recently co-authored (with Kristin Brown and Dennis Sayers) (Boston: Allyn & Bacon, 2007). Research Tells Us €Active engagement with literacy is fundamental to student success in school. €The key to literacy engagement for English language learners is connecting what they know in their first language to English. €English language learners require at least five years to catch up to €Ontario educators have introduced promising innovations in English language education that are transforming linguistic challenges into learning opportunities. 2What Works? Research into Practice Literacy in Transition become discouraged and drop out before they have caught up in academic English. One recent analysis of Canadian data showed that Òthe inequity in reading achieve- June 2007 What Works? is updated monthly and posted at: www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html ISSN 1913-1097 What Works? Research Into Practice (Print) ISSN 1913-1100 What Works? Research Into Practice (Online) References