Supporting Students with

Limited or Interrupted
Formal Education (SLIFE)

An Interactive Guide for Elementary Teachers

 Interactive
Guide Thro
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Receiving a student in your class who has had little ribe to
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ted o udents w
or no formal schooling experience can be daunting. Form r In ith
al Sc terrupte
Where do I start? What do they need first? How are hool d
ing.
they different from other ELLs?

This guide is designed to assist you, the classroom

teacher, as you support and advocate for ELLs who
have come to them with limited, interrupted, or no
prior formal schooling. Click on any section in the
Table of Contents to jump to the information you
need most.
 Click on titles to jump to that
Table of Contents section.

Background Learning Needs

Who are our ELLs with limited Academic and learning needs
prior or interrupted & suggested strategies
formal schooling?

Socio-Emotional Needs Additional Resources

Social and emotional needs Instructional & SEL
& suggested strategies resources by age cluster
 01
Background
Who are our ELLs with limited
prior or interrupted
formal schooling?

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Diverse Stories
Students with limited or interrupted formal education
(SLIFE) are a subset of English language learners
(ELLs) whose lived experience includes limited or
disjointed experiences of schooling. Their stories vary
greatly - SLIFE may be refugees, fleeing war or
discrimination in their home country, or they may be
immigrants or Canadians who previously lived in
rural or isolated areas. SLIFE are any students who
have not had consistent formal education, and as a
result have significant gaps in their literacy and
academic development.
Interrupted Schooling
ELLs may have had their schooling interrupted for a

Limited Schooling
Limited schooling could be due to:
number of reasons, including:
●
●
Natural disasters
War or civil unrest
● Living in isolated rural areas ● Needing to or expected to work to support
● Limited/poorly funded education systems the family financially
● Poverty ● Caring for younger siblings or other family
● Transportation challenges ● Frequent moves or migration
● Cultural expectations for genders or ages ● Illness
● War or civil unrest, living in refugee camps (WIDA, 2015, p. 1; Robertson & Lafond, 2020)
(WIDA, 2015, p. 1)
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Stress & Change

SLIFE are managing many significant changes all at
once as they adjust to living in a new culture, climate,
social and community network, and with a new
language. All these factors place tremendous stress
on both SLIFE and their families. They may have
limited energy and focus for learning.
(Ontario Ministry of Education, 2008, p. 9; Robertson & Lafond, 2020) Culture & Identity
It is important to remember that while SLIFE lack
academic experience, they have acquired
Varied L1 Proficiency knowledge and skills through their unique life
experiences. These ELLs bring firsthand
SLIFE may have limited language and literacy skills understanding of different cultures, migration, and
in their L1. They may speak a first language, but often many social studies concepts such as political
lack or have limited reading and writing skills in that change or rural/urban divide. All these experiences
language. The connection between oral and written are part of their cultural and personal identity, and
text may be absent. with support, SLIFE can bring rich learning to our
(Ontario Ministry of Education, 2008, p. 6) classrooms.
(Ontario Ministry of Education, 2008, p. 8; WIDA, 2015, p. 6)
 02
Socio-Emotional
Needs
Social and emotional needs
& suggested strategies

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Emotional Family
Considerations Considerations
Children are affected by parents' or guardians' emotional
Trauma & Loss state. Parents may be struggling to find employment or to
navigate the government system. SLIFE may be separated from
Depending on their journey to one or both parents and are being cared for by other family.
Canada, SLIFE's may be experiencing Parents may have low literacy levels themselves and struggle to
a tremendous amount of loss and support their child. (Ontario Ministry of Education 2008, p. 10)
trauma. Some SLIFEs have been victims of or have
witnessed violence, and may have post-traumatic
Strategies to Support
stress disorder (PTSD). They may be triggered by Warm & Welcoming Classroom: Regular, predictable routines;
sudden loud noises, fire drills, or even harsh voices. students' cultures and languages represented; clear and
They may have lost or been separated from loved consistent expectations and consequences; calm and quiet
ones, without the proper support or time to grieve. spaces and times of day; teacher is warm and approachable.
(BC Ministry of Education, 2022, p. 17)
Manage Triggers: Be aware of possible school-based triggers
of past trauma; provide alternative spaces or activities or
Stress support (e.g., noise-cancelling earphones). See list of potential
SLIFE may feel overwhelmed by stress from triggers (p. 18).
multiple sources - adjusting to change, worry over
Connect to Resources: Access school counsellors and
food and shelter security, or navigating a new
community liaisons to connect SLIFE and families to needed
social landscape. They may have little energy for counselling, social services, and cultural support groups.
learning as a result. (Robertson & Lafond, 2020)
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Cultural
Gender Roles &
Considerations Expectations
Acculturation Some SLIFE may be uncomfortable with mixing with peers or
teachers of other genders. There may be different cultural
SLIFE may be at various stages of acculturation, or
expectations about initiating conversations, physical contact,
adjusting to a new set of cultural norms. Knowing
dress, or acceptable behaviour. (BC Ministry of Education, 2022, p. 26)
what stage an ELL is at will help you to plan
appropriate supports. Stages are not linear, but
generally include:
Strategies to Support
Informal Acculturation Assessment: Through observation and
● Euphoria - curiosity & enthusiasm
using a description of thoughts and behaviours at each stage,
● Culture Shock - disappointment, frustration,
assess what stage your ELL is at. Use an observation chart to
anger
identify areas to monitor and support.
● Anomie - negotiating identity
● Adoption/Adaptation - assimilation or Learn About Different Cultural Expectations: Start with
integration into new culture reading this article about commonly expected school
(Ontario Ministry of Education, 2008, p. 11-12) behaviours and how they are viewed differently in different
cultures. Consult with ELL specialists and district staff.
Gestures & Body Language
SLIFE may have a different cultural framework for Explain and Ease In: Privately explain to SLIFE, and families if
necessary, Canadian social norms that apply to the school
interpreting common gestures, body language (e.g., eye
environment. Give students time and space to get used to big
contact), appropriate physical contact, or personal space
changes, like working with other genders or making eye
and ownership. (BC Ministry of Education, 2022, p. 21)
contact.
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Social Social Norms & Stamina

From how to initiate conversations, to what is
Considerations considered appropriate physical contact (e.g.,
hand-holding between friends is common in some East
Asian cultures), SLIFE may need explicit teaching of
social norms in a Canadian context. Students who have
Identity Formation had limited schooling may also have a low stamina for
SLIFE may be experiencing complex identity issues, being around others all day.
having left one culture behind and possibly having
lived in several others before arriving in Canada. Strategies to Support
Adolescent SLIFE must also contend with issues of
Foster Peer Relationships: Peer buddy groups to help orient
peer pressure and conformity as they begin to form
SLIFE to school routines, model social norms, and provide social
their adult identity. interaction at break times; connect with L1 peers; proactively
(Robertson & Lafond, 2020, Ontario Ministry of Education, 2008, p. 15)
teach conflict resolution and prosocial behaviours.
(Ontario Ministry of Education, 2008, p. 11,. WIDA, 2015, p. 10
Building Relationships Encourage L1 Maintenance & Development: Language is an
SLIFE may be reluctant to trust authority figures important part of SLIFE's cultural identity; speak to parents and
due to their past experiences. Some ELLs may be students about how skills transfer from L1 to L2; encourage use
uncomfortable sitting beside or collaborating with of L1 for brainstorming, drafts, or bilingual projects. (WIDA, 2015, p. 4
students of a different gender - classes are Encourage Out-of-School Time Programs: These programs are
segregated by gender in some countries. opportunities not only to practice oral language, but also to
(Ontario Ministry of Education, 2008, p.10; Robertson & Lafond, 2020) learn and build social skills. Connect families with community
centres and programs run at school sites after school.
 03
Learning
Needs
Academic and learning needs
& suggested strategies

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Learning & Instructional Basic Concepts of

Literacy
Considerations For many SLIFE, "prior learning experience have been
based in oral language" (WIDA, 205, p. 6). They may lack
understanding of how oral language is connected to
School Routines & written text, or what purposes literacy can serve. On the
physiological level, students may not have graphomotor
Expectations development.

SLIFE will likely be unfamiliar with basic classroom

Strategies to Support
routines and expectations, like lining up, or sitting Orient SLIFE to School Life: Use this rubric from the Ontario
at desks, or using different school locations for Ministry of Education (2015) to assess and set some goals for
different functions (e.g., library, gym, computer lab). and with SLIFE. Organize peer models and buddies.
The concept of shared and individual supplies,
Capitalize on Oral Language: "Oral language is the foundation
and responsibility for these will need to be taught.
for thought and learning for ELLs with limited prior schooling
Expectations during transitions between subjects
(Ontario Ministry of Education, 2008, p. 36). Instructional strategies that
or locations will also need to be communicated. capitalize on oral language include:
SLIFE and their families may not understand the ● Language-experience approach
importance of consistent attendance. SLIFE may ● Total Physical response
not see themselves as a learner, and need explicit ● Surveys & interviews
teaching around their responsibilities as as student. Read more on pages 44-47. (Ontario Ministry of Education, 2007)
(Ontario Ministry of Education, 2015)
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Learning & Instructional

Strategies to Support
Considerations (2)
Gaps in Basic Concepts Build Background Knowledge: Know-Wonder-Learn (KWL)
& Content Knowledge pre-unit activities help both students and teachers identify the
gaps in background knowledge, so that these can be
SLIFE may "lack an understanding of the basic addressed. Use varying level of texts and multiple modes (e.g.
concepts, content knowledge, and critical thinking video, demos) to preview or review key concepts.
skills that their peers will have mastered" (Robertson & (Ontario Ministry of Education, 2008, p. 43; Goldenberg, 2013, p. 8
Lafond, 2020). Especially for students arriving in later
elementary and secondary, where academic demand Connect to Funds of Knowledge: Get to know SLIFE's
experiences, cultural background, family history & skills,
is intensified, teachers will need to "reach back"
languages spoken/experienced, and educational history. Then
through curriculum to identify and teach essential
connect to these funds of knowledge to make learning
concepts in subject areas. personally relevant to students. (WIDA, 2015, p. 3)
(Ontario Ministry of Education, 2008, pp. 36, 48, 52).
Chunk the Learning: Break lessons into manageable chunks
Stamina for Learning and provide breaks (movement, physical activity, social time,
outdoor time). (Ontario Ministry of Education, 2008, p. 38)
SLIFE may not be used to focused cognition for long
periods of time. This factor, in addition to the effort Modify Learning Outcomes: In all subject areas, revise or
of translating into L1 and back to English, SLIFE may reduce existing outcomes or substitute different outcomes that
tire easily of learning activities during a school day. are realistic for SLIFE in their current circumstances and
language proficiency level. (Coelho, 2012, p. 107)
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Over-identification could lead to lowering of standards

Learning & Instructional and disengagement, along with stigma, while
under-identification could delay important interventions
and allow students to stall or fall behind in their learning.
Considerations (3) (Adelson, Geva, & Fraser, 2014, p. 17-18)

Thinking & Strategies to Support

Learning Skills Graphic Organizers: Providing graphic organizers (GOs) for ELLs to
record information supports understanding of abstract concepts
SLIFE have likely developed learning such as comparing or sequencing. GOs can help to make text
and thinking skills related to their structure and relationship between pieces of information clear for
everyday activities and to survival. ELLs. (Ontario Ministry of Education, 2007, p. 41)
However, they will likely lack awareness of and
Think Alouds: SLIFE benefit from teachers modeling the thinking
opportunity to practice academic thinking and
process as they work through an example of a skill or task. Students
learning skills, such as note-taking, skimming and need to see and hear what metacognition is like. (Ontario Ministry of
scanning, paraphrasing, or analyzing (Slater & Beckett, Education, 2007, p. 47)
2019, p. 4). Group work skills, such as turn-taking,
presenting different opinions, or consensus will need to Collaborative Groups: Working in collaborative groups is a great
opportunity to teach both social skills and academic discourse skills.
be taught explicitly, with modeling and many
(Robertson & Lafond, 2020). Talk Moves is an example of sentence frame
opportunities to practice (Robertson & Lafond, 2020). scaffolds for academic discussion.

Possible Special Needs Observe & Assess for Learning Disabilities (LDs): Using a chart like
this one (on p. 6), observe SLIFE for any indicators of possible LDs.
Some behaviours of language acquisition may look the Consult with learning support staff on what interventions to try and
same as those indicating learning disabilities. Educators how to pursue a psychological assessment if needed. (Duplin County
may have a difficult time distinguishing between the two. Schools, n.d.)
 04
Additional
Resources
Teacher & student resources for
elementary & secondary

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Teacher Resources Links open up to the specified page

Elementary All Grades

Teaching academic language to SLIFE: List and Checklist for planning instruction for SLIFE
description of effective strategies & techniques (WIDA, 2015, p. 11)
(Ontario Ministry of Education, 2008, pp. 40-42)
Tips for connecting with SLIFE: Suggestions for the
Teaching numeracy to SLIFE: Tips for planning learning environment, literacy, personal & family,
numeracy instruction, including helpful tools and and physical & psychological well-being
supports, and essential skills to target (WIDA, 2015, p. 4-5)
(Ontario Ministry of Education, 2008, p. 49)
Learning Environment Checklist
Language-experience strategy: Instructions (BC Ministry of Education, 2022, p. 26)
(Ontario Ministry of Education, 2007, p. 44)
Acculturation Stages
Secondary (BC Ministry of Education, 2022, p. 15-16)
Effective teaching strategies: List and description
of effective strategies for teaching content-based Trauma - List of triggers and ways to buffer
lessons to SLIFE, including anticipation guides, (BC Ministry of Education, 2022, p. 18-19)
information-gap activities, and jigsaws.
(Ontario Ministry of Education, 2007, pp. 39-47) Cross-cultural communication tips
(BC Ministry of Education, 2022, p. 21)
Working with older youth refugees: Issues to
consider and suggestions for connecting with and Planning supports for intercultural competencies
programming for refugee youth (BC Ministry of Education, 2020)
(BC Ministry of Education, 2022, pp. 23-24)
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Student Resources
Elementary Secondary
Graphic Organizers: For sequencing, main topic Graphic Organizers: For close reading, finding
and key details, compare/contrast, story planning, central idea & supporting details, cause and effect
KWL, and more (herringbone, t-charts, star charts, & more),
Houghton Mifflin Harcourt (HMH) inference, story elements (setting, character
maps), connections to text, compare & contrast,
Videos about Canada: Use videos like this one on chain of events, webs, and more
Canada (for kids) on Youtube, turn on Education Oasis
close-captioning (CC), then click on settings to
choose auto-translate and select the ELLs' L1. Or Videos: Use videos for subject area learning or for
alternatively, look for videos in ELLs' L1. learning about Canadian culture, like this video
that gives Canadian history in a 10 minute
Online Book Resources - All Ages nutshell. See elementary for translation options.

Understanding Refugee Experience - whole class

Reading Brightly list of recommendations

L1 and Dual Language Books

International Children's Library

Epic Books: Has dual language books in Chinese,

Spanish, and French and introduction books for
Arabic, Korean, Tagalog, Vietnameses, Hindi, and
Portuguese (text only). Requires free account.
 References
BC Ministry of Education. (2020). English language learning planning tool.
https://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/english-language-learners/ell_planning_tool.pdf

BC Ministry of Education. (2022). Students with refugee experience: A guide for teachers and schools.
https://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-12/diverse-student-needs/students-from-refugee-back
grounds-guide.pdf

Coelho, E. (2012). Language and learning in multilingual classrooms: A practical approach. Multilingual Matters. Retrieved from
Queens University eReserves.

Duplin County Schools. (n.d.). Difference or disability? Distinguishing between language acquisition and learning disability in English
learners.
https://www.duplinschools.net/site/handlers/filedownload.ashx?moduleinstanceid=27560&dataid=44862&FileName=Difference%20or%
20Disability%20Handouts.pdf

Goldenberg, C. (2013). Unlocking the research on English learners: What we know – and don’t yet know - about effective instruction.
American Educator, 37(2), 4-38. https://files.eric.ed.gov/fulltext/EJ1014021.pdf

Ontario Ministry of Education. (2007). English as a second language and English literacy development. Queen’s Printer for Ontario.
http://www.edu.gov.on.ca/eng/curriculum/secondary/esl912currb.pdf
 References
Ontario Ministry of Education. (2008). Supporting English language learners with limited prior schooling: A practical guide for Ontario
educators. Queen’s Printer for Ontario. http://www.edu.gov.on.ca/eng/document/manyroots/ELL_LPS.pdf

Ontario Ministry of Education. (2015, July). Orientation to school life in Ontario.

http://www.edugains.ca/resourcesELL/Assessment/STEP/EnglishLiteracyDevelopment/OrienttoSchoolLifeOnt_Grade3-12.pdf

Robertson, K. & Lafond, S. (2020, February 5). How to support ELL students with interrupted formal education (SLIFEs). ¡Colorín
Colorado! https://www.colorincolorado.org/article/how-support-ell-students-interrupted-formal-education-sifes

Slater, T. & Beckett, G. (2019). Integrating language, content, technology, and skills development through project-based language
learning: Blending frameworks for successful unit planning. Mextesol Journal, 43(1), 1-14.
http://www.mextesol.net/journal/public/files/4c403b19c093771c8c34d0db10b167df.pdf

WIDA. (2015). SLIFE: Students with limited or interrupted formal education.

https://wida.wisc.edu/sites/default/files/resource/FocusOn-SLIFE.pdf
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