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Beyond Words:An Educator's Guide to Teaching English to the French-language Learner

Stages of Second-Language and Literacy Development

In Ontario’s French-language schools, many English learners are first-language French speakers acquiring English as an additional language. Understanding how these students develop language and literacy skills over time is essential for supporting their growth.

Whether learners arrive with strong literacy in French or have experienced interruptions in their education, they follow distinct developmental pathways in listening, speaking, reading, and writing. This section outlines the key stages of English language and literacy development, allowing educators identify where students are in their language journey and what they need next.

By aligning instructional strategies to each stage—and recognizing the strong foundation students might already have in French—teachers can support cross-linguistic transfer and foster academic success. Printable checklists, classroom examples, and evidence-based strategies are included to promote inclusive and responsive teaching.

Stages of Literacy Development for ELD Students

What’s the difference?

Understanding
ESL vs EDL

ESL (English as a Second Language) students are those whose first language is not English and who are developing proficiency in English as they progress through school subjects. They may already be literate in their first language. 

ELD (English Literacy Development) students are typically from backgrounds with limited prior schooling or limited literacy in any language. They require both language acquisition and foundational literacy skills.

KEY DIFFERENCE: ESL students are building a second language, while ELD students are building first-time literacy skills and English proficiency simultaneously.

  • STAGE 1
    Early Beginner

    ESL

    1. May be silent or communicate non-verbally 
    2. Understands key words in context (e.g., through visuals and gestures) 
    3. Begins to copy words or label pictures
    4. Requires significant support for oral and written expression

    ELD

    1. May have little or no prior experience with reading/writing 
    2. Learning letter-sound relationships 
    3. Can match simple words with pictures 
    4. Requires explicit instruction in print concepts (e.g., left to right)

  • STAGE 2
    Developing Literacy

    ESL

    1. Can participate in simple conversations 
    2. Reads simple texts and follows basic instructions 
    3. Begins to write short, structured sentences 
    4. Developing an understanding of English sentence patterns 

    ELD

    1. Becoming familiar with basic grammar
    2. Can copy and compose short sentences with support 
    3. Recognizes high-frequency sight words 
    4. Continues to rely heavily on scaffolding and visual support

  • STAGE 3
    Expanding Literacy

    ESL

    1. Understands a broader range of vocabulary 
    2. Can read adapted curriculum texts with support 
    3. Begins to express ideas in paragraphs 
    4. Uses simple tenses and attempts more complex sentence structures

    ELD

    1. Reads and writes with increased independence 
    2. Expands vocabulary and applies decoding strategies 
    3. Can write short paragraphs with guidance 
    4. Consolidating foundational literary skills

  • STAGE 4
    Consolidating Literacy

    ESL

    1. Reads grade-level texts with moderate support 
    2. Writes organized paragraphs with increasing accuracy
    3. Uses increasingly complex grammar and sentence structure 
    4. Begins using academic language

    ELD

    1. Reads and writes with increased independence 
    2. Expands vocabulary and applies decoding strategies 
    3. Can write short paragraphs with guidance 
    4. Continues to consolidate foundational literary skills
Stages of English Language Development
Stages of English Literacy Development
Observable Language Development Chart

Hear from an Educator

Discover how one teacher supports English learners by building on their existing language skills.

Literacy Development in English Learners: Building on What They Already Know

Many English learners in Ontario’s French-language schools arrive with a strong foundation in reading and writing in French. This first-language literacy is a powerful asset — it helps students make sense of English and accelerates their development of reading, writing, and critical thinking skills in a second language. 

Research shows that skills developed in one language can support learning in another, a process known as cross-linguistic transfer. For example, when students already know how to structure a sentence or identify main ideas in French, they can apply those same strategies in English with appropriate guidance and support.

Connections Between French and English Literacy

French and English share many common features: 

  • Both use the Roman alphabet. 
  • Many vocabulary words have similar roots (e.g., éducation / education, important / important). 
  • Sentence structure and punctuation rules often align. 

By highlighting these similarities, teachers help students transfer knowledge with greater confidence and less confusion. 

However, important differences should also be addressed, including: 

  • Pronunciation patterns (e.g., silent letters in English) 
  • Word order and idioms 
  • Spelling variations and irregular verbs 

Teaching students to notice both similarities and differences strengthens metalinguistic awareness and supports literacy development in both languages.

How Teachers Can Support Cross-Linguistic Growth

Here are practical ways to support English learners’ literacy using their French foundation: 

  • Encourage comparisons: Prompt students to compare sentence structures, grammar rules, or vocabulary in English and French. 
  • Use bilingual word walls: Display root words and theme-based vocabulary side by side in both languages. 
  • Promote reading in both languages: Provide levelled texts in English and French, and pair texts of similar genres or themes to support comprehension. 
  • Provide visual anchors: Use graphic organizers that are adaptable across subjects and languages to reinforce key concepts. 
  • Integrate collaborative tasks: Pair students for shared reading or writing activities to build confidence and strengthen peer learning.

Pedagogical Strategies to Support Literacy in English Learners

Strong literacy instruction for English learners goes beyond teaching vocabulary and grammar—it builds on what students already know in French and fosters classroom conditions that encourage risk-taking, reflection, and authentic language use. 

Here are evidence-based strategies teachers can use to support English literacy development while maintaining a strong connection to students’ first language

  • Explicit Cross-Linguistic Instruction

    • Compare grammar rules, sentence structure, and punctuation in French and English. 
    • Use anchor charts or bilingual reference sheets for common language patterns. 
    • Encourage students to verbalize how they solve reading or writing tasks in both languages.

    Why it works:
    Students gain confidence by making connections between known and new concepts.

  • Visual and Multimodal Supports

    • Use labelled diagrams, storyboards, and videos to support reading and writing. 
    • Create bilingual graphic organizers for writing outlines or reading responses. 
    • Offer picture-word dictionaries or symbol-supported instructions. 

    Why it works:
    Visuals reduce cognitive load and support comprehension for all language levels.

  • Collaborative and Oral Language Activities

    • Use partner reading, shared writing, and peer feedback strategies. 
    • Structure discussions with sentence frames to scaffold oral responses. 
    • Create classroom routines that include speaking and listening every day. 

    Why it works:
    Oral language is a foundation for literacy. It helps students try out new language in a safe space.

  • Use of Authentic, Culturally Relevant Texts

    • Select books and materials that reflect students’ identities and lived experiences. 
    • Include dual-language books or translated stories when possible. 
    • Encourage students to bring in texts from home (songs, recipes, stories) and connect them to classroom learning. 

    Why it works:
    Students are more engaged when they see themselves in the material—and more likely to invest in learning.

  • Scaffolded Writing Tasks

    • Break writing into manageable steps with models and sentence starters. 
    • Focus on one writing goal at a time (e.g., sentence fluency, transitions, main idea). 
    • Recycle vocabulary across multiple tasks to reinforce usage. 

    Why it works:
    Small wins build momentum and help learners internalize key structures.

  • Integrate Literacy Across the Curriculum

    • Reinforce reading and writing in English and other subjects like science, geography, history, or health. 
    • Teach students how to extract key ideas from nonfiction texts and use graphic organizers (e.g., T-charts, timelines, mind maps). 
    • Encourage reflection journals or short writing prompts in English based on subject-area content. 

    Why it works:
    Embedding literacy into different subjects helps students see English as a tool for thinking and learning—not just a subject to be mastered.

“This country is your country. It’s up to you to give it your imagination, your talent, your view of the world. And you know what? I believe that nothing is impossible for children like you… who have courage, heart and a head brimming with ideas.”  — Michaëlle Jean, 27th Governor General of Canada