English Language Learners in Canadian Schools: Emerging Directions for School-Based Policies

May combine two claims.

When the student's L1 was used as a scaffold to support academic engagement, she wrote considerably more and engaged in critical and insightful thinking about quality instruction for bilingual/ELL students.

“By contrast, when the student's L1 was used as a scaffold to support academic engagement, the student wrote considerably more and engaged in critical and insightful thinking about what constitutes quality instruction for bilingual/ELL students.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Madiha's English was minimal but her Urdu was fluent; Sulmana and Kanta were fluent and reasonably literate in both Urdu and English.

“Madiha's English was minimal but her Urdu was fluent; Sulmana and Kanta were fluent and reasonably literate in both Urdu and English.”

May combine two claims.

Students quickly gained conversational fluency in English but took considerably longer to catch up to grade expectations in classroom literacy performance and verbal components of cognitive ability tests.

“It was clear from the data that students quickly gained conversational fluency in English but took considerably longer to catch up to grade expectations as reflected in classroom literacy performance and verbal components of cognitive ability tests.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Both Kanta and Sulmana had arrived in Toronto in grade 4 and were reasonably fluent in English, but Madiha was in the very early stages of English acquisition.

“Both Kanta and Sulmana had arrived in Toronto in grade 4 and were reasonably fluent in English but Madiha was in the very early stages of English acquisition.”

Probably not a substantial claim: may not pass S3 (load-bearing).

When the English draft was finalized, they collaborated in translating it into Urdu.

“When the English draft was finalized they collaborated in translating it into Urdu.”

Probably not a substantial claim: may not pass S3 (load-bearing).

About six weeks after her arrival in Canada from Pakistan, Madiha Bajwa authored with two friends a bilingual Urdu-English book entitled The New Country.

“About six weeks after her arrival in Canada from Pakistan, Madiha Bajwa, authored with two of her friends, Kanta Khalid and Sulmana Hanif, a bilingual Urdu-English book entitled The New Country.”

• cites Leoni et al., 2011Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

In composing the story, the three girls discussed their ideas initially in Urdu, with Madiha as a full participant, but wrote the initial draft in English.

“In composing the story, the three girls discussed their ideas initially in Urdu, with Madiha, a full participant, but wrote the initial draft in English.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

The student became reluctant to speak Urdu and determined to explain herself solely in English, even at the risk of staying silent.

“Now, almost a year later, even when I asked her, she was quite reluctant to speak in Urdu.She was determined to explain herself solely in English, even at the risk of staying silent.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Asad was a ten-year-old boy whose family had recently come to Canada from Pakistan after living in a refugee camp from Afghanistan; he spoke Pashto, Urdu, and English.

“Asad was a ten-year old boy whose family had recently come to Canada from Pakistan, after living in a camp for refugees from Afghanistan.Asad spoke Pashto, Urdu, and English”

Classified as probably not a substantial claim. May combine two claims.

When the author began visiting the ESL class the following year, the student appeared shy and withdrawn, and subsequent visits revealed no change.

“When I began to visit the ESL class, I noticed a change in the student who had been so engaged the previous academic year.She appeared shy and withdrawn.Subsequent visits revealed no change in her demeanour.”

Probably not a substantial claim: may not pass S3 (load-bearing).

There was a mismatch between the student's Pakistani cultural experiences and those common among North American teenagers.

“Additionally, coming from Pakistan, there was a mismatch between her cultural experiences and those common among North American teenagers.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

The student's sentences in English and Urdu consisted of very basic ideas and vocabulary, with incomplete sentences and spelling and grammatical mistakes.

“Her sentences in English and Urdu consisted of very basic ideas and vocabulary.Her work had incomplete sentences and spelling and grammatical mistakes.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Asad's story, My journey to Canada, drew upon his experiences as a refugee and offered a critical interpretation of his experiences of war and conflict.

“Asad's story, called My journey to Canada, drew upon his experiences as a refugee, offering a critical interpretation of his experiences of war and conflict.”

May combine two claims.

The collaborative action research project underscored the richness of knowledge and experience students brought to the classroom and highlighted how their cultural and linguistic resources and personal histories found expression through multiple modes of representation in classroom-based literacy activities.

“The project underscored the richness of knowledge and experience that the students brought with them to the classroom and highlighted how students' cultural and linguistic resources and personal histories found expression through multiple modes of representation in classroom-based literacy activities.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

The student entered grade 7 with limited English but was quite literate in Urdu due to schooling in Pakistan.

“This student entered grade 7 with limited English, but she was quite literate in Urdu as a result of schooling in her native Pakistan.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Asad's story illustrated that incorporating the full range of learners' cultural and linguistic resources opened up discussion of deeper and more complex issues than the teachers and author had expected.

“The text of one of the students in the class, Asad, illustrated for me the ways in which incorporating the full range of learners' cultural and linguistic resources opened up discussion of deeper and more complex issues than the teachers and I had expected.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The students sometimes felt isolated from peers because they could not understand jokes or parts of conversations.

“They reluctantly admitted that sometimes they felt isolated from their peers because they could not understand their jokes or parts of their conversations.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

The student's initial diary entries were very short and did not fully explain her thoughts.

“Initially, the student whose demeanour had changed from one year to the next came up with very short entries that did not fully explain her thoughts (Figure 2).”

Probably not a substantial claim: may not pass S3 (load-bearing).

The student's Urdu writing had deteriorated.

“What made matters worse from my perspective was that her Urdu writing had deteriorated.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

The student's scaffolded diary entry was much clearer and more insightful than her original work, with vast improvements in Urdu vocabulary and sentence sophistication, though still not error free.

“The result was a final product that was much clearer and more insightful than her original work (Figure 3).It was a piece that she was proud of.Although this version was still not error free in her Urdu writing, there were vast improvements.Her use of vocabulary and the types of sentences that she formed showed signs of sophistication.”

May combine two claims.

The students' articulation of their experiences offered insights into the complexities of migration and highlighted blind spots in the teachers' and author's understandings of their experience.

“The students' articulation of their experiences offered insights into the complexities of migration, highlighting blind spots in the teachers' and my understandings of their experience.”

May combine two claims.

Many students chose to write their stories first in their L1 and then translate into English, which helped them develop concepts and formulate ideas for their writing, resulting in stories that were longer, richer, and more representative of their experiences than text they could have written in English at that time.

“Many students chose to write their stories first in their L1 and then translate into English, which helped them develop concepts and formulate ideas for their writing.This resulted in stories that were not only longer but also richer and more representative of their experiences than text that they could have written in English at that time.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

The student was having a hard time fitting in with her peers because she looked different, did not wear popular fashions, and spoke basic English with an accent.

“After expressing my concerns to her ESL teacher, I learned that this student was having a hard time fitting in with her peers.She looked different (now observing Hijab), did not sport the latest popular clothing fashions, and spoke basic English with an accent.This was enough to keep her excluded from her peer group.”

May combine two claims.

Cross-language transfer by drawing parallels between Urdu and English enabled the student to merge existing knowledge with new learning and was useful in teaching new vocabulary and highlighting sentence structure and grammatical rules.

“This cross-language transfer enabled her to merge her existing knowledge with new learning.Specifically, this approach proved to be quite useful in teaching new vocabulary and highlighting sentence structure and grammatical rules.”

May combine two claims.

Asad's story demonstrated his clear understanding of why his family had immigrated to Canada and that he was capable of writing and drawing at a higher level when encouraged or engaged by the subject matter.

“Asad's story demonstrated his clear understanding of why his family had immigrated to Canada.It also showed that he was capable of writing and drawing at a higher level of performance when encouraged by someone or engaged by the subject matter.”

May combine two claims.

The process of translating demonstrated to students that teachers were not the only sources of knowledge in the classroom and that other important people in their lives had legitimate contributions to make to their learning and instruction.

“This process of translating demonstrated to the students that teachers were not the only sources of knowledge in the classroom; other important people in their lives had legitimate contributions to make to their learning and instruction.”

Classified as probably not a substantial claim.

The teachers' changes to Asad's story remade his narrative into a story about Pakistan, not a story about his journey to Canada as he had intended.

“These changes remade Asad's narrative into a story about Pakistan, not a story about his journey to Canada as he had intended.”

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based). May combine two claims.

Citizenship is considerably more difficult to obtain in these European countries than in Canada or Australia, reflecting societal attitudes and national policies designed to curtail increasing diversity.

“Citizenship is considerably more difficult to obtain in these countries than is the case in Canada or Australia, reflecting societal attitudes and national policies designed to curtail increasing diversity.”

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

There is a large degree of consensus among researchers and educators about the relevance of scaffolding instruction, activating and building background knowledge, and extending students' knowledge of how language works.

“There is a large degree of consensus among researchers and educators about the relevance of scaffolding instruction, activating and building background knowledge, and extending students' knowledge of how language works.”

Probably not a substantial claim: may not pass S4 (based).

Literacy engagement is enhanced when students' knowledge of and control over language is extended across the curriculum through strategies such as comparing and contrasting L1 and L2.

“• students' knowledge of and control over language is extended across the curriculum through instructional strategies such as encouraging them to compare and contrast L1 and L2.”

Probably not a substantial claim: may not pass S4 (based).

Despite extensive empirical evidence, policy-makers have largely ignored the roles of literacy engagement and identity affirmation.

“However, despite extensive empirical evidence, policy-makers to this point have largely ignored the roles of literacy engagement and identity affirmation.”

Probably not a substantial claim: may not pass S4 (based).

The relationship between literacy engagement and achievement is strongly supported by empirical research.

“As noted above, the relationship between literacy engagement and achievement is strongly supported by the empirical research.”

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

Technology acts as an amplifier to enhance the process of identity text production and dissemination.

“Although not always an essential component, technology acts as an amplifier to enhance the process of identity text production and dissemination.”

Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

Power relations and identity are clearly at play in all aspects of educational organization and teacher-student interactions.

“Yet these constructs are clearly at play in all aspects of educational organization and teacher-student interactions.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Their dual language story showcased their literacy and creative talents in both languages and increased their awareness of how language works.

“Their dual language story also showcased their literacy and creative talents in both languages and increased their awareness of how language works.”

Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

In a highly multilingual social context, it is difficult to provide bilingual education opportunities for all groups, but teachers can implement bilingual instructional strategies that encourage students to use their L1 as a cognitive tool and feel proud of their multilingual abilities.

“In a highly multilingual social context, it is difficult to provide bilingual education opportunities for all groups but, as we discuss later in this paper, it is possible for teachers to implement bilingual instructional strategies that encourage students to use their L1 as a cognitive tool and feel proud of their multilingual abilities.”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

To accelerate bilingual/ELL students' academic language development, it is crucial to ensure that they become strongly engaged with reading and writing from the earliest stages of English acquisition in school.

“In summary, in order to accelerate bilingual/ELL students' academic language development, it is crucial to ensure that they become strongly engaged with reading and writing (and ideally other forms of cultural production, such as video creation) from the earliest stages of English acquisition in school.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The influence of societal power relations on the educational experiences of marginalized group students is clearly evident in the historical record.

“Despite the fact that the influence of societal power relations on the educational experiences of marginalized group students is clearly evident in the historical record (e.g., the educational experiences of First Nations students in Canadian residential schools)”

Probably not a substantial claim: may not pass S4 (based).

There is little expectation or requirement that educators in positions of responsibility are familiar with the knowledge base relating to effective instruction for bilingual/ELL students.

“Similarly, there is little expectation or requirement that educators who assume positions of responsibility (e.g., school principals or vice-principals) are familiar with the knowledge base relating to effective instruction for bilingual/ELL students.”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based). May combine two claims.

The theoretical constructs and frameworks described in the paper are both adequate and useful.

“Our claim is that the theoretical constructs and frameworks we describe are both adequate and useful, and we make this claim with the purpose of inviting critical dialogue which will further refine our collective understanding of the issues.”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based). May combine two claims.

The relationship between theory and practice is two-way and ongoing: observations of practice generate theory, and theoretical constructs catalyze new directions in practice.

“The relationship between theory and practice is two-way and ongoing: observations of instructional practice or any set of phenomena generate theory as a means of understanding the deeper structure of this practice.”

Probably not a substantial claim: may not pass S4 (based).

The threshold and interdependence hypotheses together highlight the benefits of encouraging bilingual/ELL students to maintain and expand their L1 skills as they acquire L2.

“The threshold and interdependence hypotheses together highlight the benefits of encouraging bilingual/ELL students to maintain and expand their L1 skills as they acquire L2.”

May combine two claims.

Teaching for transfer from L1 to L2 can scaffold bilingual/ELL students' academic engagement and connect with their lives.

“In this case study, it is clear that teaching for transfer from L1 to L2 can scaffold students' academic engagement and connect with their lives.”

Probably not a substantial claim: may not pass S4 (based).

Literacy engagement is enhanced when students' ability to understand and use academic language is scaffolded through specific instructional strategies.

“Literacy engagement will be enhanced when: • students' ability to understand and use academic language is scaffolded through specific instructional strategies (e.g., use of visual and graphic organizers, development of learning strategies, enabling students to use their L1 to clarify content [e.g., through discussion, dictionary use, or L1 electronic or text resources]);”

Probably not a substantial claim: may not pass S4 (based).

Many educators who work with bilingual/ELL students have had little preparation in teacher education or professional development to teach effectively in contexts where linguistic and cultural diversity is the norm.

“Many educators who work with bilingual students and English language learners (henceforth bilingual/ELL students) have had little preparation either in teacher education or through professional development to equip them to teach effectively in contexts where linguistic and cultural diversity is the norm.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The New Country is an example of identity texts.

“The New Country is an example of what we have termed identity texts (Cummins & Early, 2011).”

• cites Cummins & Early, 2011Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S4 (based).

When students share identity texts with multiple audiences, they are likely to receive positive feedback and affirmation of self in interaction with these audiences.

“When students share identity texts with multiple audiences (peers, teachers, parents, grandparents, partner classes, the media), they are likely to receive positive feedback and affirmation of self in interaction with these audiences.”

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

Until recently, it was a common practice in Canadian schools to advise parents of bilingual/ELL students to use English in the home if they wanted their children to succeed academically.

“For example, until recently it was a common practice in Canadian schools to advise parents of bilingual/ELL students to use English in the home if they wanted their children to succeed academically.”

• AssumptionRests on an assumption: No empirical evidence supported the practice of advising parents of bilingual/ELL students to use English in the home.

Probably not a substantial claim: may not pass S4 (based). May combine two claims.

Print access and literacy engagement are two sides of the same coin: without abundant access to books and printed materials in home or school, children are unlikely to engage actively with literacy.

“Print access and literacy engagement are two sides of the same coin-without abundant access to books and printed materials in home or school, children are unlikely to engage actively with literacy.”

Probably not a substantial claim: may not pass S2 (checkable).

Instructional practices that construct diversity as a resource and affirm bilingual/ELL students' linguistic and personal identities are repudiating the implicit devaluation of identity in the school and wider society.

“Thus, instructional practices that construct diversity as a resource and affirm bilingual/ELL students' linguistic and personal identities (e.g., the creation and web-publication of dual language books) are repudiating the implicit devaluation of identity in the school and wider society.”

Probably not a substantial claim: may not pass S4 (based).

This holds true for students from both minority and majority language backgrounds in various kinds of bilingual programs and in a wide variety of sociolinguistic contexts.

“This holds true for students from both minority and majority language backgrounds in various kinds of bilingual programs and in a wide variety of sociolinguistic contexts.”

Probably not a substantial claim: may not pass S4 (based).

The construct of identity is absent from most discussions of school improvement.

“The construct of identity is also absent from most discussions of school improvement.”

May combine two claims.

The extended trajectory for development of academic language proficiency derives from the complexity of academic language and from ELLs catching up to a moving target of native speakers whose skills increase progressively.

“The extended trajectory for the development of academic language proficiency derives from two sources: (a) the complexity of academic language, and (b) the fact that English language learners are attempting to catch up to a moving target, namely, native-speakers of English whose academic language and literacy skills are increasing progressively from one grade level to the next.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The topic they chose connected directly with their lives as immigrants to a new country.

“The topic they chose connected directly with their lives as immigrants to a new country.”

Probably not a substantial claim: may not pass S4 (based).

Literacy engagement is enhanced when instruction affirms students' academic, linguistic, and cultural identities by enabling them to showcase their literary accomplishments in both L1 and L2.

“• instruction affirms students' academic, linguistic, and cultural identities by enabling them to showcase their literary accomplishments in both L1 and L2;”

Classified as probably not a substantial claim.

The theoretical constructs proposed since the late 1970s fall into three broad categories: bilingual development, the nature of language proficiency, and societal power relations and identity negotiation in schools.

“The theoretical constructs I (Cummins) have proposed since the late 1970s fall into three broad categories: (a) bilingual development, (b) the nature of language proficiency, and (c) societal power relations and identity negotiation in schools.”

Classified as probably not a substantial claim.

These constructs form a deep structure underlying the Literacy Engagement framework.

“These constructs form a deep structure underlying the Literacy Engagement framework (Figure 1) (Cummins & Early, 2011), which attempts to capture the core knowledge base relevant to effective instruction for bilingual/ELL students.”

• cites Cummins & Early, 2011Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Classified as probably not a substantial claim. May combine two claims.

Two thresholds of proficiency are needed: to avoid negative consequences of instruction through a weaker language, and to experience enhancement of cognitive and linguistic functioning from knowledge of two or more languages.

“Specifically, I proposed two thresholds of proficiency that students needed to attain (a) to avoid the potential negative consequences of instruction through a weaker language, and (b) to experience the enhancement of cognitive and linguistic functioning that knowledge of two or more languages confers on the developing child.”

Classified as probably not a substantial claim.

The framework specifies four broad instructional dimensions that are critical to enabling all students, particularly those from socially marginalized groups, to engage actively with literacy from an early stage of schooling.

“The framework specifies four broad instructional dimensions that are critical to enabling all students (and particularly those from socially marginalized groups) to engage actively with literacy from an early stage of their schooling.”

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

This example illustrates how the distinctions captured in the Literacy Engagement framework are frequently fused in classroom practice.

“This example illustrates how the distinctions captured in the Literacy Engagement framework are frequently fused in classroom practice.”

Probably not a substantial claim: may not pass S1 (asserted).

The level of bilingual proficiency that students attain mediates the effects of bilingualism on their cognitive and academic development.

“I hypothesized that the level of bilingual proficiency that students attained mediated the effects of bilingualism on their cognitive and academic development (Cummins, 1976(Cummins, , 2000)).”

• cites Cummins, 1976Not checked — no full text of the source
• cites Cummins, 2000Not checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

There has been minimal acknowledgement that bilingual/ELL students' L1 has any role to play in promoting overall academic growth.

“Similarly, there has been minimal acknowledgement that bilingual/ELL students' L1 has any role to play in promoting overall academic growth.”

May combine two claims.

When teachers open up the instructional space to connect curriculum to students' lives and affirm their identities, students' academic engagement increases and performance in English becomes more accomplished.

“When teachers open up the instructional space to connect curriculum to students' lives and affirm their identities, students' academic engagement increases and performance in English becomes more accomplished.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The student was reluctant to use her Urdu language and literacy skills because she wanted to fit in, which she saw as requiring erasure of her language.

“I believe that she was reluctant to use her Urdu language and literacy skills with me because she wanted so desperately to fit in with everyone at school, and fitting in, as she saw it, meant actively engaging in the erasure of her language.”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

The Literacy Engagement framework accurately and coherently reflects the empirical evidence relating to the academic development of bilingual/ELL students.

“Our claim with respect to the framework is that it accurately and coherently reflects the empirical evidence relating to the academic development of bilingual/ELL students.”

Probably not a substantial claim: may not pass S4 (based).

The relationship between literacy engagement and literacy attainment reflects the nature of academic language, which is found primarily in classrooms and printed text.

“This relationship, in turn, reflects the nature of academic language which is found primarily in two places: classrooms and printed text.”

• AssumptionRests on an assumption: Academic language is found primarily in classrooms and printed text.

Probably not a substantial claim: may not pass S4 (based).

The framework accounts for the demonstrated relationship between literacy engagement and literacy attainment.

“It accounts for the demonstrated relationship between literacy engagement and literacy attainment.”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

Current policies and teacher education programs are inadequate to the extent that they fail to take account of the data supporting the central role that literacy engagement and identity affirmation play in supporting student achievement.

“Part of our claim is that current policies and teacher education programs are inadequate to the extent that they fail to take account of the data supporting the central role that literacy engagement and identity affirmation play in supporting student achievement.”

• AssumptionRests on an assumption: Academic language is found primarily in classrooms and printed text.

Probably not a substantial claim: may not pass S3 (load-bearing).

The student's deteriorating Urdu skills were symbolic of the undermining of her Pakistani identity.

“This learner's deteriorating Urdu skills were symbolic of the undermining of her Pakistani identity.”

May combine two claims.

Creating digital texts offered students a virtual space to negotiate understanding of their migration experience and to construct themselves as emerging experts in that world.

“Creating these digital texts offered students a virtual space in which to negotiate understanding of their migration experience and to construct themselves as emerging experts in that world.”

Probably not a substantial claim: may not pass S4 (based). May combine two claims.

Literacy engagement and identity affirmation have been largely omitted from current policies designed to increase educational effectiveness and are absent from consideration within many teacher education programs across Canada and internationally.

“The framework highlights two dimensions-literacy engagement and identity affirmation that have been largely omitted from current policies designed to increase educational effectiveness.These dimensions are also absent from consideration within many teacher education programs across Canada and internationally.”

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing), S4 (based).

By connecting to students' lives and building on the funds of knowledge they bring to school, educators can get a more accurate sense of their students' past and potential accomplishments.

“By actively taking steps to connect to students' lives and build on the “funds of knowledge” they bring to school, educators can get a more accurate sense of their students' past and potential accomplishments.”

• AssumptionRests on an assumption: Insufficient attention is paid in educational policies to the intersections of identity and academic achievement in schools.

May combine two claims.

Students' L1 can play a significant role in scaffolding the development of English academic skills and extending their awareness of language and literacy.

“We have attempted to illustrate how students' L1 can play a significant role in scaffolding the development of English academic skills and extending their awareness of language and literacy.”

Classified as probably not a substantial claim.

Asad's process of story writing demonstrated that literacy is not a neutral tool with universal applications.

“His process of story writing demonstrated that literacy is not a neutral tool with universal applications (as implied by provincial standardized tests).”

Probably not a substantial claim: may not pass S4 (based). May combine two claims.

There is active pressure on newcomer students to assimilate into mainstream society and become like their perception of 'everybody else', and this often results in erasure of their beliefs, language, culture, traditions, and identity.

“Educators should be aware that there is active pressure on newcomer students to assimilate into mainstream society and to become just like their perception of “everybody else”.It is not something to be ignored or taken lightly, as it often results in the erasure of students' beliefs, language, culture, traditions in essence, their identity.”

• AssumptionRests on an assumption: Insufficient attention is paid in educational policies to the intersections of identity and academic achievement in schools.

Probably not a substantial claim: may not pass S2 (checkable).

Teachers have the power to choose instructional strategies that challenge the implicit devaluation of students' language, cultures, and identities in the school and wider society.

“Finally, we have examined how teachers have the power to choose instructional strategies that challenge the implicit devaluation of students' language, cultures, and identities in the school and wider society.”

Classified as probably not a substantial claim.

The process and final product of Asad's story writing raise complex issues that are as much ethical as pedagogical related to the implementation of the Literacy Engagement framework.

“The process and final product of Asad's story writing raise complex issues that are as much ethical as pedagogical related to the implementation of the Literacy Engagement framework (Stille, 2011).”

• cites Stille, 2011 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

Asad's story juxtaposed images of weapons with images of public parks where children play, revealing an emerging sense of consciousness about his existential realities.

“He juxtaposed images of weapons with images of public parks where children play, revealing an emerging sense of consciousness about his existential realities.”