Charlemagne

English as a Second Language

The initial step in the implementation and administration of the ESL

program is the establishment of an ESL Team that has two primary

functions, which are to set up and oversee:

1.the ESL Review Team

2. the ESL Student Teams

Provide support to the ESL specialist with implementing and providing the different types of ESL services now offered by DoDEA.

Consists of the School Administrator, ESL teachers, general education teachers and support service staff members such as counselors .

The ESL Review Team is responsible for

promoting an effective ESL

program.

Conducts the annual review of the ESL program for overall effectiveness and make recommendations for improvement. ESL Self-Study.

The administrator in collaboration with the ESL teacher determines the composition of the other review team members to complete the ESL Self-Study Guide.

Ensuring that systematic procedures and safeguards are in place.

Reviewing the ESL program and recommending needed changes.

The primary responsibility of each ESL Student Team

is to make educational decisions regarding

individual ESL student services.

Identifying individual ESL student learning needs.

Determining program eligibility. Monitoring individual student language acquisition and academic achievement.

Making appropriate instructional recommendations.

ESL teacher General education teachers Administrator Parent Student Other specialists as needed

NO Whenever the ESL teacher walks around with a pad and stops and

talks with teachers about one of our ELLs, this will be documented and

recorded as an informal communication and it is acceptable

for the review of the program.

Focuses on making sound educational decisions for a specific ELL.

Membership is fluid.

Comprised of ESL teacher(s) and at least one of the student’s general education teacher(s).

A formal meeting is NOT required. Responsibilities include:

◦ Identifying individual ELLs learning needs. ◦ Determining program eligibility.◦ Monitoring individual student language acquisition

and academic achievement. ◦ Making appropriate instructional

recommendations.

If the ESL Student Team (ESL teacher(s) and general education teacher(s))

determines that the child's academic problems are influenced by another

language, the team may determine the child eligible for ESL services. The ESL

teacher notifies the parents of that determination, develops a program based

on the student's functional level of language, and obtains parental consent to

provide services.

The ESL program guide is our plan for what we do in ESL.

CALLA is the underlying belief system driving ESL. This focuses on what the teacher is able to get the student to do.

We use the Cognitive Academic Language Learning Approach (CALLA) model.

CALLA instruction integrates content-

area instruction with language development activities.

Provides specific and explicit instruction is given in reading, learning strategies, and discreet language skills.

The CALLA teaching model integrates three components of teaching.

◦ English Language Development◦ Subject Content Area Instruction◦ Explicit instruction on how to develop and

use personal learning strategies

Prism Model Collier & Thomas, 1997

CALLA's principal objectives are to assist students in:◦ Valuing their own prior knowledge and

cultural experiences, and relating this knowledge to academic learning in a new language and culture;

◦ Learning the content knowledge and the language skills that are most important for their future academic success;

CALLA was developed by Anna Uhl Chamot and J. Michael O'Malley, and is being implemented in approximately 30 school districts in the United States as well as in several other countries. For more information: auchamot@gwu.edu

The ESL program provides the ELL with full access to the curriculum through a continuum of service delivery options. The overall program goal is to increase the student’s English language skills so his/her academic performance is equivalent to native English-speakers of the same age and grade level. Placement and the type and level of ESL services may vary since their design depends on the individual student’s needs, parent request, and the recommendation of the team. ESL services may include in-class assistance, a pullout program, consultation, or a combination of different service delivery models.

- Identification or Referral for Assessment of needs (HLQ/ Teacher Referral)

- Evaluation of proficiency and progress (School personnel administers the DoDEA

approved language proficiency test and use other performance indicators to screen, place and exit students from the ESL Program)

Used to be called Home Language Survey - New Name

RevisedChild Centered

The Home Language Survey /Home Language Questionnaire provide schools with information for identification of linguistic needs of all students.

Changes made to the form include: ◦Additional questions about literacy skills

in the student’s first language◦Language used in previous schools◦Communication preferences between

school and familyParental consent to allow ELL screening

Placement in the ESL program and the type and level of ESL services may vary since the design is individualized based on multiple criteria including:

Proficiency test scores Informal proficiency observations Content knowledge and skills Records of previous schooling Information from student and parents Observation

ESL Teacher can’t make this determination ALONE. ESL Student Team must be involved in

this process.

The ESL Student Team determines the amount of time allotted for direct service, who will provide the instruction, and where the ELL will receive the instruction. These decisions are made on a case-by-case basis.

While the tests provide baseline data about oral/aural, reading, and writing skills, they are not designed to test

language learning aptitude, cognitive ability, or academic skills.

Students may score as fully English proficient (FEP) on an English

language proficiency test but still lack the academic language and

content skills necessary to do grade level work.

The purpose to measure proficiency and dominance is to gain a measure of the ELL language capabilities in both the native language and in English.

Language dominance and proficiency must address all 4 modalities: reading, writing, speaking and listening.

Vocabulary- Measures students receptive and expressive knowledge of words depicted in a picture book.

  Comprehension – Assesses student’s ability to

understand commands, concepts, story mood and basic facts. Assessment questions span a variety of BICS and CALP skills.

BICS – Basic interpersonal Communication Skills CALP – Cognitive Academic Language Proficiency

  Syntax – Measures the student’s use of correct syntax

and and basic grammar.

Verbal Expression – Measures both receptive and expressive oral language using descriptive statements and retelling ideas .

 

Vocabulary – Measures high frequency words, labels, descriptive terms, and action words.

  Vocabulary in Context – Sentence Completion.  Reading for Understanding – Measures reading for

comprehension, details, feelings, tones, cause and effect relationships, infer meaning.

  Reading for Life Skills – Measures student’s ability to apply

real life skills to real life materials such as a TV guide, map, index.

  Language usage – Tests student’s ability to discriminate and

select from a number of syntactic structures.   

 Conventions – Assesses student’s usage of the mechanics of writing conventions such as capitalization, punctuation, and abbreviations.

  Write a story – Assesses student’s writing

application. Students are shown two series of pictures and asked to write a short description about each picture.

  Write your own story – Assesses student’s writing

application. Students choose one of two story starters or pictures and write their own story narrative in response to it.

 

[1] National Organization, “Teachers of English to Speakers of Other Language.”

The definitions, developed by TESOL reflect both the phases of language acquisition as well as language learning levels. Keep in mind, language acquisition and learning is a continuum. A learner can have advanced speaking proficiency, but still be unable to read. Some students can read English while they are unable to carry on a conversation. The definitions offered give a general understanding of the functional levels of language.

ESL

The Super Highway of Content Standards

General Education Students General Education Students

On Ramp

ESL Stude

nts

Level

1

Level 2

Level 3

Lane of Accommodations and Modifications

Now we are deciding what the services for the ELL might look like.

It is not about LOCATION but about SERVICE.

Your role is not to teach the content concepts but to

teach the language the ELL needs to access the content

concepts.

• ESL Teacher consults with the general education teacher to identify content area objectives and support with instruction in English language development.

• Most collaboration is done with general education teachers of level 1 and level 2 students who need specialized instructional strategies and accommodations.

• ESL and general education teachers collaborate to monitor and evaluate ELL academic growth.

• Take time to collaborate between ESL and General Education Teacher.

• ESL Teacher provides the bridge between the content area language and the ELL’s ability to comprehend the content language and achieve content standards.

• Monitor ELL language acquisition progress and content area achievement; it changes rapidly.

Defined as changes in assessment administration and response format.

Not intended to alter what the test measures, but may influence the interpretation.

Intended to “level the playing field”.

Must not change the focus of what is being tested.

Intended to grant better access to the content of the assessment making language proficiency less of a factor.

Must be those the student generally uses during classroom instruction.

Decisions about accommodations are made by the ESL teacher, regular education teacher, parent and as appropriate the student.

Decisions about the type(s) of accommodations must be made on the basis of both the content and nature of the assessment and the characteristics of the student.

Generally, no more than two to three accommodations should be selected.

Linguistic Accommodations are designed to assist ESL students in understanding the language of the test.

 Linguistic Support Accommodations are designed to help the ESL student in understanding the language of the test by adjusting the environment in which the test is given such as the time of day, the surroundings, etc…

Linguistic Support◦Setting Can the student work independently?

Can the student complete the task with assistance or with one or more of the allowed accommodations?

Can the student complete the task if provided a separate location with minimal distractions?

Linguistic SupportTiming/Schedule

Can the student work continuously for 20-30 minute periods? If not, how long can the student work continuously?

Can the student complete the task if provided periodic breaks or other timing considerations?

Completed during the last quarter of the school year

Formal and informal language proficiency assessments are completed (Multiple pieces of information)

The ESL Student Team discusses progress and determines reclassification

The ultimate test of program effectiveness is the success

experienced by the students.

Non-English Proficient (NEP), level 1 and 2 students are eligible for accommodations or alternative assessment during system-wide assessments.

Limited English Proficient (LEP), level 3 students currently receiving accommodations in class are eligible for accommodations.

◦ LEP, level 3 students MUST take system-wide assessments with or without accommodations.

FEP, level 4 participates in system wide assessments

without accommodations.

The ESL Alternate Assessment is only authorized for the Terra Nova.

ESL Alternate Assessment measures the performance of level 1 and 2 students who are unable to participate in the system-wide assessment even when accommodations are provided due to language proficiency.

Amount of time a student has been in the ESL program is not part of the decision to exit a student from the ESL program.

Program exit is determined by student’s grade level academic achievement.

Based on:◦ Curriculum-imbedded assessments, diagnostic tests, and

formal and informal content specific achievement tests.◦ Language samples and language proficiency tests ◦ Teacher judgment ◦ Student portfolios ◦ Student observation logs and journals

The ESL teacher assesses the language proficiency of all ELLs eligible to receive ESL services during the last quarter of each year and presents findings to the student team (ESL and general education teacher(s) and other(s), as appropriate). Based on assessment results, teacher recommendations, and student work samples, the ESL student’s team will make program recommendations for the upcoming school year for each ELL.

Information for the Annual ESL Report will be collected electronically through the student information system during the last quarter of the school year. The date for the extraction will be sent to the schools through a memo from DoDEA Headquarters. The report will include information such as: the number of students in the ESL program, their level of English proficiency, the amount of time the student receives ESL services, and if the student participates in any other student support program (Gifted Education, Reading Recovery, READ 180, Special Education, etc.).

The ESL Review Team conducts an annual review to determine if the program is achieving the established goals. Program review includes student identification, assessment, instructional services, and monitoring student progress.

Pockets – Pre K – K (Oral Language Acquisition)◦ Interleaved Teacher’s Edition◦ Student Book, workbook◦ Audio CD Program, Video with Guide◦ Picture Cards, Posters, Mascot Puppet, Teacher’s

Bonus Pack

Backpack – Grades 1-4 (Oral, Reading, Writing Literacy skills)

- Teacher’s Edition- Student Book, Workbook- Audio CD Program- Posters, Picture Cards, DVD, CD Rom, Teacher’s Bonus

Pack

Shining Star Grades 6-12 (Language Acquisition & Content Area)◦ Interleaved Teacher’s Edition◦ Student Book, workbook◦ Audio CD Program◦ Teacher Resources, Assessments, CD Test

Generator, Transparencies

Visions – Newcomers/Grades 1-4 (Language Acquisition, Language Learning, Content Area )

- Teacher’s Edition, Picture Dictionary Lesson Planner- Student Book, Workbook, Student Picture Dictionary- Audio CD Program- Teacher resources, Assessments Student, Activity

Book

The Pre-Referral Process purpose is to investigate the underlying factors that may be causing the ELLs learning problems to determine if they are related to language acquisition or a learning disability.

ELL experiencing difficulty in ESL and General Ed classroom.

ESL and General Ed teachers implement Individualized Learning strategies.

If learning strategies are not effective, in-school intervention and support services are provided.

If student continues to experience difficulty, services are reevaluated and student progress is reassessed.

If difficulty persists student may be referred to CSC or other appropriate intervention services.

Pre-Referral Process for ELLs is characterized by problem solving that….◦ Identifies the nature of the problem, ◦ Generates alternative approaches to resolving the

problem,◦ Develops a plan,◦ Implements the action, and ◦ Evaluates the action.

Types of information to be gathered:◦ A comprehensive review of the ELLs academic

record◦ A complete family history◦ Information on the ELLs language dominance,

preferences, and proficiency◦ Information on the types of services, interventions

and strategies used by the ELL

Formal Referral of an ELL to the CSC◦ The CSC must include the ESL teacher◦ The learning problem is evident across settings

(school, home, and community)◦ The delays and difficulties are evident in both the

home language and in English

There is no one assessment instrument or procedure that will determine if an ELL has a learning disability.

No “test” is completely culturally fair.

All “tests” in English measure the ELLs English language skills not what the know or can do.

The most reliable and fair way to determine if an ELL has a learning disability is their response to

intervention.

Interdisciplinary collaboration between special education and ESL will help determine the extent of the need for both ESL and special education services.

DoDEA ESL and Content Area Standards

“Standards are the WHAT of education while curriculum and instruction are the HOW.”

Standards are for ALL students

• Students at risk for failure- ELLs, students with IEPs, and gifted students

• Classroom modifications and accommo-dations help students access the content standards

• Specialists provide a bridge to teachers and students enabling access to the content standards

Examples and Suggestions

ELA Reading Standard Gr 4E1c:1 The student reads and comprehends informational materials to develop understanding and expertise and produces written or oral work that restates or summarizes information.Oral or Written ReportsSummaries of references or articles used for reportGraphic organizers on references/articles

Pre-Assessment

Differentiated Instruction

Post-Assessment

“Some students access the content standards with the assistance of a specialist. . . These services provide an on-ramp for these students to access the superhighway of content standards.”

What can we do to make it flow harmoniously?

Glance at some of the changes in the ESL program that were implemented by DoDEA.

Refresher of important things to keep in mind when teaching an ELL.

Clarify questions about ESL Program

How hard can it really be?

Tuusin ang some ng lahat ng numero sa ibaba at kalkulahin ang promedyo.

14 18 27 25 33 22 16 13

Add up all the numbers below and calculate the average.

14 18 27 25 33 22 16 13

Yes, at the BICS level.

BasicInterpersonalCommunicationSkills

BICS, or social conversational fluency, is often developed within 2 years.

No, not at the CALP level.

CognitiveAcademicLanguageProficiency

CALP, grade-appropriate academic proficiency usually takes 5 – 7, or up to 10 years, to develop at the native speaker level.

“It is important for teachers to understand that ESL students may speak English quite fluently and confidently, yet, when faced with the demands of academic English, they can have considerable difficulties.”(http://www.eduweb.vic.gov.au/curriculumatwork/esl.es_masec.htm)

Instruction and support in an English as a Second Language (ESL) Program

A place to go to feel safe, to rest, to blow off steam = ESL classroom

Academic Instruction that they can comprehend

Access to literature at their reading level or in translation;

Assistance in understanding everything about the school community, about their class requirements and all options available to them;

Encouragement from teachers who will find something positive (even just ONE thing) about them, and try to hear what they cannot say;

Appreciation from adults for the sheer effort it takes to study in a second, third or even fourth language;

Simplified language use but not watered-down concepts.

Clear and reasonably slow teacher talk.

Printed out rubrics, assignment specifications, deadlines, etc.

Consistency, stability and understanding .

• Simplify your language, not the content.

• Give the ELL student more time to process the question and formulate an answer.

• Enunciate and speak slowly without speaking louder.

• Use alternative assessments:– Visual

– Performance-based or hands-on activities

– Presentations

• Remember, fluent conversation skills do not necessarily indicate academic

proficiency.• Write down “key words” as you speak.• Alternate difficult activities with easier

ones.• Use consistent formats for assignments,

worksheets, and tests.

• Make use of visual cues and graphic organizers.• Access prior knowledge.• Integrate the four language modes

(listening, speaking, reading, writing) into your class.

• Use visuals to reinforce auditory instruction.

• Establish regular routines.• Read aloud!

•Repeat, rephrase, and have students

paraphrase what you said.

•Seat ELL students purposefully.

•Make interdisciplinary connections.

•Adjust the amount of work or

performance standard to be reasonable.

Model rather than correct.

Keep checking for understanding. Some

cultures don’t allow a direct “No.”

Ask students to paraphrase what you

just said.

What do you want the students to know and

be able to do at the end of the unit? Is there an alternative assessment that will

demonstrate this? Does the activity require students to learn

new knowledge and skills? How are students made aware of what they

have learned and how they have learned it? What are the “pros” and “cons” of

this assessment for ELLs?

Venn Diagrams and Other Graphic Organizers

Projects and Other Performance Assessments

Portfolios/Binders

Invite an ESL Specialist into

your classroom.

Promote awareness that the ESL Program is more than just Direct Instruction.

Provide other services to ELLs like shadowing, co-teaching, collaboration in the regular classroom;

Require ELLs to take notes during regular classes, using the Cornell Notes format.

In the ESL Direct Instruction Classroom, provide time for ELLs to complete the Question/Cues column.

Require that ELLs use an agenda.

ELLs can often speak sociably, but not academically.

Just because ELLs can “read” (decipher words), they don’t necessarily comprehend what they’re pronouncing. They often don’t understand what they’re reading.

ELLs often think they have understood the requirements for an assignment, test, etc., only to find out that they had not understood what the teacher had told them. Put things in writing.

Each ELL is unique in his/her language aptitude, abilities, skills levels and understanding.

What works for one, might not work for another.

We can’t lump them all together in terms of modifications, accommodations, alternate assessments, or expectations.

4) Please DO NOT use: Jargon, idioms, subtle connections, unclear phrases, abstract ideas or culturally-bound allusions without appropriate explanations for the ELL.

5) Please USE: Modifications, accommodations,

differentiated instruction and alternate assessments as much

as possible with ELLs.

Yes!Especially if the ELL’s abilities in English are very limited and

s/he needs clarifications to understand the concept being studied.

But … if students are using another language to isolate themselves

socially and/or are not respecting the rules of your classroom, then it is not acceptable.

It is a matter of respect, politeness and awareness.

The goal is NOT to simplify the concepts taught

or to lower the expectations; rather,

the goal is to make academic language

comprehensible for ELLs.