Daniel Boone Area School District English as a Second Language (ESL) Program
Important Terminology English Language Learner (ELL) - a child whose native language is not English, from an environment where a language other than English is dominant Limited English Proficient (LEP) - a child whose native language is other than English and whose skills in speaking, reading, writing or understanding the English language impact the opportunity to learn successfully in the classroom
Important Terminology PHLOTE - a student whose primary home language is other than English BICS - Basic Interpersonal Communication Skills - required for verbal face-to-face communication - combination of verbal and nonverbal CALP - Cognitive Academic Language Proficiency - the language ability required for academic achievement
Program Goals and Objectives must be aligned with PA Academic Standards in Reading, Writing, Listening, and Speaking also aligned with TESOL (Teachers of English to Speakers of Other Languages) standards Goal 1: Students will use English to communicate in social settings Goal 2: Students will use English to achieve academically in all content areas Goal 3: Students will use English in socially and culturally appropriate ways
Program Development all public schools and charter schools in PA must provide a program for every student who is limited English proficient (LEP) or an English language learner (ELL) must include appropriate ESL (LEP) or bilingual-bicultural instruction
Program Development Identifying LEP students Administer Home Language Survey File results in cumulative files Assess English language proficiency of potential ELLs Assessment and Placement of ELLs Assess for instructional needs Place students in appropriate ESL/LEP program Assess for proficiency level advancement or program exit
Home Language Survey a HLS must be placed in each student’s cumulative folder 3 attempts must be made by district to obtain HLS part of new student registration process must include at least three questions 1. What was the first language your child learned to speak? 2. Does your child speak any language other than English? 3. What language(s) is/are spoken most often in your home?
Program Development Implementation train staff provide quality instruction using educationally sound program develop English language skills and meaningful participation in subject areas inform parents of program options and school activities Evaluation periodic evaluation of program effectiveness identify and address program deficiencies make improvements
Assessment Identify potential LEP students and their proficiency levels using IDEA Proficiency Test (IPT) - age- appropriate oral, reading, and writing skill assessment Place students in appropriate level of instruction based on results from IPT, teacher recommendations, previous achievement, etc. Pre/Post assess annually using the Stanford English Language Proficiency (SELP) Test to determine progress and participation in the ESL instructional program
Assessment Monitor student’s progress during placement in ESL program If a student experiences difficulty in regular classroom, he/she will be assessed again Alter instruction according to each student’s needs Determine when ESL instruction is no longer necessary based on SELP, teacher recommendations, previous achievement, etc. Monitor student’s progress for 2 years after exiting the ESL program
Proficiency Levels Pre-conversational do not produce English language understand language that has been made comprehensible Beginning have small active vocabulary speak in one- or two-word sentences
Proficiency Levels Intermediate noticeable increase in listening comprehension tries to speak in short phrases begins to use social language in class exhibits early English academic skills
Proficiency Levels Advanced understands what is said in class expresses ideas comprehensibly in speaking and writing able to read most grade level material takes the longest to achieve - may take 7 - 10 years; broad continuum of language acquisition
Effective Strategies for Communicating with LEP students adapt activities build lesson background comprehensible and simple language graphic organizers interaction with peers journal labels native language respect Ells’ “silent period” realia survival skills allow time for LEP students to adjust to environment use community resources visuals warm welcome - integrate culture of ELLs be aware of xenophobic behaviors use lots of yes/no questions with beginning ELLs
Thanks very much for all your cooperation and support of Daniel Boone Area School District’s English as a Second Language program!!!!