1. English as a Second Language
Presented by:
Marnee Dobrowsky
Introductory Page

2. Overview Topic: ESL Program Review and Development for Adult Educators
Audience: Regular classroom teachers, administrators, specialty area teachers, and counselors, parents
Purpose: *To acquire knowledge and determine teaching methods for the culturally diverse student and
classroom environment. To collaborate with peers and extend the learning theories into the
classroom. This overview will allow for a better understanding on how to integrate a variety of
activities and content lessons into the curriculum, become familiar with state mandates and TESOL
standards, and implement several teaching techniques into a diverse classroom.
Topics: *What is English as a Second Language Overview (Terminology)
*Identification Procedures for ESL Students
* Placement of ESL Students (W-APT Evaluations/WIDA ACCESS TESTS)
*Implementing the Program (Expectations of Teachers)
*Techniques, Materials, and Accommodations
*Ways to collaborate and how to integrate ESL and Content
*Exiting and Monitoring the ESL student

3. What is English as a Second Language?
ESL or ELL may stand for English as Second Language or English Language Learners
Students that have a primary language other than English can be serviced in all states
This is available in all grade levels, K-12.

4. Concerns for the ESL Teacher
*Scheduling
*Meeting the needs of all students
*Loss of ownership
*Assessing student learning
*Extra planning for multi-level groups and curriculum
Primarily try to schedule students based on proficiency levels and mainly taken out of language arts, English, or foreign language classes.

5. Concerns for the Classroom Teacher
*Turf
*Stress
*Extra preparation
*Grading procedures and what to grade
*Meeting the needs of the ESL student in the mainstream classroom
*Rigidity of scheduling
ESL curriculum is separate from mainstream curriculum. We work with the teachers to explain modifications and grading procedures. We try to accommodate all schedules to work for the students and the teachers.

6. Identifying ESL Students
All students must bring back
a completed home language
survey to be viewed for
possible evaluation.
The home language survey MUST illustrate that another language other than English is the predominate language used by the child and the family. Upon review of the home language survey, an IDEA English Proficiency Test will be administered by an ESL teacher to determine if the student qualifies for the program and what the level of English proficiency is according to the speaking, reading, and writing skills of the student.

7. Placement of ESL Students
W-APT WIDA Placement Evaluations
Levels of abilities
Time and grouping of students
Try to ideally replace Language Arts or Foreign Language classes
After determining proficiency of Reading, Writing, Speaking, and Listening skills, placement will occur.
Students serviced in an ESL program are given the WIDA ACCESS yearly to determine proficiency levels and progress towards exiting
The students are primarily placed into the program in a timely manner and are grouped with students of similar language proficiencies and grade levels. In the elementary grades, ESL should replace a portion or all of reading or a language art class. In the secondary grades, ESL should replace the English or Reading classes as a credited course.

8. Implementing the ESL Program
Creating schedules
Choosing ESL curriculum
Choosing grade level curriculum
Collaborating with content area teachers
Collaborating with administration

9. Bringing the Expertise Together
Mainstream
> Content Knowledge
> Availability of a variety of learning materials
> Class management Techniques
ESL Teacher
> Strategies for differentiation
> Cultural knowledge
> Language Acquisition Theory
> Learning expectations
Together, both the mainstream classroom teacher and ESL teacher can review the content area skills to be learned and work together to accommodate the students in both the mainstream and ESL classroom. The ESL curriculum is written and developed around the NCLB guidelines and state national standards. The only difference is we deliver these standards through student proficiency levels of adhering to student needs of beginning, intermediate, and advanced working experiences.

10. Levels of English Proficiency
Entering: Knows minimal social and academic language with visual
support
Beginning: Knows and uses some social English and some general
academic language with visual support
Developing: Knows and uses social English and some specific
Expanding: Knows and uses social English and some technical
academic language
Bridging: Knows and uses social and academic language working
with grade level materials and core content
Reaching: Knows and uses social and academic language at grade
level to the fullest potential
NOTE: Students at a Bridging or Reaching level are usually fully
functioning in all academic areas in regular classroom settings
and have, or are about to exit the ESL program.

11. Teaching Strategies READING -Organized in content-based thematic units
-Multilevel reading groups
(Leveled Readers)
-Whole language with phonics
components
WRITING
-Teach the writing process -Use journal responses
-Use language experience
Approach
-Combine drawing and writing
These strategies will prove very beneficial to student learning and comprehension. The more modeling and exposure to realistic and familiar experiences the ESL student can get, the easier it will be for the student to relate and identify with the learning processes.

12. Assessment in Collaborative Settings
TESTING OPTIONS
Performance rather than score based
Word banks, for open-ended, cloze, and multiple choice
Teacher modified tests
Multiple test forms
“Think Aloud” reflections
GRADING OPTIONS
Double Grading (ESL and Mainstream
Portfolio Assessments
Rubrics
Performance Checklists
Oral, rather than pencil and paper tasks
Observation checklists
Add word bank choices for matching, multiple choice, and open-ended assessments. Modify tests and assignments by choosing which items should be completed and giving credit for the “actual” response related to the answers and not so much the grammar and conventions of writing. Cooperative learning and allowing the students to think aloud orally to discuss or reinforce their assignments can also prove beneficial. Create short observation checklists or student review logs to keep track of what the students already actually know and what areas they will need more attention. Grading can be done several ways. Both the mainstream and ESL teacher can submit separate grades for their classes, or if there is not enough evidence in the mainstream classroom, both teachers may combine and average the grades to develop one grade. For limited proficiencies, a grade of Pass or Fail will also be adequate until more basic English skills are acquired.

13. Techniques to Accommodate ESL Students
Review packets and Book
Allow for extended time
Modify tests and assignments ( **See Case Studies)
Grading procedures
Authentic ways of assessment
Modeling/Variety of activities
Interactive Websites (Hand-out)
Continuous use of modeling, rephrasing, and trying different and more authentic learning strategies and techniques. 1.) Use the language experience approach- students choose own reading and the teacher facilitates the questions, demonstrations, and information. The students create their story based on common experiences and the teacher records the story as the student creates it. The dictated story can be used for teaching skills such as capitalization, punctuation, vocabulary, and grammar. Reading is best facilitated when it stems from what the students already have knowledge. 2.) Pattern Writing- will allow learners to link new and old information and get additional practice in using new structures and words. Students experiment with new words within a sentence frame already familiar to them. Make it more challenging by substituting more words and descriptions. 3.) Cognitive development approach- Use higher level thinking activities involving information processing, memory, comparisons, and language development. 4.) Directed Reading- directs the students to make explicit connections between print and meaning by responding to questions as they read only “segments” of the text. Segment and divide text to predict and ask questions to help comprehension. (Read 1st segments of text and compare to original, read 2nd segment and respond to more questions and predictions. After reading whole text, discuss overall reactions.)

14. The weather forecast called for warm temperatures
Evaluation Example (Vocabulary Strips)
NOUN
FORECAST
The weather forecast called for warm temperatures
and sunny skies.
One example of authentic assessment. Vocabulary using technology, instead of paper and pencil recordings. (Create a slide show)

15. Curriculum Implementation
Explain TESOL vs. PA state standards.

16. TESOL’s Goals and Standards for PreK-12 Students
Goal One: To use English to communicate in social settings
*Participate in social interactions
*Personal expression-spoken and written
*Use appropriate learning strategies and styles

17. TESOL’s Goals and Standards for PreK-12 Students
Goal Two: To use English to achieve academically in all content
areas of instruction
*Interact in the classroom
*Obtain, process, construct, and provide subject matter information
in spoken and written forms
*Use grade level and appropriate learning strategies

18. TESOL’s Goals and Standards for PreK-12 Students
Goal Three: To use English in socially and culturally appropriate ways
*Use appropriate language variety, register, and genre according to setting,
audience, and purpose
*Use appropriate nonverbal communication for audience, purpose, and
setting.
*Use appropriate learning strategies to extend sociolinguistic and socialcultural
competence
TESOL STANDARDS CAN BE FOUND AT:
Click on the above website for further information.

19. Collaboration with Staff and Parents
Communication Logs
Conduct ESL staff development
Parent involvement
Open communication with administrators
Report cards and progress reports
Work together on goals and objectives
Developed new elementary ESL progress reports for grading and secondary grades are recorded as a credited ESL English class and are recorded into the electronic grading system.

20. UNDERSTANDING BICS AND CALPS
“BICS”- Basic Interpersonal Communication Skills
Conversational fluency
Functional level after about two years
“CALPS”- Cognitive Academic Language Proficiency
Grade appropriate academic fluency in second language
At least five years to be functional with native speakers in content area
Failure to account BICS/CALPS---
Result in discriminatory assessments of bilingual students
Premature exit from language support programs to mainstream classes
For further understanding and explanation of this important topic go to:
This site gives a simple and detailed meaning of the BICS and CALPS.

21. Materials Hands-on manipulatives Use of technology
Models, designs, and examples
Relate to real experiences
Phonics
Hampton-Brown or Scott Foresman core themed curriculum
Supplement materials
Vocabulary
Graphic Organizers
Rubrics
Authentic Assessments
The core curriculum we use focuses on the Hampton-Brown and Scott Foresman series. This curriculum is designed for English Language Learners of students in grades k-12 and covers all academic content areas based on NCLB and national standards. We also use many learning strategies and supplemental materials based on the individual needs of the students.

22. Exiting ESL Students (BEC Circular)
Proficiency and passing score of a Level C WIDA ACCESS state exam
Demonstrates Reading, Writing, Speaking, Listening proficiency in mainstream classes
Maintains adequate grades in content area subjects
Conferences with teachers, parents, administration
Score of Basic or above on PSSA exams
Exits into mainstream classroom with monitoring
Procedures for exiting an ESL student

23. Monitoring ESL Students
Monitoring forms for elementary and secondary
Obtain grades and progress for each nine weeks from content area teachers in each subject
Adequate content area grades
Standardized tests
Contact with student, counselors, and teachers
Score of Basic or Proficient on PSSA exams
Students are monitored for two years in the mainstream classroom after exiting the ESL program. Teacher observation forms are given to the classroom teachers for review each nine week grading period. The students must maintain adequate and passing grades for these two years for completion of the program.

24. Benefits for ESL and Mainstream Teachers
Support
Collaboration
Team Work
Professional Growth and development
Sharing responsibility
Students learn from two experts
Meeting the diversity of all student learning needs
Evidence of student progress and growth

25. Bibliography
Ariza, E., Morales-Jones, C., Yahya, N., & Zanuddin, H. (2002). Fundamentals of Teaching English to
Speakers of Other Languages in K-12 Mainstream Classrooms. Dubuque: Kendall/Hunt Publishing.
Brockett, R. & Merriam, S. (1997). The Profession and Practice of Adult Education. San Francisco:
Jossey-Bass.
Educating Students with Limited English Proficiency (LEP) and English Language Learners (ELL).
(2001). (n.a.) Retrieved from
O’Malley, J.M., & Pierce, L.V. (1996). Authentic Assessment for English Language Learners: Practical
Approaches for Teachers. Cleveland: Addison Wesley Publishing.
Ovando, J. Collier, V. P. & Combs, M. C. (2003). Bilingual and ESL Classrooms: Teaching in Multicultural Contexts. McGraw-Hill Publishing.
TIP-Theories. (n.d.) Retrieved on November 10, 2005 from
If there are any further questions or comments regarding this information you may contact me at: