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Welcome Letter (English) | Welcome Letter (Spanish) | Mission Statement | ESL Curriculum and Philosophy | Role of the ESL Teacher | ESL Suggestions for Classroom Teachers | ESL Newsletter | Web Resources

 

MISSION STATEMENT

The primary goal of T/E's ESL program is to increase the proficiency levels of second language students in the skill areas of listening, speaking, reading, and writing so that they may acquire the academic language necessary to function comfortably in an American classroom. Through the ESL program the teachers also encourage the students' awareness of American customs and culture and, working with the principal, the guidance counselor, other specialists and aides, act as a liaison between school and home. Recognizing the diversity of T/E students, ESL teachers believe that it is important to foster their students' participation in American society while preserving the individual young person's language and culture.

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ESL CURRICULUM AND PHILOSOPHY

The Tredyffrin/Easttown School District’s ESL curriculum is based on sound theory using the best practices in second language acquisition strategies. The foundation of the language arts curriculum is based on the Houghton Mifflin reading series that has been adopted by the district as the primary reading program for the elementary school program. We have chosen Houghton Mifflin’s Handbook for English Language Learners as the series that will provide our ELL’s the skills they will need once they enter the mainstream program.

Following is the philosophy that has provided us with the reasons for adopting this program.

The Challenge Faced by Teachers

Teachers face a challenge of bringing all students, including English language learners, to high levels of literacy. The task is made difficult by several factors. One is the sheer complexity of learning to write and read in a language one does not yet understand. In many situations teaching reading in the native language is not an option, so teachers of English language learners must confront the dual challenge of helping children learn to read and write English while learning to speak and understand it.

Research with English learners suggests that they need high-quality, direct instruction from the start. That includes authentic encounters with written texts that focus in meaning and communication. But they also need explicit teaching and guidance in those aspects of English oral and written language with which they might not be familiar – word identification skills, vocabulary and idiomatic expressions, syntax, and English spelling patterns and the sounds represented by English spellings. Such instruction will prevent English language learners from falling farther and farther behind their mainstream peers.

Testing, Placement, and Teaching

Tredyffrin/Easttown School District has chosen the Idea Proficiency Test as the means to identifying and placing students in the program.

Knowing the profile of the English language learner will be helpful in teaching the ELLs.

Here is a profile provided by the series we have chosen:

 

Type of ELL

Description

Approach

Sole speaker of a foreign language at the school

Assessing the primary language skills or teaching in the primary language is not an option.

Teachers will need to adapt their teaching style using "sheltered" techniques to make lessons more accessible. (Echevarria & Graves, 1998)

Student who is literate and well-educated in home language but has been in the U.S. a relatively short time.

This student is certain to have skills and understanding that will facilitate English language development an English literacy.

Maintaining and drawing upon the student’s native language literacy competencies is likely to promote the student’s academic development.

Student who was born in the U.S. and hears English and another language at home.

Some students in this group may need much encouragement to achieve their potential.

As with most students, these learners will respond positively to a caring teacher who shows interest in their cultural background.

Non-English-speaking beginner reader

Young child in an "English immersion" class where beginning reading skills are being taught.

Studies have suggested that non-English –speaking children can learn beginning reading skills as well as or almost as well as their native English –speaking peers. (Geva, Mack, Merbaum, Lam, & Wade-Woolley, 1998; Siegel, 1999)

How Students Acquire a Second Language

Teachers often observe that it does not take long for English language learners to gain the everyday language needed to communicate with peers at recess or in the lunchroom. Most students gain this kind of proficiency in about two years. However, students may require five years or more to learn the academic language necessary to keep up with the demands of school (Cummins, 1979; Collier,1989).

Researched Based Guidelines for Instruction

  1. Provide explicit instruction in the structure of English (August and Hakuta, 1997; Goldenberg, 1994)

  2. Build students’ background knowledge for texts to be read (Garcia& Pearson, 1995)

  3. Build students’ English vocabulary. (Garcia, 1991,1996; Saville-Troika, 1984)

  4. Provide frequent opportunities for discussion and encouragement elaborated responses about lesson concepts. (Echevarria, 1995, Vogt, & short, 2000;Goldenberg, 1992-1993; Ramirez, Yuen, Ramey,&Pasta, 1991; Saunders & Goldenberg, 1999,2002)

  5. If students are already literate in another language, encourage them to transfer existing strategies to English. (Jimenez, et. Al, 1995,1996; Nagy, et.al, 1993)

  6. Provide comprehensible input, which means that you will include speech appropriate for the student’s proficiency level as well as give clear explanations of academic tasks. (Krashen, 1985; Echevarria, Vogt, & Short, 2000)

  7. Regularly assess and monitor student progress (Echevarria, Vogt, & Short, 2000; McLaughlin & Vogt, 1996; O’Malley & Pierce, 1996; Valencia, Hiebert, & Afflerbach, 1994)

  8. Encourage wide and free reading in English for language and literacy development. (Elley & Mangubhai, 1983)

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THE ROLE OF THE ESL TEACHER

Consistent with state and federal laws, Tredyffrin/Easttown's English as a Second Language Program strives to meet the special needs of students whose primary language is not English. The goal of the program is to increase the proficiency levels of English Language Learners in the skill areas of listening, speaking, reading, and writing through daily interaction with their ESL teacher who serves as their primary Language Arts instructor.

The ESL teacher not only teaches the language, but also provides social and emotional support for the students. The teacher can also provide support for students' families while they adjust to life in America. Providing opportunities for acculturation and socialization are important aspects of the ESL teacher's role. The teacher often acts as a student advocate in the school community. The ESL teacher fosters academic achievement, social growth and acceptance, self-confidence and self-worth, while developing language proficiency.

Furthermore, the ESL teacher acts as a liaison between the student and other teachers and staff members and between the school and the student's family. This connection can be vital when the student or family is isolated due to cultural differences or language barriers. Supplemental to this, the ESL teacher provides feedback to the student through timely evaluations.

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ESL SUGGESTIONS FOR CLASSROOM TEACHERS

Here are some suggestions that you might find helpful as you begin working with these special students:

  • Speak slowly and clearly, not loudly.
  • Use short, simple sentences and explain idioms.
  • Use non-verbal gestures, pictures, diagrams, eye contact, and body language.
  • Use paraphrases rather than exact word repetition.
  • Check to see if the student shows comprehension. Ask them to rephrase the question. Do not rely on head nods or a simple "yes."
  • Second language learning for children depends upon socialization, not on intelligence.
  • Assign and rotate a classroom buddy.
  • Privately encourage them to share their experiences with the class.
  • Seat the child so he/she can observe the actions of the teacher and fellow classmates. Assign a classroom buddy.
  • Have classmates or adult volunteers read aloud to them using books with colorful illustrations and repetitive story structure.
  • Utilize a picture dictionary. Utilize our CD Roms (First 1000 Words, Rosetta Stone) and books on tape.
  • Use well illustrated magazines and catalogues for creating a dictionary.
  • Ask questions that may be answered in a single word or phrase.
  • When teachers are using overhead transparencies, it would be helpful for the ESL student to have a hard copy.
  • For note taking during lectures, filmstrips, and movies, let ESL students attempt the task but reinforce with teacher-generated outlines or those of a competent student.
  • Have movies or videos available for second viewing.
  • Encourage reading aloud in small groups for reinforcement of content. Students may not be ready to read aloud to the class but will do it more readily in a small peer group.
  • Give homework but be sure the directions are clear and that the work is within the ability level of the student. Remember that the student may not have adequate help at home.
  • Adjust quantity of assignments.

DIRECTIONS
  • Condense lengthy directions.
  • Alert students when you are about to give them directions. You may use eye contact, or a gentle touch, or some other physical system. Precede the contact with a verbal, "This is important. I'll give you directions now."

ASSIGNMENTS
  • Students will do well to have a checklist system which they develop themselves. Let them use whatever means is best for each person; a native language, drawings, any device which helps them remember assignments and/or materials.
  • Give students textbooks and other equipment even if you feel they may not be completely capable of their use.
  • Be sure students date their work. It is essential for them to see their own progress.
  • For long term assignments, post a class calendar.
  • Assist students when correcting their own work since they may not have enough English to see their errors.
  • Modify assignments for ESL students and allow more than the usual time.
  • Whenever possible discuss the level of work with students themselves to be sure they and you agree that the work you assign is within their ability level. Feel free to include the ESL teacher on this conferencing.

WRITING
  • Try journals and other process writing activities.
  • Keep student portfolio of dated writing samples to chronicle progress. Isolate one type of error i.e., caps. Or 3rd person singular, for correction and have students revise for that correction.

ORAL REPORTS
  • Limit the length of presentations.
  • Help students devise visuals (ex: handouts, board notes and power points) to aid in their oral presentation.
  • Urge students to organize through the use of outlines or notes. Teach note taking. Don't assume it is a know skill.

ENJOY THE STUDENTS. THEY HAVE MUCH TO CONTRIBUTE!

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ESL PROGRAM COMMUNITY INVOLVEMENT

The ESL Program taps into community resources as well as provides the community with many opportunities to share their ideas on program enhancement and evaluation. The topic of ESL has been discussed at the Board Education Committee as well as the District’s Diversity Committee. Volunteer Services has also compiled a list of community volunteers who are available for translation services as well as regular assistance to the ESL teachers. An ESL Open House Gathering is held annually for all ELLs (English Language Learners), their families, community members, school board, and school/district administrators.

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WEB RESOURCES

Resources for Teachers

Resources for Parents

Resources for Students

Additional Information

 

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