Transcript ESL Program

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.

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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.
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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.
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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: [email protected]
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
 Revised
 Child Centered
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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 family
Parental 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.
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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.
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Verbal Expression – Measures both receptive and expressive
oral language using descriptive statements and retelling ideas .
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Vocabulary – Measures high frequency words, labels,
descriptive terms, and action words.
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Vocabulary in Context – Sentence Completion.
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Reading for Understanding – Measures reading for
comprehension, details, feelings, tones, cause and effect
relationships, infer meaning.
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Reading for Life Skills – Measures student’s ability to apply real
life skills to real life materials such as a TV guide, map, index.
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Language usage – Tests student’s ability to discriminate and
select from a number of syntactic structures.
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Conventions – Assesses student’s usage of the mechanics
of writing conventions such as capitalization, punctuation,
and abbreviations.
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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.
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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.”
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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
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.
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Not intended to alter what the test measures, but may
influence the interpretation.
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Intended to “level the playing field”.
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Must not change the focus of what is being tested.
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Intended to grant better access to the content of the
assessment making language proficiency less of a factor.
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Must be those the student generally uses during
classroom instruction.
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Decisions about accommodations are made by
the ESL teacher, regular education teacher,
parent and as appropriate the student.
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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.
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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.
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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…
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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 Support
 Timing/Schedule
Can the student work continuously for 2030 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.
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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.
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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.
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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
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Shining Star Grades 6-12 (Language
Acquisition & Content Area)
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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.
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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.
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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.
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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
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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 accommodations 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 4
E1c: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 Reports
Summaries
Pre-Assessment
Differentiated
Instruction
of references or articles used for
report
Graphic organizers on references/articles
Post-Assessment
“Some students access the
content standards with the
assistance of a specialist. . .
These services provide an onramp 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.
Basic
Interpersonal
Communication
Skills
BICS, or social
conversational fluency,
is often developed
within 2 years.
No, not at the CALP level.
Cognitive
Academic
Language
Proficiency
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.
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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;
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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.