English as a second language2

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 *Impleme

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

What is English as a Second

Language?

• ESL or ELL may

stand for English as

other than English

can be serviced in all

states

• This is available in all

grade levels, K-12

Concerns for the ESL

Teacher

Concerns for the Classroom

Teacher

Identifying ESL Students

Limited English schooling All students must

bring back

a completed home language

survey to be viewed for possible evaluation.

Placement of ESL Students

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

Implementing the ESL

Program

• Creating schedules

• Choosing ESL curriculum

• Choosing grade level curriculum

• Collaborating with content area teachers

• Collaborating with administration

Bringing the Expertise Together

> Cultural knowledge

> Language Acquisition Theory

> Learning expectations

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

academic language with visual support

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

Assessment in Collaborative Settings

• TESTING OPTIONS

 Performance rather

than score based

 Word banks, for

open-ended, cloze, and

 Oral, rather than pencil and paper tasks

 Observation checklists

Techniques to Accommodate ESL Students

• Review packets and Book

• Allow for extended time

• Modify tests and

assignments ( **See Case

Evaluation Example

(Vocabulary Strips)

The weather forecast called for warm temperatures

and sunny skies.

TESOL’s Goals and Standards for

PreK-12 Students

Go al One : To us e Englis h to co mmunicate in

s o cial s e ttings

*Participate in s o cial inte ractio ns

*Pe rs o nal e xpre s s io n-s po ke n and writte n

*Us e appro priate le arning s trate gie s and s tyle s

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

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

Collaboration with Staff and

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

Exiting ESL Stude nts ( BEC

Circ ular)

• 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

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

Benefits for ESL and

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 http://www.pde.psu.edu/BECattach/PC426lep&ell.html

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 http://tip.psychology.org