English as A New Language Program

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1 English as A New Language Program

2 Bexley City School District English as a New Language (ENL) WELCOME District Mission A community of learners becoming global citizens and leaders. English as a New Language Goals 1. To enable ENL students to become competent in speaking, reading, writing and comprehending the English language 2. To engage ENL students and their families in the language learning process and to provide additional support in this new language and culture. 3. To provide the instructional support needed for ENL students to master the English language and participate effectively in the general education program. 4. To promote collaboration between the students ENL program and the general education program in developing learning experiences and expectations for ENL students 5. To place value on the native language and culture of ALL students. New student enrolls in a Bexley School BEXLEY SCHOOLS English as a New Language Program Philosophy Every year, more and more students who speak languages other than English, and who come from homes and communities with diverse histories, traditions, world views and educational experiences, populate our classrooms. Reading Skills All elementary and secondary school students will be living in and contributing to an increasingly diverse society and interdependent community of nations in the 21st century. To realize their personal, social and long-term career goals, individuals will need to be able to communicate with others skillfully, appropriately and effectively. The challenge of contemporary education is to prepare ALL students for life in this new world, including those learners who enter schools with a language other than English. Communicating Skills Academic Skills & Vocabulary Measuring Progress OTELA Test Yearly Adapted from ESL Standards for PreK-12 Students, Teachers of English to Speakers of Other Languages.

3 Parent says another language is spoken School secretary tells the ENL teacher ENL teacher tests the student s English skills Student needs help with English Student does not need help with English and is ready for mainstream classes ENL teacher works with elementary students in small groups Students now have the skills they need to succeed in mainstream classes ENL teacher teaches small middle school and high school classes 1

4 CONTENT STANDARDS OF THE ENGLISH AS A NEW LANGUAGE PROGRAM Full proficiency in English is critical for the long-term personal, social and economic development of all students in the United States. ENL learners need to achieve proficiency in the social, academic and cultural aspects of the English language in order to be successful. Social Language Communication is at the heart of second language study, whether the communication takes place face-to-face, or in writing. ENL learners use language for personal expression and enjoyment and to meet their basic human needs both inside and outside of school. A student who completes the entire ENL program will be able to: express needs, feelings, and opinions provide and obtain information understand spoken and written language function in authentic situations both orally and in written language use English in the classroom, the community and beyond. Academic Language Through study and personal experiences, students gain a knowledge and understanding of the world around them. ENL learners are expected to use English to achieve academically in all content areas and to compete academically with their native-english speaking peers. They need to obtain, process, construct, and provide subject matter information in spoken and written English. A student who completes the entire ENL program will be able to: explore math, science, music, art, history, and literature using English as the method of exploration use English to discuss interdisciplinary topics use authentic resources to discuss current issues explore careers in which proficiency in a second language is beneficial use English for life-long learning, enjoyment and enrichment Cultural Language Learning a language provides connections to the culture of those who speak that language. ENL learners will learn to use the English language in socially and culturally appropriate ways. They will develop appropriate language variety, register, and genre according to their audience, purpose and setting. A student who completes the entire ENL program will be able to: gain knowledge and understanding of the U.S. culture identify and forge personal connections between the home culture and the U.S. culture develop sensitivity to cultural differences recognize regionalisms in American English recognize the major artistic contributions of the U.S. culture examine and explain similarities and differences between the home and U.S. cultures READING IN ENGLISH Phonemic Awareness (sounds of English) Phonics (how sounds connect to letters) Fluency (silent and oral reading) Adapted from ESL Standards for Pre-K-12 Students, Teachers of English to Speakers of Other Languages COMMUNICATING IN ENGLISH (BICS)* Social Language (sounds of English) Comprehension ENL USING ACADEMIC ENGLISH (CALP)** Academic Language (AWL 2000 words list) Basic everyday words 2000 most common words in English (GSL Word List) Culture Understanding and experiencing American culture Specializing Vocabulary Words used in a given field Reading Comprehensive Skills Asking and Answering Questions 2 * Basic Interpersonal Communications Skills ** Cognitive Academic Language Proficiency

5 PROGRAM DESIGN The Bexley ENL program has been carefully designed to: be accessible to all students and directed by students so that they feel a sense of ownership be directly relevant to students own personal and academic goals emphasize collegiality so that students feel comfortable with each other and with their teachers create connections between new learning and their own experience. This promotes long-term learning which is so important in helping them as they are learning English and academic content simultaneously be reflective of ENL State Standards Elementary K 6: Pull Out Program Kindergarten through 6th grade students who score 1-4 participate in a Pull-Out program. The student spends most of the school day with the mainstream teacher and is pulled out to receive instruction individually or in small groups to achieve English proficiency and academic mastery in subject content areas. The program is focused on the student s appropriate level of content standards. Middle School and High School Students in grades 7-12 who score 1-4 on the LAS assessment are placed into an ENL class. The classes correspond to the levels of ENL proficiency listed on the previous page. These courses are based on need. Not all courses may be offered at any given time. ENL students may also take a study hall taught by an ENL specialist so that the teacher can provide additional help with academic work as needed. The level and number of ENL middle and high school classes will depend on the number and level of students enrolled. ENL 1, ENL 2, ENL 3 and ENL 4 Classes Students in grades 7-12 who score 1-4 on the LAS assessment are placed into one of the corresponding levels of ENL classes listed below. These courses are based on need. Not all courses may be offered at any given time. The level and number of ENL middle and high school classes will depend on the number and level of students enrolled. ENL 1: Pre-Proficient Knowledge of English The ENL 1 course focuses on basic communication skills. Vocabulary topics and grammar are presented in context. Students will also explore the culture of the local community and the United States. Daily preparation, memorization, a willingness to participate orally, and consistent practice are essential for student success. ENL 2: Beginner Knowledge of English The ENL 2 course continues the development of the skills listed in ENL 1. Students will study more advanced vocabulary and grammar, and will further develop their conversational and reading abilities. The culture and history of the U.S. are further explored. At the end of ENL 1 students should have a basic knowledge of vocabulary and grammar. Students should be able to use present, present continuous, future and regular past tense verbs. They should be able to ask and answer basic personal questions, write simple sentences, and read and understand short passages in English. ENL 3: Intermediate Knowledge of English Students will build fluency on the foundation of the basic language skills listed in ENL 1 and ENL 2. The course reinforces previously studied grammatical concepts and introduces advanced grammatical structures. Students will greatly expand their active vocabulary. Speaking and writing skills, as well as further cultural study, will be emphasized. ENL 4: Advanced Knowledge of English At this level, emphasis is placed on speaking English and on the development of all language skills. Students will be evaluated on their ability to answer questions and to express their opinions and ideas both in spoken and written language. An intensive grammar study is an integral part of the course. Students will read a variety of culturally authentic materials in English. 3

6 ENL 5: Proficient Level of English Students who score at Level 5 on the LAS are mainstreamed. At this level, students should be able to be successful in their academic classes without direct support from an ENL instructor. Students who score at proficiency Level 5 are not required to receive direct services but their progress is monitored quarterly by the ENL teacher. He/she reviews the students grades and communicates with the classroom teacher(s). If a student is having difficulty, the ENL teacher can do any or all of the following to ensure that the student is able to make sufficient progress: works with the mainstream teacher to help provide modifications provide direct services and/or pull out services. provide testing accommodations with extended time and the use of a dictionary meet with the counselor and/or mainstream teacher to discuss alternate class placement options etc. ENL 5: A Pre-College English Course This advanced course is comparable in content and difficulty to a full-year course in English as a Second Language at the college level. The course seeks to fine-tune reading and writing proficiency in English with emphasis on active communication for those who already have a good command of the grammar and considerable competence in listening, and speaking the language. Throughout the course, students will be working with newspapers, magazine articles, and works of modern literature. Students will also engage in a variety of listening, speaking, reading and writing activities reflecting material read and interests shared by the students and teacher. Students enrolled in this course may elect to take the TOEFL. The student must assume the cost of the test. ENGLISH AS A NEW LANGUAGE INSTRUCTION 1. The teacher organizes instruction around grade-appropriate content, often theme based (e.g., literature, math, science, integrated themes, social studies). a. Instruction provides access to the core curriculum b. Content is academically demanding c. Language objectives are established according to students English language proficiency in relation to language demands of lesson d. Language and content learning are integrated e. Content is presented from multicultural perspectives 2. The teacher designs appropriate learning sequences. a. Assesses and builds upon student s interests and prior knowledge, including cultural knowledge b. Explains purpose of activity c. Helps students develop learning strategies for reading, writing, thinking, problem solving d. Provides multiple opportunities for students to process information verbally and nonverbally (draw, dramatize, discuss, review, question, rehearse, read, write about) 3. The teacher modifies language used during instruction. a. May use slightly slower speech rate b. Speaks clearly, repeating if needed c. Defines new words in meaningful context d. Paraphrases in simple terms when using more so phisticated forms of expression e. Limits use of idiomatic speech 4. The teacher supports verbal explanations with nonverbal cues. a. Gestures, facial expressions, action to dramatize meaning b. Props, concrete materials c. Graphs, pictures, visuals, maps d. Films, videotapes, overhead projector, bulletin board displays 5. The teacher plans ways to ensure participation of all students, keeping in mind English proficiency of each student. a. Monitors lesson comprehension and clarifies concepts as needed b. Reviews main ideas and key vocabulary c. Plans for students to actively participate in learning activities verbally and nonverbally according to functional English abilities d. Provides opportunities for students to contribute based on their modalities of strength: visual, auditory, kinesthetic, oral, written, pictorial 6. The teacher provides a variety of flexible grouping formats to provide opportunities for social, linguistic, and academic development. a. Heterogeneous groups b. Pair work c. Short-term skill groups d. Teacher-student conferencing 4

7 7. The teacher provides a variety of assessment methods that permit students to display learning through their modalities of strength (e.g., oral, written, visual, kinesthetic, auditory, and pictorial). a. Performance-based assessment b. Portfolio assessment c. Learner self-assessment d. If used, standardized tests are modified to accommodate English learners (e.g., extra time to complete) 8. The teacher provides support to ENL students and their families in this new language and culture. a. Frequent communication with families ( s, phone calls, home visits, letters, etc.) b. Put parents in touch with community support agencies and resources c. Provide translators as needed for parent/teacher/ student meetings d. Act as a bridge between families and the schools: make sure parents understand communications from their child s school and teachers. Knowing how, when, and why to say what to whom All the linguistic and social knowledge required for effective human-to-human interaction is encompassed in those ten words. Formerly, most teaching in foreign language classrooms concentrated on the how (grammar) to say what (vocabulary). While these components of language are indeed crucial, the current organizing principle for foreign language study is communication, which also highlights the why, the whom, and the when. So, while grammar and vocabulary are essential tools for communication, it is the acquisition of the ability to communicate in meaningful and appropriate ways with users of other languages that is the ultimate goal of today s foreign language classroom. -- Standards for Foreign Language Learning: Preparing for the 21st Century, the American Council on the Teaching of Foreign Languages WHO IS ELIGIBLE FOR THE ENGLISH AS A NEW LANGUAGE PROGRAM? All students entering Bexley City schools will be given a Home Language Survey. If any answer on the survey indicates any language other than English, the student will be given an assessment to determine if the student requires ENL services. English Language Assessment To determine if a student is a new English Language Learner (ELL), that is, the student s level of English proficiency is not adequate to participate effectively in mainstream classroom settings in which English is the only language of instruction To determine the appropriate support to be provided for those students identified as ELL To help inform instructional decisions relating to the education of ELL students To determine if a student who has been enrolled in United States schools for less than three full school years is eligible for additional accommodations when taking certain Ohio statewide assessments. To evaluate the progress of ELL students in developing English language proficiency To help determine when a student is no longer ELL and is ready to be exited from the district s ELL program To help evaluate the effectiveness of the district s ELL program English Communication Modes to be Assessed Listening: How well is the student able to understand spoken English in social and grade-level academic settings? Speaking: How well is the student able to communicate orally in English in both social and academic settings? Reading: How well is the student able to read age-appropriate written materials in English for both social and academic purposes? Writing: How well is the student able to produce writing in English for both social and academic purposes? Bexley City Schools uses the following Language Proficiency Test: Test Supplier Age group Description Skills Language Assessment Scales (LAS) McGraw-Hill (ages 4-6) LAS (ages 7-adult) LAS-O Individually administered. Reading, writing, listening and speaking Oral: vocabulary, listening comprehension, story retelling, sound pairs, phonemes. Reading and Writing: vocabulary, fluency, reading for information. 5

8 If the student receives a score of 0-4 the student is recommended for ENL services. If the student receives a score of 5, the student is placed into mainstream classes, not requiring ENL services. Proficiency Levels For the purpose of this guide, five levels are used to categorize ELL students at different stages of English language proficiency: Pre-functional, Beginning, Intermediate, Advanced and Proficient/Trial Mainstream. It should be recognized that within each of these levels, students will represent a certain range of proficiencies (low, mid, high). Below is a description of the five levels of English language proficiency of ELL students. Following the description of the proficiency levels is a chart indicating the five English proficiency levels for each of the four language domains: listening, speaking, reading and writing. English Proficiency Levels of ELL Students Students learning a new language proceed through different stages or levels of proficiency. Ohio has established five proficiency levels to categorize ELL students at different stages of their English language development: Pre-functional: Level 1 Beginning: Level 2 Intermediate: Level 3 Advanced: Level 4 Proficient/Trial-Mainstream: Level 5 The following are summary descriptions of each of the proficiency levels: Pre-functional: Students at this level may understand some isolated words (particularly school and social environment vocabulary), some high-frequency social conventions, and simple (single-word or short-phrase) directions, commands and questions. Regarding reading and pre-reading skills, students at this level may demonstrate an understanding of concepts of print (e.g., front-to-back, top to-bottom, left-to-right) and begin to track print. Students at this level participate in writing activities by drawing pictures and copying letters and some words. Beginning: As ELL students oral comprehension increases, they begin to speak by using single words or simple phrases. They are able to read simple texts and write simple sentences Intermediate: At this level, students understand more complex speech, but still may require some repetition. They may have difficulty expressing all of their thoughts due to a restricted vocabulary and a limited command of language structure. Students at this level speak in simple sentences, which are comprehensible and appropriate, but frequently marked by grammatical errors. They often have some trouble comprehending and producing complex structures and academic language. 6 Advanced: At this level, students language skills are adequate for most day-to-day communication needs. Occasional errors occur. Students may have difficulty understanding and using some idioms, figures of speech and words with multiple meanings. They have occasional difficulty with complex structures and abstract academic concepts. Students at this level may read with considerable fluency and are able to locate and identify the specific facts within the text. However, they may not understand texts in which the concepts are presented out of context, the sentence structure is complex or the vocabulary is abstract. They can read independently, but may have occasional comprehension problems. They produce texts independently for personal and academic purposes. Structures, vocabulary and overall organization approximate the writing of native speakers of English. However, errors may persist in one or more of these domains. Source of the above proficiency level descriptions of Beginning Advanced: Teachers of English to Speakers of Other Languages (TESOL), Inc., 1997, pp Proficient/Trial-mainstream: At this final stage, students usually can participate in academic topical conversations without difficulty. In most cases, they can follow complex and multi-level directions without assistance and they can understand aural information. Students at this level usually speak English fluently in social and grade-level academic settings and they control age-appropriate syntax and vocabulary in their speech. Generally, students read and understand factual information on concrete topics. They may still need some support at higher levels of reading comprehension. At this level, they can write short papers and clearly express statements of position, points of view and arguments. In their writing, they usually show control of varied sentence structures, spelling and vocabulary, expressing well-developed thoughts. During this transition stage, the students progress is carefully monitored and additional support is provided on an as-needed basis.

9 LANGUAGE ACQUISITION IS A LONG-TERM PROCESS Language acquisition occurs over time with learners moving through developmental stages and gradually growing in proficiency. Individual learners however move through these stages at variable rates. Rates of acquisition are influenced by multiple factors including an individual s educational background, first language background, learning style, cognitive style, motivations and personality. In addition, socio-cultural factors, such as the influence of the English or native language community in the learner s life, may play a role in acquisition. In many instances learners pick up conversation skills related to social language more quickly than they acquire academic language skills. Educational programs must recognize the length of time it takes to acquire the English language skills necessary for success in school. This means that ENL learners must be given the time it takes to attain full academic proficiency in English often from 5 to 7 years or more. Adapted from ESL Standards for Pre-K-12 Students, Teachers of English to Speakers of Other Languages English as a New Language (ENL) students who enter schools across the United States will develop, fairly rapidly, fluent conversational skills in English Basic Interpersonal Communicative Skills (BICS). Their academic skills Cognitive Academic Language Proficiency (CALP) may continue to lag behind grade norms for a considerable length of time. Level of Proficiency Native English Speakers ESL Learners Level of 2 years Proficiency 5-7 years Conversational Proficiency Academic Proficiency Figure 3.1 Length of time required to achieve age-appropriate levels of conversational and academic language proficiency. Cummins, J Empowering Minority Students EXIT CRITERIA Criteria for Exiting OTELA Testing The State of Ohio requires that all ELL students demonstrate the ability to understand, speak, read and write the English language at a level in the annual OTELA (Ohio Test of English Language Acquisition). In addition, ENL students are required to take all other annual state required assessments. A student is exited from the State of Ohio OTELA Testing requirement when he/she: Obtains a composite score of 5 on the Ohio Test of English Language Acquisition (OTELA); or Obtains a composite score of 4 on the OTELA, subsequently completes a trial period of mainstream instruction and obtains a composite score of 4 or above on the OTELA during the trial period of mainstream instruction Students will not be exited from the ELL program before Grade 3. Students who obtain a composite score of 4 or 5 on the OTELA in Grade 2 and obtain a composite score of 4 or above on the OTELA during the completion of a trial period of mainstream instruction in Grade 3 shall be exited from the program. From: Guidelines for the Identification and Assessment of Limited English Proficient Students/English Language Learners 7 Ohio Department of Education, September 2010 Successful Completion of the Bexley ENL Program Students will be exited from the ENL program when: They have shown they can be academically successful in mainstream classes They no longer need accommodations (use of a dictionary, extended time, etc) in their mainstream classes They are able to actively participate in mainstream classes Student feels confident and ready to be successful without ENL support Student feels able to participate fully in society in the United States It is important for educators to be aware of this research since failure to take into account the distinction between conversational and academic language skills can result in unfair assessment and evaluation of students who are trying to fit in with the mainstream school programs while still in the process of developing English language skills. Often these students, recent arrivals to the United States, are compared unfairly in the academic setting with peers who have spent a lifetime learning and communicating in English. 7

10 Criteria for Determining the Amount and Level of ENL services Bexley standards for amount of ENL service per student (Based on grade level and English proficiency) Grades LAS / OTELA = LAS / OTELA LAS / OTELA LAS / OTELA LAS / OTELA Level 1 Level 2 Level 3 Level 4 Level 5 PRE-Functional BEGINNING INTERMEDIATE ADVANCED PROFICIENT (K-1) >150 minutes >75 minutes >55 minutes per >45 minutes Trial mainstream per week per week week per week with regular S/T ratio <10:1 S/T ratio <15:1 S/T ratio <15:1 S/T ratio <22:1 monitoring by ENL specialist (2-3) >300 minutes >150 minutes >150 minutes per >90 minutes Trial mainstream per week per week week per week with regular S/T ratio <10:1 S/T ratio <15:1 S/T ratio <15:1 S/T ratio <22:1 monitoring by ENL specialist (4-8) >600 minutes >420 minutes >420 minutes per >300 minutes Trial mainstream per week per week week per week with regular S/T ratio <10:1 S/T ratio <15:1 S/T ratio <15:1 S/T ratio <22:1 monitoring by ENL specialist (9-12) >600 minutes >600 minutes >600 minutes per >300 minutes Trial mainstream per week per week week per week with regular S/T ratio <10:1 S/T ratio <15:1 S/T ratio <15:1 S/T ratio <22:1 monitoring by ENL specialist SUPPORTED BEST PRACTICES We use the following five principles to assure that our instructional design follows research supported best practices. Principle #1: Students need to feel good about themselves and their relationships with others in second language learning situations. (Rigg & Hudelson, 1986) To put the principle into practice, educators should: Foster friendships among ELL students and their peers/ teachers; Promote cooperative learning activities; Arrange for peer study partners; Use language skills and cultural knowledge of ELL students as resources in the classroom; Have students make bilingual dictionaries for different content areas; Have students provide information on food, music, dance, games, folk tales, etc.; Have students share personal likes and dislikes; Provide learning settings in which students feel at ease. Principle #2: Comprehension naturally precedes production during the process of second language development (Krashen & Terrell, 1983) To put the principle into practice: Provide comprehensible input within meaningful contexts; Give plenty of opportunities to read good literature that is age appropriate and suitable to students proficiency level; Allow students to show comprehension/competency non-verbally; If possible, use students native language as a means to develop necessary concepts. Principle #3: Second language competency develops most quickly when the learner focuses on accomplishing tasks rather than focusing on the language itself. (Rigg & Hudelson, 1986; Krashen & Terrell, 1983) To put the principle into practice: Give chances for students to work on group assignments; Begin with concrete experiences; Focus on purposeful content-related activities. 8

11 Principle #4: Students can learn to read and write in a second language while they develop their oral skills. (Rigg & Hudelson, 1986) To put the principle into practice: Use the language experience approach to promote both oral and written communication; Provide meaningful writing opportunities; Teach note-taking skills; Make authentic reading resources available; Involve students in journal writing. Principle #5: Learners acquire a second language through trial and error; mistakes are part of the natural process. (Rigg & Hudelson, 1986; Krashen & Terrell, 1983) To put the principle into practice: Focus on what students communicate rather than on how they communicate; Don t correct students mistakes all the time, especially when correction interrupts communication; Use students errors as indicators of their progress in developing second language skills. ENGLISH AS A NEW LANGUAGE EDUCATION TEAM Sherry Coutant English as a New Language Specialist Sherry.Coutant@bexleyschools.org Tiffany Meyer English as a New Language Specialist Tiffany.Meyer@bexleyschools.org Dr. Laura Lipsett Director of Curriculum Laura.Lipsett@bexleyschools.org Information is also available on the Bexley Schools website: References Krashen, S. & Terrell, Tracy The Natural Approach: Language Acquisition in the Classroom. Hayward, CA: Alemany Press Rigg, P. & Hudelson, S One child doesn t speak English. Australian Journal of Reading. 9, 3, pp

12 Bexley CITY SCHOOL DISTRICT DISTRICT ADMINISTRATION 348 S. Cassingham Road Bexley, Ohio (614) Fax (614) Dr. Michael Johnson, Superintendent of Schools Dr. Laura Lipsett, Director of Curriculum John Eikenberry, Business Office Manager Frances Bauer Morrow, Director of Special Education Christopher Essman, Treasurer ELEMENTARY SCHOOLS CASSINGHAM ELEMENTARY SCHOOL Jeannine Hetzler, Principal 250 S. Cassingham Road Bexley, Ohio (614) Fax MARYLAND ELEMENTARY SCHOOL Jon Hood, Principal 2754 Maryland Avenue Bexley, Ohio (614) Fax MONTROSE ELEMENTARY SCHOOL Dr. Quint Gage, Principal 2555 E. Main Street Bexley, Ohio (614) Fax SECONDARY SCHOOLS Harley R. Williams, Jr., Principal (614) Fax BEXLEY HIGH SCHOOL Kristin Robbins, Assistant Principal 326 S. Cassingham Road Bexley, Ohio (614) Fax Student absence reporting line: , press 8,6 BEXLEY MIDDLE SCHOOL Jason Caudill, Assistant Principal 300 S. Cassingham Road Bexley, Ohio (614) Fax /25/11/500

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