English Language Learners Programs

English as a Second Language (ESL)
1. OBJECTIVES
  1. Nurture self-pride and self-identity self-esteem in each student’s linguistic, cultural heritage and develop language proficiency
  2. Develop proficiency in the English language
  3. Reach a level of proficiency in reading, writing, speaking, and listening
  4. Reach a level of proficiency in all content areas
  5. Provide curricular and extra-curricular opportunities for ELL in a similar fashion to non-ELL students
  6. Provide speakers with ability to use English that is accurate and appropriate in a variety of academic and non-academic settings
2. STANDARDS in California
  1. General Standards
    1. Program Standards
      1. Program standard 1
      2. Variables for this standard
      3. Number of students served
      4. Number of sites used for classes
      5. Example for this standard
      6. Program with large number of students provide multiple classes at the same time at a single site. These programs provide one or more classes for each proficiency level for which there are students.
      7. Program standard 2
      8. Variable for this standard
      9. The relative emphases on language focus and informational content
      10. Example for this standard
      11. The sequence is articulated in terms of language focus. Examples of course objectives include Language function and grammatical forms
      12. Program standard 3
      13. Variables for this standard
      14. Ability levels of students in their primary languages as well as in English
      15. Example for this standard
      16. Students demonstrate Literacy skills in their primary languages but little ability in English. Such students can read simple story aloud in their own languages and can complete personal information forms in their own languages but respond to questions about basic personal information asked in English in one or two words incorrectly. These students are placed in begining-level courses.
    2. Curricular standards
      1. Curricular standard 1
      2. Example of this standard
      3. Students at the same level of language proficiency have different goals and interests. In such Classes, Curriculum is varied to address their differing goals and interests. For example, students who have vocational goals complete an exercise on the Help Wanted section of the classified ads in newspapers, while other students complete an exercise on different section of classified ads.
      4. Curricular standard 2
      5. Example of this standard
      6. An ESL beginning literacy class in a unit on family. The vocabulary taught maybe terms for family relationships ( mother, son and so on); there maybe no grammatical focus; and the language function may be to identify relatives
      7. Curricular standard 3
      8. Example of this standard
      9. Students are fluent speakers of English but lack skills in reading and writing it. In classes for these students, the curriculum provides for the development of literacy skills as well as continued of development of oral skills through: printed instructional material and increased instructional time for the development of reading and writing skills to close the gap between students' literacy and oral skills.
    3. Instructional standards
      1. Instructional standard 1
      2. Example of this standard
      3. Students work with vocabulary related to ingredients on food labels
      4. Instructional standard 2
      5. Example of this standard
      6. Students interview classmates to get information about each other. Interviews focus on topics such as likes and dislikes, family members and native countries
    4. Standards for students evaluation
      1. Students evaluation standard 1
      2. Example of this standard
      3. Before Students enter an ESL Program, they are asked questions in English and given a registration card to complete
      4. Student evaluation standard 2
      5. Example of this standard
      6. To measure students proficiency in understanding directions, the instructor may ask them to retell some direction, to take notes on directions given in an oral passage or to role-play the situation
      7. Student evaluation standard 3
      8. Example of this standard
      9. Skills in listening and speaking may be measured by having students give oral responses to questions about personal information
  2. Levels of language proficiency
    1. ESL Beginning Literacy
    2. ESL Beginning Low
    3. ESL Beginning High
    4. ESL Intermediate Low
    5. ESL Intermediate High
    6. ESL Advanced Low
    7. ESL Advanced High
  3. ESL Testing
3. CHARACTARESTICS
4. Excellent Interpersonal Communication Skills
5. An Attitude of Flexibility
6. Appropriate Classroom Management
7. Meaningful Lessons
8. Cultural Awareness
Two-way Bilingual Instructional programs
1. Objectives
  1. Develop strong skills and proficiency in both L1 (native language) and L2 (English)
  2. Having a successful forum for addressing the language and academic needs of English learners
  3. Having an opportunity for other students to gain a world class education that instills the promise of a more interdependent world.
  4. Create fully bilingual individuals whether they be White, Black, Hispanic, Asian American or Native American.
  5. Develop an appreciation for and an understanding of diverse cultures.
  6. Develop high levels of oral and written proficiency in both languages.
2. Standards in BOSTON
  1. Curricular and Instructional Standard
    1. Sources and Quality of Curriculum Materials
      1. Best practice: Fountas and Pinnell’s leveled readers and assessment materials in English and Spanish
    2. Sheltered Instruction
      1. Best practice: Sheltered Spanish math with no translation
      2. Visual aids
      3. Body language
      4. Best practice: Sheltered instruction aligned with CCSS instructional shift
      5. Best practice: Sheltered English language arts writing lesson
      6. Gives multiple examples
      7. Assesses student understanding
    3. Content Instruction in Two Languages without Repetition
      1. Best practice: Articulated math content
      2. Best practice: Standards-aligned Spanish Language Arts (SLA)
      3. Students are supported in two languages
    4. Culturally Affirming Curriculum and Instruction
      1. Best practice: Culturally informed communicative strategies
      2. Best practice: Spanish materials affirm Latino immigrant identities
      3. Best practice: Bilingual teacher encourages self-reliance
  2. Staffing consideration standards
    1. Effective Leadership for TWB
    2. Teacher Qualifications Vary but Reflection and Collaboration are Hallmarks
    3. Bilingual and Culturally-Competent Administrative Staff
    4. Shared Life Experiences of Effective TWB Leaders in Boston
  3. Language policy/Standard
    1. Best practice: Language policy includes time outside the classroom
    2. Best practice: Language policy includes theoretical rationale
    3. Best practice: Postings in two languages throughout the building
    4. Best practice: Language policy includes communication with families
  4. Professional Development
    1. Questions for reflection in professional learning communities
      1. By having professional learning community (PLC)
    2. Reflective review of language policy
      1. Self Assessment
      2. Instructional Leadership Team (ILT)
    3. Reflecting on the value/meaning of Spanish benchmarks within the school
      1. Reflecting and building awareness about practices that support and/or undermine the use of Spanish, both in classrooms and within the building as a whole.
3. CHARACTARISTICS
4. The student population is comprised of 50% native-English speakers and 50% native speakers of the target language (the foreign language).
5. At least 50% of the school day is spent in the target language.
6. The scope of the program is K-12th grade, not just K-5.