English as a Second Language in R. C.

1. English as a Second Language in R. C. Strategies to help Limited English Proficient (LEP) students in the classroom

2. History of English as a Second Language in R. C. • The English as a Second Language program started in R. C. in 1980. There were approximately 30 students enrolled in a handful of elementary, middle and high schools. • Elementary students were placed in age-appropriate mainstream classes and an ESL teacher traveled to the schools to give English language instruction. • Middle and High School students were bused to an ESL center to receive instruction in English.

3. English as a Second Language Today! • Currently there are over 300 ELL students in elementary, middle and high schools throughout R. C.. • On the elementary level, there are 7 full-time instructors. • On the secondary level, there are four full-time teachers serving students at their home schools with pull-out and collaborative instruction.

4. ESL, ELL, LEP…what does it all mean? • ESL = English as a Second Language • ELL = English Language Learner • LEP = Limited English Proficient • In R. C., our program is called the ESL program. Our students are called ELL’s. You may also notice students referred to as LEP, which is synonymous with ELL, used frequently for assessment purposes.

5. ESL…why is it important? • 1 in 7 people in the U.S. speaks a language other than English at home. • There are over 3 million LEP students in U.S. schools. • More than half of all students academically at-risk are non-native speakers of English. • It takes a support team - administrators, teachers, secretaries, parents, nurses, cafeteria staff and bus drivers - to educate LEP students. The ESL teacher cannot do this alone. • In R. C., the actual time an ESL teacher spends with English Language Learners is varied; however, students spend most of the instructional day in the general classroom with services, accommodations, and consultations provided by an ESL specialist based on individual needs.

6. NCLB and ESL • The major purpose of Title III, English language acquisition, is to ensure that LEP students attain English proficiency. Additionally, ESL students are expected to develop high levels of academic achievement and master the same challenging state content and assessment standards.

7. More on NCLB requirements • ESL students automatically fall into two of the four NCLB subcategories, ESL and minority. • For the first eleven semesters a new student is enrolled in a U.S. schools, their Standard of Learning scores do not count toward a division’s accreditation; however, the scores do count towards Annual Yearly Progress (AYP).

8. Levels of Proficiency…what do they mean? • ELL students in Roanoke County are assigned a level of proficiency based on state testing, teacher input, grades, observation, and academic performance. • There are four levels of proficiency: Level 1 being for non-English speakers. Students continue to move up through the levels as they attain English proficiency until level 4. They are monitored subsequently for 2 or more years. • There are four skill areas on the English proficiency assessment: oral, listening/speaking, reading, and writing.

9. Language Acquisition He seems to understand spoken English; why is he having difficulty with classroom academics? There are two major stages of language acquisition: BICS = Basic Interpersonal Communication Skills CALP = Cognitive Academic Language Proficiency LEP students can acquire social and conversational (BICS) English within 1-2 years. However, it can take between 5 and 7 years to acquire literacy and comprehension in academic English (CALP).

10. FAQ’s • I have my first LEP student! What do I do now? Administrators & Office Staff have specific procedures for registering and reporting an LEP student. As a classroom teacher, above all, be kind, polite, and compassionate to the student. Imagine what it would be like to be in a situation where you could not understand the most basic directions. If possible, prepare your class for the arrival of the new LEP student and immediately assign him/her a buddy to help with daily procedures.

11. FAQ’s • What is the maximum age that LEP students can receive services in school? School boards may accept & provide programs for LEP students until the age of 21. • In which grade should I place LEP students? It is recommended that LEP students be placed at the grade level indicated by age. • Do LEP students have to participate in the SOL tests and other state Mandated tests? It is expected that all students who are in grades 3, 5, 8, and specific high school courses will participate in the SOL assessments. NCLB mandates that all students, including students with limited English proficiency, be annually tested in reading and mathematics in grades 3-8. However, LEP students may exercise a one-time exemption on writing and social science tests. Level 1 and 2 students or those than have been in U.S. schools for one year or less have the option of taking VGLA and Plain English math as proxy SOL tests. In addition, some accommodations are available to ELLs in the classroom and during testing. See your ESL Specialist and testing coordinator for the most current information.

12. What are some good strategies for classroom teachers? • Pre-teach target vocabulary • Clarify, illustrate and demonstrate concepts • Provide realia • Act out vocabulary terms and academic concepts. • Use graphic organizers • Offer visual cues & hands on activities • Form cooperative groups of ELLs and native English speakers • Develop content around a theme • Avoid using idioms and slang expressions; avoid shouting • Use multiple methods such as journals, dialogues, and plays to encourage language development. • Try to learn some greetings and common expressions in the native language of the ELLs you serve (i.e.: hello, good bye, days of the week) • Celebrate the diversity of your classroom by finding ways to incorporate their native culture and customs into daily classroom lessons. • Model correct communication rather than directly correcting student errors in grammar and syntax. • Encourage the use of bilingual dictionaries to clarify vocabulary in the content areas. • Do not assign the student an English name or use an abbreviation of their chosen name without written parental permission.

13. Helping LEP Students Adjust to the Classroom and School • For some LEP students, this may be their first formal school experience. They may need extra guidance and help during the school year. Things such as lunch lines, restroom etiquette, and drinking fountains may be overwhelming. Assign a buddy to help with these routines. • Arrange for the LEP student to take an individual tour of the school. • For beginning English speakers, create a language learning center which can include picture dictionaries, children’s books with tapes, puzzles, picture cards, matching games, and other manipulatives. A computer and a variety of language related software or websites would also be beneficial. • Label classroom objects to promote vocabulary development.

14. Above all…relax and enjoy the unique experience of working with an ESL student!!

15. Useful Websites • www.eslcafe.com • www.linguistic-funland.com/tesl.html • www.planetEnglish.com • www.sils.umich.edu/~jarmour/etc/etchome.html • www.culturalorientation.net/fact.html • www.cal.org

16. Presentation by: • Stephanie Sebolt • Susan Neate • Pam Anderson • Pam Neate