Daniel Boone Area

School District English as a

Second Language (ESL)

Program

Important Terminology

English Language Learner (ELL) - a child whose native language is not English, from an environment where a language other than English is dominant

Limited English Proficient (LEP) - a child whose native language is other than English and whose skills in speaking, reading, writing or understanding the English language impact the opportunity to learn successfully in the classroom

Important Terminology

PHLOTE - a student whose primary home language is other than English

BICS - Basic Interpersonal Communication Skills - required for verbal face-to-face communication - combination of verbal and nonverbal

CALP - Cognitive Academic Language Proficiency - the language ability required for academic achievement

Program Goals and Objectives

must be aligned with PA Academic Standards in Reading, Writing, Listening, and Speaking

also aligned with TESOL (Teachers of English to Speakers of Other Languages) standards

Goal 1: Students will use English to communicate in social settings

Goal 2: Students will use English to achieve academically in all content areas

Goal 3: Students will use English in socially and culturally appropriate ways

Program Development

all public schools and charter schools in PA must provide a program for every student who is limited English proficient (LEP) or an English language learner (ELL)

must include appropriate ESL (LEP) or bilingual-bicultural instruction

Program DevelopmentIdentifying LEP

students Administer Home

Language Survey File results in

cumulative files Assess English

language proficiency of potential ELLs

Assessment and Placement of

ELLs Assess for

instructional needs Place students in

appropriate ESL/LEP program

Assess for proficiency level advancement or program exit

Home Language Survey

a HLS must be placed in each student’s cumulative folder

3 attempts must be made by district to obtain HLS

part of new student registration process

must include at least three questions

1. What was the first language your child learned to speak?

2. Does your child speak any language other than English?

3. What language(s) is/are spoken most often in your home?

Program DevelopmentImplementation

train staff provide quality

instruction using educationally sound program

develop English language skills and meaningful participation in subject areas

inform parents of program options and school activities

Evaluation periodic evaluation

of program effectiveness

identify and address program deficiencies

make improvements

Assessment Identify potential LEP students and their

proficiency levels using IDEA Proficiency Test (IPT) - age-appropriate oral, reading, and writing skill assessment

Place students in appropriate level of instruction based on results from IPT, teacher recommendations, previous achievement, etc.

Pre/Post assess annually using the Stanford English Language Proficiency (SELP) Test to determine progress and participation in the ESL instructional program

Assessment Monitor student’s progress during

placement in ESL program If a student experiences difficulty in regular

classroom, he/she will be assessed again Alter instruction according to each

student’s needs Determine when ESL instruction is no longer

necessary based on SELP, teacher recommendations, previous achievement, etc.

Monitor student’s progress for 2 years after exiting the ESL program

Proficiency Levels

Pre-conversational

do not produce English language

understand language that has been made comprehensible

Beginning have small

active vocabulary

speak in one- or two-word sentences

Proficiency Levels

Intermediate noticeable increase in listening

comprehension tries to speak in short phrases begins to use social language in

class exhibits early English academic

skills

Proficiency Levels

Advanced understands what is said in class expresses ideas comprehensibly in

speaking and writing able to read most grade level

material takes the longest to achieve - may

take 7 - 10 years; broad continuum of language acquisition

Effective Strategies for Communicating with LEP

students adapt activities build lesson

background comprehensible and

simple language graphic organizers interaction with peers journal labels native language respect Ells’ “silent

period” realia

survival skills allow time for LEP

students to adjust to environment

use community resources visuals warm welcome -

integrate culture of ELLs be aware of xenophobic

behaviors use lots of yes/no

questions with beginning ELLs

Thanks very much for all your cooperation

and support of Daniel Boone Area School District’s

English as a Second Language program!!!!