Alamance-BurlingtonSchool SystemBeginning Teachers

ESL Student and Program Information

2

Burning Questions

Some things to think about…..ESL programEnglish Language Learners (ELLs)

CurriculumState testing

3

Understanding Second Language Terminology

ESL – English as a Second Language ESOL – English for Speakers of Other

Languages ELL – English Language Learner LEP – Limited English Proficient

4

North Carolina ELLs by Language 2009-2010

Spanish 123,841

Chinese 3,761

Hmong 3,622

Vietnamese 2,530

Arabic 2,331

Korean 1,731

French 1,478

Russian 1,259

Hindi 1,074

Gujarati 808

Your LEPSEastlawn

191 LEPs Projected, 3 ESL TeachersHaw River

181 LEPs Projected, 3.5 ESL TeachersNorth Graham

85 LEPs Projected, 2 ESL TeachersSouth Graham

161 LEPs Projected, 3 ESL TeachersGraham Middle

107 LEPs Projected, 2 ESL Teachers 5

What kind of Support can you get for these LEPs?

Collaboration with ESL Teachers Co-teaching and Co-planning ESL Professional Development ABSS Professional Development

integrating ESL Student Needs ESL Pull-out by ESL Teachers Some Interpreting/Translating

Support6

7

Negative Manifestations of Culture Shock

Elementary Student Crying Refusing to go to school Bed wetting Stomach aches Falling behind Nightmares Frequent visits to health

room Elective mutism

8

Time Spans for Language Acquisition

1 to 3 years

BICS Social Language

Native English Speakers

English Language Learners

7 to 10 years

CALPAcademic Language

Source: James Cummins (1984) and Virginia Collier (1987)

9

Social vs. Academic Language

Social Language Academic Language

Open the door, please. Would you like to get a

coke?

At what time do we go home?

Tell me what you liked about the movie.

Do you want to play?

Define mammal.Compare and contrast

Saturn and Jupiter.Paraphrase the

paragraph.

What is the main idea of this paragraph?

Write a summary for your story.

10

Social vs. Academic Language

Social Language Academic Language Simpler language.

Usually face-to-face, small number of people, informal setting.

Precise understanding is seldom required.

Many opportunities to clarify.

Technical vocabulary. Often lecture-style

communication or reading a textbook; little situational context.

Precise understanding and precise explanation is required.

More difficult to clarify.

11

FACTORSAFFECTING

SECOND LANGUAGE

ACQUISITION

Self-Esteem Anxiety

AttitudesAnd

Motivation

AgeNative

Language

Circle of Friends Circulo de Amigos

12

13

WIDA Standards Standard 1: English Language Learners

communicate for Social and Instructional purposes within the school setting.

Standard 2: ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Language Arts.

Standard 3: ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Mathematics.

Standard 4: ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Science.

Standard 5: ELLs communicate information, ideas, and concepts necessary for academic success in the content area of Social Studies.

14

Stages of Language AcquisitionWIDA Language Proficiency

Levels Entering – Level 1 Beginning – Level 2 Developing – Level 3 Expanding – Level 4 Bridging – Level 5 Reaching – Level 6

Other ESL Resources Can Do Descriptors

LEP Accommodation Forms

ACCESS Teacher Reports

ESL Best Practices Handout15

ACCESS Teacher Report

16

ACCESS Teacher Report

17

18

Burning Questions

Some things to think about…..ESL programEnglish Language Learners (ELLs)

CurriculumState testingNeed more information?

For More Information:Your ESL teacher is your best friend!

Carlos Oliveira, ESL Coordinator 516-2018 carlos_oliveira@abss.k12.nc.us

Michele Woodson, Director of Instructional Improvement & ESL

michele_woodson@abss.k12.nc.us19