the best esl program? (k-6)
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The Best ESL Program? (K-6). Andy, Chuck, and John. Outline. Historical review of BE/ESL programs in the U.S. General programs designed in U.S. schools Programs selected in the 3 prominent states: California, Texas, and Kansas School districts selected in each of the states Conclusion. - PowerPoint PPT PresentationTRANSCRIPT
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The Best ESL Program? (K-6)
Andy, Chuck, and John
Outline
Historical review of BE/ESL programs in the U.S.
General programs designed in U.S. schools
Programs selected in the 3 prominent states: California, Texas, and Kansas
School districts selected in each of the states
Conclusion
History of BE/ESL Programs
The Bilingual Education Act (BEA) of 1968 provided funding for
researchers and school districts for the establishment of programs
to address the unique educational challenges posed by large numbers
of children from homes where English was not spoken. The Intention
of the BEA: to allow researchers, educators, and policy-makers to
collaborate in creatingeffective and innovative ESL
curricula.Research under the BEA
The No Child Left Behind Act (NCLBA) in 2001signified the end of
the BEA (e.g., NCLBA promoting rapid acquisition of English and a
central role for the state educational agencies.)
The BE/ESL Programs in the U.S.
English-plusImmersion Bilingual: L1 vs L2: 90/10, 50/50 Two-way
Bilingual: Schooled together in the same class; involved immersion
& late-exit Late-Exit (Maintenance) Bilingual: L1 instruction
would be remained until 5th or 6th grade Early-Exit (Transitional)
Bilingual: Gradual transition to L2 language instruction in 2-3
years. (i.e., L1 remained till 3rd grade)Structured Immersion: L1
& content area knowledge, only instructed in English, Students
can address L1 & L2, teachers are bilingual and only respond in
English Sheltered (Content-based) English Instruction: Sheltered
content courses (e.g., sheltered chemistry), trained ESL or
content-area teachers, comprehensible input, prior & new
knowledge English-onlyESL or ESOL Pullout: Teachers may or may not
be trained in ESLSubmersion: No ESL trained teachers(in an order of
the most to the least support through the minority
language)
Factors of BE/ESL Programs
GeographyDemographicsResourcesPhilosophy
BE/ESL in California
Groups: English language learners (ELL) 25% of student body;
Spanish English learners 85.4% of ELL; Asian English learner
8.8%Programs: 46% Structured English Immersion (SEI), 41%
English-language mainstream instruction, 12% Alternative courses of
study Two-way bilingual Immersion Identified as LEP (ELL): must
take the California English Language Development Test (CELDT).
Being labeled as reasonably fluent or below Structured English
Immersion class; good working knowledge of English English-language
mainstream class. SEImainstream; parents issues Requirement between
BE and ESL programs: The stats above show the decision to
discourage BE in California. To enroll in a two-way immersion, the
parents must follow local district procedure to request a waiver to
participate in the program. Final decision lies with principal and
educational staff who apply the standard found at CCR, Title 5,
section 11209(b)4.Assessments: ELL students must make adequate
yearly progress on the California English Language Development Test
(CELDT) for the school to continue receiving Title III funds.Target
Locations: Los Angeles Unified School District, Pajaro Valley
Unified School District
Information Provider: Dawn Cerise, Curric. Coordinator for LAUSD.
Groups: in LAUSD: 43.4% ELL of student body, at AA El School: 75.6%
ELLPrograms: 30-45 mins of English language development instruction
each morning; the rest of the days instruction in English.
Instruction to different grade levels: All grades are instructed
the same that 30-45 mins of ELD every morning.When to exit the
BE/ESL programs: If ELL students score well enough on the CELDT,
they can exit the ESL program.Also, if a parent wants the child out
of the program, a waiver can be signed and the child will be put in
the mainstream English class, regardless of the childs English
proficiency.
(According to Cerise, students have a great deal of difficulty
ever reaching grade-level before leaving AA Ele School. The school
never achieve AYP. However, students are orally proficiency by the
time they leave the school.)
School Districts in California Los Angeles Unified School District
(LAUSD) (Alexandria Avenue Ele School)
School Districts in CaliforniaPajaro Valley Unified School
District
Information Provider: Bertha Torrez, Curric. Coordinator at Mintie
White Elementary SchoolGroups: In PVUSD: 46% ELL of Student body,
at MW El School: 80.3% ELLPrograms: Two-way Immersion and gradually
shift to Structured English Immersion (SEI)Instruction to different
grade levels:K-2: 90% instruction in L13th grade: the amount of
English increased5th grade: almost totally in EnglishIn general,
90/10 to 50/50 two-way immersion, to SEIWhen to exit the BE/ESL
programs: The ELL students would reach grade level performance in
English usually by 4th grade and all the ELL retain their L1
skills. Bonus: The native English speakers in these schools have
the chance to become bilingual as well. When up to 5th grade,
English is spoken all the time. This is considered effectively
exiting the program since no more bilingual instruction
occurs.
BE/ESL in Texas
Groups: Spanish-speaking LEP students:53%; Other LEP students:
10%Programs: Bilingual education programs:49%; ESL programs:
38%Identified as LEP: A home language survey, agency-approved tests
established by TEA, and parental approval => enroll in BE/ESL
programs. Requirement between BE and ESL programs: 20 LEP students
enrolledAssessments: An annual review of the LEP students
performance on required assessments by the Language Proficiency
Assessment Committee (LPAC)BE/ESL Programs in Texas: Early-Exit,
Late-Exit, Two-Way, and ESL programs. Locations: The Rio Grande
Valley, Houston, Dallas, El Paso, San Antonio and Fort
Worth
School Districts in TexasHerod ES, Houston Independent School
District (HISD)
Information Provider: Maria Dejesus, Bilingual teacher of the year,
Herod Elementary School Groups: Mostly Spanish-speaking
childrenPrograms: For Spanish: 90/10 Dual-language immersion
program; for other languages: ESL programs Instruction to different
grade levels: (Follow the district rules) K-3: Language art and
content subjects are instructed in Spanish (L1) with the ESL
instruction incorporated daily.4th grade: 50% Spanish in language
art, reading and math; 50% English in science, social studies, and
English literature.5th grade: 40% Spanish in social studies and
Spanish literature, 60% English in language art, reading, math and
science.When to exit the BE/ESL programs: LEP students who meet
exit criteria anytime in this program, are reclassified as non-LEP,
but remain in the program with parents permission.
School Districts in Texas Edinburg Consolidated Independent
School District (ECISD)
Information Provider: Gracie Alvear, Bilingual/ESL/Immigrant
Elementary Supervisor in the ECISD, 12 year-old K-5 teaching
experienceGroups: 3rd or 4th generation Hispanic students Programs:
Early-exit bilingual programInstruction to different grade levels:
Beginning: L1 in Language arts, math, science and social studies,
L2 in a 75 minute block of ESL, PE and Fine Arts; Intermediate: L2
in Language arts, math, science, social studies, PE, fine arts, and
a 45 minute ESL block Advanced: L2 throughout the day except for a
45 minute block to maintain their first language.When to exit the
BE/ESL programs: Passing the Texas of Assessment of Knowledge and
Skills (TAKS) in 3rd grade. No early exit allowed
BE/ESL in Kansas
Groups: Spanish-speaking LEP students: 89% of LEP
populationPrograms: ESL; Bilingual; Sheltered English; Structured
Immersion.LEP Identification: Language survey at enrollment, parent
questionnaire, Kansas English Language Proficiency
Assessment-Placement (KELPA-P), and teacher recommendation.
Requirement for Eligibility: Language other than English spoken in
home; Student scoring as limited within any domain of the KELPA-P
(speaking, reading, writing, or understanding) Assessments: An
annual review of the LEP students performance on the KELPA.
Students must be proficient on each area of the test for two
consecutive years to be exited from the program.Targeted Locations:
Garden City Schools and Dodge City Schools
School Districts in KansasGarden City Public Schools
Information Provider: Sandra Bergersen, ESL Coordinator Population:
60% Hispanic; 58% Economically disadvantaged; 24% LEP
StudentsPrograms: Sustained Native Language ProgramInstruction to
different grade levels: Kindergarten: 90% Spanish Instruction; 10%
English Instruction First Grade: 85% Spanish Instruction; 15%
English Instruction Second Grade: 70% Spanish Instruction; 30%
English InstructionThird Grade: 50% Spanish Instruction; 50%
English InstructionFourth Grade: 10% Spanish Instruction; 90%
English Instruction When to exit the BE/ESL programs: Students must
score proficient or fluent in all domains on the KELPA or other
state accepted ELP assessment for two consecutive years.
School Districts in KansasDodge City Public Schools
Information Provider: State Department documents, district
websitePopulation: 64% Hispanic; 69% Economically disadvantaged;
40% LEP StudentsPrograms: Dual Language, Newcomers classrooms
Instruction levels: K-5 50% English 50% Spanish; grade level
expectations in both languages; classroom assessment conducted in
both languages.When to exit the BE/ESL programs: Students must
score proficient or fluent in all domains on the KELPA or other
state accepted ELP assessment for two consecutive years.
Conclusion
Despite various programs, the minimal goal of any BE/ESL program
should be to provide each student with the English language skills
necessary to function successfully in academic and post academic
settings. Growing need within the United States for ELL
programming, and therefore qualified staffPreconception regarding
programming in California and Texas incorrect.
Questions?
Thanks to:
Dawn Cerise, Curric. Coordinator in LAUSD
Bertha Torrez, Curric. Coordinator at Mintie White Elementary School, PVUSD
Maria Dejesus, Herod Elementary School, Houston ISD
Gracie Alvear, Bilingual/ESL/Immigrant Elementary Supervisor in the ECISD
Sandra Bergersen, ESL Coordinator in Garden city public schools
Project Members:
Andy Bricker
Charles Schrickel
John Wu
Thank You!