ESL Presentation
- 1. ESL By: Suzy King, Chad King, & Jared Broz
- 2. Program Purpose Classroom instruction that effectively integrates second language acquisition with quality content area instruction ensures that ELLs acquire social and academic language proficiency in English, learn the knowledge and skills in the TEKS, and reach their full academic potential. Effective instruction in second language acquisition involves giving ELLs opportunities to listen, speak, read, and write at their current levels of English development while gradually increasing the linguistic complexity of the English they read and hear, and are expected to speak and write.
- 3. Qualification Requirements • Students may be identified as possibly needing English Language Learner (ELL) instruction through a variety of ways: • Upon enrolling in the School District, all families are required to complete a Home Language Survey, HLS. The original HLS is maintained in the students’ cumulative folder and a copy is forwarded to the ELL teacher in that building. If the survey indicates that a language other than English is spoken in the home, the student is eligible for assessment to determine if he/she is in need of ELL instruction. • Other individuals within the school setting such as a principal, guidance counselor, or classroom teacher who suspect that a language deficiency is interfering with a student’s learning in the classroom, may make a referral to have a student assessed
- 4. Instructional Requirements • The school district may provide applications in a variety of arrangements and settings, including mixed-age programs designed to permit flexible learning arrangements for developmentally appropriate instruction for all student populations to support student attainment of course and grade level standards.
- 5. Teacher Specific Regulation Regarding Implementation • The ESL teacher must understand fundamental language concepts and knows the structure and conventions of the English language. • Has knowledge of the foundations of ESL education and factors that contribute to an effective multicultural and multilingual learning. • Understands the process of first- and second-language acquisition and uses this knowledge to promote students’ language development in English. • Understands ESL teaching methods and uses this knowledge to plan and implement effective, developmentally appropriate ESL instruction. • The teacher has knowledge of the factors that affect ESL students’ learning of academic content, language, and culture. • Understand formal and informal assessment procedures and instruments used in ESL programs and uses assessment results to plan and adapt instruction • The teacher knows how to serve as and advocate for ESL students and facilitate family and community involvement in their education.
- 6. Conclusion The No Child Left Behind Act of 2002 was established “to close the achievement gap with accountability, flexibility, and choice, so that no child is left behind.” Whatever your political views or opinions of the act, it is federal law.