Working with English language learners:

1. Working with English language learners: An overview of policy and practice for educating ESL students

2. Important Terminology • ESL: English as a second language program designed to instruct students who’s first language is not English in reading, writing, speaking and listening. • ELL: English language learner (the student who is learning English) • LEP: Limited English proficient student

3. English language learners in Pennsylvania • Approximately 43,000 students throughout the Commonwealth of Pennsylvania have a language other than English as their first language • These students speak about 175 different languages • Most commonly spoken language other than English is Spanish

4. Legal obligations of school districts • No Child Left Behind • Title VI and Title IX • Pennsylvania School Code of 1949 • Chapter 4 Curriculum Requirements • Basic Education Circular of 2001 • Local school district policy

5. Types of Programs • Bilingual Education: Seeks to educate students in core content areas using native language instruction and support with an English component • ESL or ESOL: Uses specific teaching techniques to instruct the English language learners in reading, writing listening and speaking English

6. Considerations when working with English language learners • Culture • Language • Instructional background • Assessment • Communication with parents/caregivers • Parent and student rights

7. Cultural Considerations • Get to know about the culture of the ELL students in the classroom • Understand the perspective that is driving their reaction to the school experience • Encourage the ELL students to share information about their culture • Create an atmosphere of acceptance of differing cultures in the classroom

8. Linguistic Considerations • Learn about the language of the ESL students in your classroom • Learn about the pitfalls that they may exhibit in English based on the structure of their native language • Develop an understanding of the stages of language acquisition • Encourage the students to keep their native language alive while they are acquiring English

9. Instructional Considerations • Gather as much information about the students previous school experiences • Using a language assessment tool, the ESL teacher will evaluate the student’s skills in English and assign the student to one of the levels of English proficiency • Entering, Beginning, Developing, Expanding, Bridging and Reaching

10. Instructional Considerations • Work alongside the ESL teacher to learn about some appropriate and general educational expectations of the student based on the level of English proficiency • Become familiar with the ESL curriculum for students in your district and how it aligns with the general education curriculum

11. Instructional Considerations • Instruction with students at the lowest levels of English proficiency must be explicit and direct with a great deal of background scaffolding, picture support and simplified vocabulary • Instructional materials and assessments will need to be modified to meet the instructional and language needs of the students

12. Use instructional techniques that support all areas of language development Guided Reading/Choral Reading/Taped Reading Label items in the classroom and throughout the school with the word written in English Graphic organizers Simplified study guides Buddy system/partnering Differentiated instruction practices Vocabulary instruction with picture support Adjusting the amount of language needed to complete assignments Reducing the amount of language by modifying texts Use different shades of highlighters to focus on main ideas and supporting details Focus directly on skills of particular lessons Find a text that is linguistically less challenging, but not insulting to the student Instructional Considerations

13. Assessment Considerations • Consider alternative methods of assessing students • Allow graphic organizers to demonstrate understanding of key concepts • Allow students to draw pictures • Allow the student to orally answer questions in lieu of providing a lengthy written response • Allow students to complete a project

14. Assessment Considerations • Students will always need to complete the PSSA Math assessment • Students are permitted a one time exemption for the PSSA Reading assessment if they are in their first year of school in the U.S. • School districts generally follow these same guidelines for local assessments • ESL students are allowed accommodations during testing

15. Communication with Parents • Schools are required by numerous federal legislative pieces to communicate with the parents in the language and mode that is most accessible to them • Pennsylvania Department of Education provides each district free access to TransAct document services • Oral interpretation is the responsibility of the school district • Only in cases of emergency should children be used as translators between the school and home

16. Parent and Student Rights • ESL instruction must be provided to students if it is indicated that they are not fluent in English • ESL services may not be refused by the parent • A designation of English language learner does not indicate that the student also qualifies for special education • An ESL student does not have an IEP • Students must continue to attend content classes while they are acquiring English • Students may not be placed in a lower grade level due to lack of English proficiency

17. Help for the classroom teacher • There are thousands of websites that are available for the classroom teacher to assist with instruction • Many school districts throughout the nation with large ESL populations have many interesting links to assist classroom teachers • Contact school district ESL personnel or I.U. ESL personnel for specific questions

18. GOOD LUCK!!! You will do a great job with ESL students and find that you will learn as much from them as they will from you!