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Esl at ism parent info sy1213
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Esl at ism parent info sy1213

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  • 1. ESL Parent Coffee Friday 17 August 2012Agenda• Meet the Teams• ESL Program Overview• ESL Mainstream Guidelines• Challenging Myths about Language Learning• Visit ESL Classrooms• Mother Tongue Section ~Library
  • 2. The ESL Team
  • 3. Our Teaching Teams Kindergarten Anissa Carla Eglington Paquiding
  • 4. Grade 1 Carla PaquidingAnnaPacaliwagon
  • 5. Grade 2 Monica AtkinsonFayeNepomuceno
  • 6. Grade 3 Emmeline DesturaLeeAllison
  • 7. Grade 4 Camille ObligacionLadaMartinezBenesova
  • 8. ESL Program Supporting Bilingualism INCLUSION PULL OUT TEAM PLANNINGA flexible and responsive program to suit individual needs of students accessing mainstream language curriculum.
  • 9. Inclusion – what does it look like?
  • 10. Pull out – What does it look like?
  • 11. Planning – what does it look like?
  • 12. ESL Mainstream Guidelines WIDA Model Proficiency Levels Composite PM Listening Speaking Literacy Reading Writing OverallGR Term ESL Continuums Other Oral LevelK 4 3-5 5 5 - - 5 - - 1st - 2nd column Grades 1-4 1 7 5 5 High 4 5 5 5 5 1st - 2nd column Moderated 2 9 5 5 High 4 5 5 5 5 1st - 2nd column Cornerstone Writing1 3 11 5 5 High 4 5 5 5 5 Mostly 2nd Assessment 4 15 5 5 High 4 5 5 5 5 Mostly 2nd 1 17 High 4 - 6 5 5 5 Mostly 2nd 2 17 High 4 - 6 5 5 5 Mostly 2nd2 3 18 5–6 5 5 5 2nd – 3rd column 4 18 5-6 5 5 5 2nd – 3rd column In Grades 3 1 18 5–6 5 5 5 Mostly 3rd and 4 students 2 19 5-6 5 5 5 Mostly 3rd take part in3 the MAP. 3 20 High 4 - 6 5 5 5 Mostly 3rd 4 21 High 4 - 6 5 5 5 3rd – 4th column 1 22 High 4 - 6 5 5 5 3rd – 4th column 2 23 High 4 – 6 5 5 5 3rd – 4th column4 3 24 5–6 5 5 5 Mostly 4th 4 26 5-6 5 5 5 Mostly 4th
  • 13. Challenging Myths MYTH # 1 Learning two languages causes language delay. Brain tissue density: language, memory, attention; More neural activity in language processing.“Studies demonstrate that knowing more thanone language does not delay the acquisition of English or impede academic achievement inEnglish when both languages are supported.”
  • 14. MYTH # 2 Total English immersion is bestLoss of first language English dominance Limited communication with extendedfamily Lower academic achievement in English  Mabuhay! Bienvenidos! Huan ying! Selamat Datang! Hos geldiniz! Inde torn lap! Welkom! Hwangyong hamnida! Haere mai! Irashaimasu! Welcome!
  • 15. “...children who receive systematic learning opportunities in their home language from ages 3 – 8consistently outperform those who attend English-only programs on measures of academic achievement inEnglish during the middle and high school years.”
  • 16. MYTH # 3 Because we can’t speak all thelanguages of our children, we should provide English-only instruction. S: The numbers are coming off! T: What should we do? S: I can fix it with tape. T: Thanks for looking after your classroom. S: I will count. Uno, dos, tres, quartro, sinco, sies…see it is six and it goes here. T: Great counting! Would you like to teach the whole class how to count in Spanish? S: (big smile) OK! T: Gracias amigo.“Even when teachers do not speak the child’s first language, there are many specific teaching practices that will support native language development.”
  • 17. SupportingHome Languages “Supporting the child’s home language is not just a luxury – it’s a necessity.” “…children who learn literacy skills in their home language are likely to transfer those skills effectively to English.” (Nemeth, K, 2009; Meeting the Home Language Mandate: Practical strategies for all classrooms; in Young Children ~ March 2009)
  • 18. Maintaining Home Languages Read, read, read in your language Bilingual dictionaries (translation apps) Read in your language Always use your language at home Read in your language Become a bilingual parent volunteer Use Skype with family and friends Read in your language Share ideas with each other Praise all efforts Did we mention READ? 
  • 19. Partnerships ESL Blogshttp://elementaryesl.ism- online.org/