ESL Parent Coffee  Friday 17 August 2012Agenda• Meet the Teams• ESL Program Overview• ESL Mainstream Guidelines• Challengi...
The ESL Team
Our Teaching Teams   Kindergarten  Anissa              Carla  Eglington              Paquiding
Grade 1              Carla              PaquidingAnnaPacaliwagon
Grade 2              Monica             AtkinsonFayeNepomuceno
Grade 3           Emmeline           DesturaLeeAllison
Grade 4           Camille           ObligacionLadaMartinezBenesova
ESL Program       Supporting       Bilingualism          INCLUSION           PULL OUT        TEAM PLANNINGA flexible and r...
Inclusion – what does it       look like?
Pull out – What does it       look like?
Planning – what does it      look like?
ESL Mainstream Guidelines                                    WIDA Model Proficiency Levels                                ...
Challenging Myths  MYTH # 1 Learning two languages causes               language delay.   Brain tissue density: language, ...
MYTH # 2 Total English immersion is bestLoss of first language English dominance Limited communication with extendedfami...
“...children who receive     systematic learning opportunities in their home  language from ages 3 – 8consistently outperf...
MYTH # 3 Because we can’t speak all thelanguages of our children, we should provide          English-only instruction.    ...
SupportingHome Languages “Supporting the child’s home language is    not just a luxury – it’s a necessity.”  “…children wh...
Maintaining             Home Languages   Read, read, read in your language   Bilingual dictionaries (translation apps) ...
Partnerships         ESL Blogshttp://elementaryesl.ism-        online.org/
Esl at ism parent info sy1213
Esl at ism parent info sy1213
Esl at ism parent info sy1213
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Esl at ism parent info sy1213

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Esl at ism parent info sy1213

  1. 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. 2. The ESL Team
  3. 3. Our Teaching Teams Kindergarten Anissa Carla Eglington Paquiding
  4. 4. Grade 1 Carla PaquidingAnnaPacaliwagon
  5. 5. Grade 2 Monica AtkinsonFayeNepomuceno
  6. 6. Grade 3 Emmeline DesturaLeeAllison
  7. 7. Grade 4 Camille ObligacionLadaMartinezBenesova
  8. 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. 9. Inclusion – what does it look like?
  10. 10. Pull out – What does it look like?
  11. 11. Planning – what does it look like?
  12. 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. 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. 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. 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. 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. 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. 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. 19. Partnerships ESL Blogshttp://elementaryesl.ism- online.org/

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