13. Terms and Acronyms ESOL—English to Speakers of Other Languages ESL—English as a Second Language TESOL—Teachers of English to Speakers of Other Languages ELL—Engish Language Learner R-ELL—Reclassified English Language Learner ELL Plan—An Accomodations document for ELLs and some RELLs LEP/LM—Limited English Proficient/ Language Minority TOEFL—Test of English as a Foreign Language for college admissions BICS—Basic Interpersonal Communication Skills (6mo-2 years) CALP—Cognitive Academic Language Proficiency
14. More Terms and Acronyms Plug-In Pull-out Co-teaching LAS Links Bilingual Education Bilingualism Code Switching L1 vs. L2
15. Who are ELLs? ENGLISH LANGUAGE LEARNERS (ELLs) LEP SUBGROUP (Limited English Proficiency) Current ESOL students and certain former ESOL students NON-LEP SUBGROUP ELLs who have exited the ESOL program more than 2 years ago RECLASSIFIED ENGLISH LANGUAGE LEARNERS (R-ELLs) ELLs who have exited the ESOL program within the past 2 years ESOL STUDENTS ELLs presently enrolled in the ESOL program receiving ESOL instruction from the ESOL teacher using the ESOL curriculum Working with English Language Learners is a whole-school effort! Division of ESOL/Bilingual Programs http://www.mcps.k12.md.us/curriculum/esol 3/7/2008
77. Younger vs. Older Students Background knowledge Knowledge of sentence structure Ability to communicate fluently If the student has not had formal education they will more than likely take longer to acquire English
85. Purpose of Running Records Determine or confirm a student’s instructional reading level 95-100% Independent 90-94% Instructional 89% and below Frustration Identify the cueing system(s) a student uses when encountering an unknown word Meaning Structure Visual Create a record of Reading Progress over time Plan for instruction
101. Great On-line Resource Mes-English—Worksheets and flashcards for picture support of numerous topics Activities for language support http://www.mes-english.com/
Implications for mainstream teachersWe should not assume that non-native speakers who have attained a high degree of fluency and accuracy in everyday spoken English have the corresponding academic language proficiency. This may help us to avoid labelling children who exhibit this disparity as having special educational needs when all they need is more time. The non-native speakers in your classes, who have exited from the ESL program, are still, in most cases, in the process of catching up with their native speaking peers.
--Older students develop literacy more quickly. --Younger students pick up oral language more fluenty and quickly.
--Neglecting these skills--Structure—verb tenses (example catch/caught—ESOL students don’t know when one sounds right over the other)
