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Esl at ism parent info sy1213
- 1. ESL Parent Coffee Friday 17 August 2012 Agenda • 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 Paquiding Anna Pacaliwagon
- 5. Grade 2 Monica Atkinson Faye Nepomuceno
- 6. Grade 3 Emmeline Destura Lee Allison
- 7. Grade 4 Camille Obligacion Lada Martinez Benesova
- 8. ESL Program Supporting Bilingualism INCLUSION PULL OUT TEAM PLANNING A 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?
- 14. Planning – what does it look like?
- 15. ESL Mainstream Guidelines WIDA Model Proficiency Levels Composite PM Listening Speaking Literacy Reading Writing Overall GR Term ESL Continuums Other Oral Level K 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 Writing 1 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 2nd 2 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 in 3 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 column 4 3 24 5–6 5 5 5 Mostly 4th 4 26 5-6 5 5 5 Mostly 4th
- 16. 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 than one language does not delay the acquisition of English or impede academic achievement in English when both languages are supported.”
- 17. MYTH # 2 Total English immersion is best Loss of first language English dominance Limited communication with extended family Lower academic achievement in English Mabuhay! Bienvenidos! Huan ying! Selamat Datang! Hos geldiniz! Inde torn lap! Welkom! Hwangyong hamnida! Haere mai! Irashaimasu! Welcome!
- 18. “...children who receive systematic learning opportunities in their home language from ages 3 – 8 consistently outperform those who attend English-only programs on measures of academic achievement in English during the middle and high school years.”
- 19. MYTH # 3 Because we can’t speak all the languages 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.”
- 20. Supporting Home 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)
- 21. 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?
- 22. Partnerships ESL Blogs http://elementaryesl.ism- online.org/