ESL Presentation for Week 3 Group Project

1. ESL
By: Suzy King, Chad King, & Jared Broz

2. Program Purpose
Classroom instruction that effectively integrates second language
acquisition with quality content area instruction ensures that ELLs
acquire social and academic language proficiency in English, learn the
knowledge and skills in the TEKS, and reach their full academic
potential.
Effective instruction in second language acquisition involves giving ELLs
opportunities to listen, speak, read, and write at their current levels of
English development while gradually increasing the linguistic
complexity of the English they read and hear, and are expected to
speak and write.

3. Qualification Requirements
• Students may be identified as possibly needing English Language
Learner (ELL) instruction through a variety of ways:
• Upon enrolling in the School District, all families are required to
complete a Home Language Survey, HLS. The original HLS is
maintained in the students’ cumulative folder and a copy is
forwarded to the ELL teacher in that building. If the survey
indicates that a language other than English is spoken in the home,
the student is eligible for assessment to determine if he/she is in
need of ELL instruction.
• Other individuals within the school setting such as a principal,
guidance counselor, or classroom teacher who suspect that a
language deficiency is interfering with a student’s learning in the
classroom, may make a referral to have a student assessed

4. Instructional Requirements
• The school district may provide applications in
a variety of arrangements and settings,
including mixed-age programs designed to
permit flexible learning arrangements for
developmentally appropriate instruction for
all student populations to support student
attainment of course and grade level
standards.

5. Teacher Specific Regulation Regarding
Implementation
• The ESL teacher must understand fundamental language concepts and knows the
structure and conventions of the English language.
• Has knowledge of the foundations of ESL education and factors that contribute to
an effective multicultural and multilingual learning.
• Understands the process of first- and second-language acquisition and uses this
knowledge to promote students’ language development in English.
• Understands ESL teaching methods and uses this knowledge to plan and
implement effective, developmentally appropriate ESL instruction.
• The teacher has knowledge of the factors that affect ESL students’ learning of
academic content, language, and culture.
• Understand formal and informal assessment procedures and instruments used in
ESL programs and uses assessment results to plan and adapt instruction
• The teacher knows how to serve as and advocate for ESL students and facilitate
family and community involvement in their education.

6. Conclusion
The No Child Left Behind Act of 2002 was
established “to close the achievement gap
with accountability, flexibility, and choice, so
that no child is left behind.” Whatever your
political views or opinions of the act, it is
federal law.