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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
The ESL Team
Our Teaching Teams
KindergartenAnissa
EglingtonCarla
Paquiding
Grade 1
Anna
Pacaliwagon
Carla
Paquiding
Grade 2
Monica
Atkinson
Faye
Nepomuceno
Grade 3
Lee
Allison
Emmeline
Destura
Grade 4
Lada
Martinez
Benesova
Camille
Obligacion
ESL Program
Supporting
BilingualismINCLUSION
PULL OUT
TEAM PLANNING
A flexible and responsive program to suit individual needs of
students accessing mainstream language curriculum.
Inclusion – what does it
look like?
Pull out – What does it
look like?
Planning – what does it
look like?
GR TermPM
Level
WIDA Model Proficiency Levels
ESL Continuums Other
Sp
eak
ing
Lis
ten
ing
Wri
tin
g
Rea
din
g
Ora
l
Lit
eracy
Over
all
Com
posi
te
K 4 3-5 5 5 - - 5 - - 1st - 2nd column
1
1 7 5 5 High 4 5 5 5 5 1st - 2nd columnGrades 1-4
Moderated
Cornerstone
Writing
Assessment
2 9 5 5 High 4 5 5 5 5 1st - 2nd column
3 11 5 5 High 4 5 5 5 5 Mostly 2nd
4 15 5 5 High 4 5 5 5 5 Mostly 2nd
2
1 17 High 4 - 6 5 5 5 Mostly 2nd
2 17 High 4 - 6 5 5 5 Mostly 2nd
3 18 5 – 6 5 5 5 2nd – 3rd column
4 18 5 - 6 5 5 5 2nd – 3rd column
3
1 18 5 – 6 5 5 5 Mostly 3rd In Grades 3
and 4 students
take part in
the MAP.
2 19 5 - 6 5 5 5 Mostly 3rd
3 20 High 4 - 6 5 5 5 Mostly 3rd
4 21 High 4 - 6 5 5 5 3rd – 4th column
4
1 22 High 4 - 6 5 5 5 3rd – 4th column
2 23 High 4 – 6 5 5 5 3rd – 4th column
3 24 5 – 6 5 5 5 Mostly 4th
4 26 5 - 6 5 5 5 Mostly 4th
ESL Mainstream Guidelines
Challenging MythsMYTH # 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.”
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!
“...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.”
MYTH # 3 Because we can’t speak all the
languages of our children, we should provide
English-only instruction.
“Even when teachers do not speak the child’s
first language, there are many specific
teaching practices that will support
native language development.”
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.
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)
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?
Partnerships
ESL Blogs
http://elementaryesl.ism-
online.org/