ESOL Overview 2006 By Yanira Alfonso, ESOL Teacher

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ESOL Overview 2006By Yanira Alfonso, ESOL
Teacher
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Presentation Objectives

• ESOL Program Mission
• Students rights and our responsibilities
• Brief information about ESOL
• ESOL Modification Plans

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State Rule 160- 4-5-02 Language Assistance

• For funding purposes
• K - 3 students are counted for a maximum of one
  daily segment
• 4 - 8 students are counted for a maximum of two
  daily segments daily

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Aligning English Language Performance Standards
to English Language Arts and Content Standards

• Making Connections WIDA and ACCESS and AKS
  Student Achievement

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Exit criteria is determined by

• LAB score
• readiness for regular classroom instruction is
  determined by performance on norm-referenced
  achievement tests, criterion-referenced tests and
  classroom functioning
• One year follow-up grace period

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Testing of ESOL students

• ESOL students shall participate in all state
  assessments unless the school, parents, or
  guardians agree it is not in the best interest of
  the student to participate at the time.
• Decision must be stated in writing with
  justification.

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Grading Policy

• Uniformity in the assignment of grades must be
  maintained for all courses/subjects taught in
  grades 4 - 12, including art, music, PE and
  health.
• The grading system does not have to be applied to
  limited English proficient students until the
  system is a meaningful measure of their learning.

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Based on Research by Krashen

• Students in the Intermediate fluency stage of
  language development acquire language best by
  participating in learner centered, project based
  instruction and activities.

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READING

• If you have a struggling reader, who is or was
  ESOL, tell parents to read or have child read in
  his/her native language.
• The stronger the first language, the stronger the
  second language can become.

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MODIFICATIONS HELP ALL STUDENTS

• ESOL students
• Struggling Students
• All students
• Sample modifications (Overheads)

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Based on Schumanns Acculturation Model of L2
Acquisition

• The most critical factors affecting L2
  acquisition are the social factors.
• Social distance, permeability, sharing of social
  facilities, attitude, size, social equality,
  length of stay, contact between L1 L2 groups
  (Ellis 39).
• Plant Illustration

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What can you do?

• Set the tone for your class.
• Continually validate who students are and what
  they know.
• Recognize student progress and achievements, even
  if with just a smile.
• You can make a BIG difference!

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