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/