English to Speakers of Other Languages

Curriculum Introduction

PART ONE

The current Maryland State Department of Education (MSDE) English to Speakers of Other Languages (ESOL)Content Standards and Voluntary State Curriculum are based on the MSDE English Language Arts/Reading documents developed for use with native speakers. The English to Speakers of Other Languages (ESOL) standards are designed to supplement and validate second language learning activities and to provide a scaffold for students to reach the ELA content standards. Currently, there are more than 1,700 students in Baltimore City Public Schools who speak a language other than English and who have been identified as limited English proficient (LEP). The terms LEP and English Language Learners (ELL) are both used to identify students who are not yet proficient in English. The ESOL standards drafts from MSDE address the skills the English language learners must acquire during the stages of English learning to enable them to become proficient in the English language arts standards and to ultimately succeed in their educational program.

Children learning English as a new language enter school with English abilities that are very different from monolingual English speaking students, who begin school with English speaking vocabularies of between 2,000 and 8,000 words. The activities for beginning students in this curriculum document will emphasize the developmental steps that students take in acquiring their new language, which are very similar to the language development steps that very young children take in learning their first language. Generally, native speakers of English have mastered basic sentence structures before entering school. ELLs enter our schools at all grade levels with limited or no knowledge of English vocabulary. However, they have this awareness of grammar and sentence structure and a sound knowledge of their home language. Limited English proficient does not mean limited thinking, hence the idea to change the label used to English Language Learner. Many of these children are unfamiliar with the Roman alphabet, and those who know the alphabet usually have to learn new sounds for the letters. Children who are learning English as a new language are a valuable asset to schools, since they bring a knowledge of another language and culture with them to share with their classmates.

Progress to full proficiency for ELLs depends on several factors. These factors include the age at which a child begins learning English, the extent to which the child was formally educated in the home country, the richness of the home language environment and parental support through consistent attendance. ESOL Content Standards provide teachers with usable information to ensure that English language development is occurring appropriately for English learners who enter school throughout all grade and proficiency levels. As part of progress to proficiency, ELLs develop skills simultaneously, such as oral basic interpersonal communication skills (BICS). Skills in reading and writing follow developmental patterns for language acquisition. All beginning level students must develop proficiency in phonemic awareness, decoding, and concepts of print appropriate for their grade and age levels in order to form a solid foundation for further success in English. The strategies used to help students attain proficiency in English vary according to the student’s age.

For all students, developing skills in reading English begins with a solid understanding of the relationships between English sounds and letters-the relationships between the spoken and written language. For the child learning English as a new language, those concepts are first developed through the recognition and production of English sounds. Students first learn the sounds that exist in English, usually in comparison with the sounds of their home languages. As students develop knowledge of the correspondence between sounds and printed symbols, they also develop skills to deal with English morphemes. Because English language learners begin their study of English at all grade levels, all beginning students must develop proficiency in phonemic awareness, concepts of print and decoding. Care should be taken to ensure that students work with vocabulary and concepts that are meaningful and comprehensible.

ESOL Curriculum & Instruction
Middle School

Summary
The English To Speakers of Other Languages program at the middle school level serves linguistically and culturally diverse middle school aged students, who require intensive English language instruction and orientation to a new cultural and academic environment. Students in Baltimore City Public Schools System are assessed on a state-mandated test of language proficiency and placed in an appropriate level of ESOL instruction, beginning level through advanced. ESOL students receive daily instruction in ESOL classes taught by an ESOL teacher. Some beginning students receive two ESOL classes daily. Some ESOL students also receive offerings in sheltered content courses in social studies, math or science. Sheltered classes offer content instruction to ESOL students with specific emphasis on language development as students acquire content knowledge.

The composition of the student population in each level is usually multi-grade and heterogeneous. ESOL classes provide structured instruction in the acquisition of the English language with specific emphasis on the listening, speaking, reading and writing skills that are prerequisite for success in a rigorous, academic environment. Instructional goals for ESOL classes are based on the development of language proficiency within the context of an English/language arts curriculum. Students develop competency in understanding spoken English, using grammatically correct English to express social and academic needs and in organizing and clearly expressing their ideas in written English. Students explore an understanding of the human experience from a multicultural perspective as they develop reading and writing skills Students are exposed to developmentally appropriate texts representing the genres of narration, poetry, drama and exposition. As students become more fluent with spoken and written English, they are also taught to analyze text from an historical and cultural perspective.

The middle school ESOL curriculum is theme based, including four unit themes. Each theme covers nine weeks of study. Included are activities that are designed to develop language and critical literacy as well as activities that teach and reinforce the acquisition of all four language skills: listening, speaking, reading and writing. The incorporation of both literary and expository text provides for extended language development through the use of authentic, unabridged materials. Vocabulary development is an integral part of the ESOL program. All of the Language Focus activities are designed to provide ample opportunities to practice language structures in conjunction with the content.

ESOL Level 1- Beginners
Four Units: All About Me, The World Around Me, Welcome to America, Reflections.

ESOL Level 2- Intermediate
Four Units: Hopes and Dreams, Community, Discoveries, Changes and Challenges.

ESOL Level 3- Advanced
Four Units: Identity, Belongings, Making Decisions, Connections.

PART TWO

This document was developed for students who are literate or who have age appropriate pre literacy skills in their primary language. Students who enter BCPSS schools in higher grade levels who are not literate in their primary language need to be taught using literacy standards one would normally associate with those used for younger children, including those standards related to phonemic awareness, concepts of print, and decoding skills. Teachers of ESOL target strategies that are based on individual student needs, holding the students accountable for their own language development in an age appropriate manner.

This document is based on National and Maryland standards documents and the indicators and grade bands set up by the IDEA Proficiency Test, (IPT) the Maryland assessment tool which measures language skills in listening, speaking, reading and writing. The grade bands are K-1, 2-3, 4-5, 6-8, and 9-12. Within those grade bands, activities are specifically designed to meet individual language learning proficiency levels: beginning, intermediate, and advanced. Based on constraints of elementary school scheduling and staffing, multilevel instruction within the ESOL class activities should also be included in planning as a differentiation for individual language learners.

Background information on National TESOL Standards (Teachers of English to Speakers of Other Languages)

The Center for Applied Linguistics (CAL) helped the Teachers of English to Speakers of Other Languages (TESOL) association develop and implement standards for the effective instruction of English as a second language (ESL) to pre-K—12 students in the United States. Released in June of 1997, these standards address the questions of what students should know as a result of their ESL instruction. Because students enter school with varied backgrounds in ESL and native language proficiency, these standards have been established according to second language developmental stages, reflecting growth at beginning, intermediate, and advanced levels of English proficiency within pre-K—3, 4—8 and 9—12 grade level clusters. The needs of students with limited formal schooling and learning disabilities are also discussed.

The conceptual framework within the standards document describes TESOL's vision of effective education for students learning English. This vision includes developing proficiency in English and the maintenance and promotion of ESOL students' native languages. ESL standards are not intended to replace standards being developed in other content areas, but rather they are to supplement standards in English language arts, math, social studies, and other content areas that are part of the student's curriculum. However, TESOL believes all education personnel should assume responsibility for the education of linguistically and culturally diverse students. The following lists the ESL goals and standards:

Goal 1: To use English to communicate in social settings.

Standard 1: Students will use English to participate in social interaction.

Standard 2: Students will interact in, through, and with spoken and written English for personal expression and enjoyment.

Standard 3: Students will use learning strategies to extend their communicative competence.

Goal 2: To use English to achieve academically in all content areas.

Standard 1: Students will use English to interact in the classroom.

Standard 2: Students will use English to obtain, process, construct, and provide subject matter information in spoken and written form.
Standard 3: Students will use appropriate learning strategies to construct and apply academic knowledge.

Goal 3: To use English in socially and culturally appropriate ways.

Standard 1: Students will choose a language variety, register, and genre according to audience, purpose, and setting.
Standard 2: Students will use non-verbal communication appropriate to audience, purpose, and setting.
Standard 3: Students will use appropriate learning strategies to extend their sociolinguistic and sociocultural competence.

Each standard is explicated with descriptors, sample progress indicators, and a vignette which gives examples of specific classroom activities that support attainment of the standards. These activities have been used to develop sample tasks in the document.

Project team members have been helping Maryland and school districts implement the ESL Standards through curriculum alignment, professional development, and assessment design activities.

School Responsibilities regarding English Language Learners:

The Equal Education Opportunities Act (EEOA) of 1974 states that schools are responsible for providing a “fair and equal education” for all students. The English to Speakers of Other Languages (ESOL) program was created to ensure compliance with state and federal requirements to meet the needs of English language learners. In addition, the Baltimore City Public School System is in a Partnership Agreement with the US Department of Education Office of Civil Rights. Circular #3, 2004-2005 also specifies school responsibilities.

Highlights from ESOL Program

  • As of May 2, 2005, over 1,500-Limited English Proficient (LEP) also referred to as English Language Learners or ELL students, were on register in the BCPSS. (In May 1992, only 250 students were identified as LEP). Initial identification of home and primary language is crucial for all students.
  • Baltimore City will be a new home to approximately 200 refugees in the 05-06 school year.
  • BCPSS ESOL Program schools serve over 800 Spanish speaking students, while the next highest language groups are Arabic, Chinese, Vietnamese, French and Urdu.
  • The ESOL Program has teachers in 43 schools to provide language support services to students.
  • Specific ESOL Curriculum is in place based on National TESOL Standards, language proficiency and utilizing adopted textbooks for ESOL students in grades PK-12.
  • A translation library is available in order to provide school forms for parents. Use the link to register for access: https://secure.mynclb.com/subenroll.cfm?id=453433If you do not have bcps email, go to www.transact.com with the username and the password languages.
  • Each school staff member needs assistance with knowing how to cope with the many aspects of serving children learning English as a new language and their families. ESOL teachers assist with providing information to mainstream teachers and school staff so that they are prepared to deliver quality accommodations to curriculum for English language learners.

Specific School Responsibilities:

1.  All students must have a home and primary language (including English) entered into the SASI student module at registration. Students arriving directly from other countries should be coded as R 18, which documents that these students are eligible to be exempted from statewide assessments.

2.  Parents must be provided with accessible information about their children’s education, which includes using translated documents and interpreters. English language learners should not be pulled from classes to interpret for new arrivals.

3.  Lower level LEP students must receive at least one class period a day of ESOL instruction, and all LEP students must receive language specific accommodations and instructional modifications in their mainstream classrooms. Beginning level students may also receive additional support. Language proficiency is taken into account with determining the most appropriate level of service. These language support activities are not optional. Accommodations and modifications are required in mainstream classes and in testing settings.

4.  Students should be placed in grades within one year of their chronological ages, using individual educational background and parent input. ESOL students may be placed in different grade level groups for portions of the day as newcomers, determined by the ESOL staff and based on individual student needs and documented in the ELL workplan.

5.  The retention, placement, or grading of LEP students must not be based solely on their lack of English proficiency. Retentions and placements must be based on multiple measures, not only on assessments in English. Grades must be assigned with accommodations and instructional modifications in place.

6.  If a school’s LEP population is ten or greater, provisions must be made to provide ESOL service to those students at their zoned school. The ESOL program will assist with determining provisions for service.

7.  Support for LEP students provided through ESOL classes should be scheduled during language arts, reading, or English classes to allow sufficient time to assist LEP students with their transition to mainstream classes in an appropriate manner.

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