Parents are our students' first teachers and they can be a teacher's greatest allies.
A few suggestions for getting in touch and staying in touch:
- Look at student files to get more information about parents (location, job, language abilities)
- Make use of school translation resources (building secretaries, Korean Liaison)
- Invite parents into your classroom
- Find out about siblings and stay in touch with other EAL teachers to coordinate visits
What is the language background of SAS students?
Most students at SAS are English language learners, a term which describes students who are currently enrolled in EAL classes, students have exited from an EAL (English as an Additional Language) program in the past and bilingual students who may have never received special English language development classes. In addition, native English-speaking students come to SAS with a variety of ability levels in written and spoken English.
What is the biggest challenge facing English language learners at SAS?
English language learners’ biggest challenge is learning academic content in English. Learning English and learning in English are not the same. To be successful at SAS, students need to be able to understand and use academic English. In contrast to social English used in the hallways or on the playground, academic English is used by teachers and students in class, in textbooks and on tests. For example, at lunch a student might say “hey, let’s sit at this table,” (social English) then in science class read about the periodic table or discuss the water table (academic English). Proficiency in academic English means being able to read, write, speak and listen – as well as the ability to think critically in English.
How long does it take to learn academic language?
Language learning is an on-going, developmental process. Although social English skills may develop within a year, research has consistently shown that academic English takes five to seven years to develop. On top of this, English language learners are aiming at a moving target, since increasingly complex language skills are required to understand to academic content that gets more difficult each year. Therefore, students who are learning English and learning in English face a dual task: it’s like learning to ride a bike in the middle of a bike race. And even after seven years, English language learners and native speakers continue to develop critical reading, writing skills and acquire new vocabulary. (Think of the last time you consulted an English dictionary).
How does SAS support students in developing academic language skills?
SAS supports elementary, middle, and high school students in a variety of ways. All students at Pudong and Puxi high schools use the Writing Center as a resource to improve their writing and other academic language skills. In addition, all EAL teachers offer “push in” support by co-planning and co-teaching engaging and language-rich classroom activities with core subject and homeroom teachers. In these mainstream classrooms, EAL teachers also support students by answering questions and clarifying language and content. The most intensive support is in EAL “pull out” classes, where English language learners focus on social and academic English skills through content-based lessons.
What can parents of English language learners do to help?
Be supportive and patient. Remember that academic English skills take five to seven years to develop. “For me, learning English is like a bath -- you have to soak in it for a long time!” (SAS student).
Encourage and model good reading habits. Reading at home can help a child improve reading and writing skills as well as develop vocabulary.
Bring English into your home. Make English-language books, magazines, newspapers and movies available for your children. Visit the bookstore together.
Maintain and develop your home language. Academic skills in a first language have a direct, positive impact on learning a second language.
Stay informed. Please contact an EAL teacher in your child’s school with any questions about your child or the SAS EAL program.
How are SAS teachers involved?
Since every teacher at SAS teaches English language learners, all teachers need to be aware of best practice in promoting language acquisition. Through professional development, SAS teachers have opportunities to learn about working with English language learners and applying these approaches in their classes. Specific workshops, teaching strategies via email and on-going collaboration with EAL specialists help teachers to make the grade-level curriculum accessible for all students and integrate academic language development into all classes. Teachers often remark that an activity originally designed to help English language learners ends up benefiting all their students!
Where can I learn more?
➢ The Language Instinct, Stephen Pinker
➢ Educating Second Language Children, Fred Genesee
➢ One Child, Two Languages, Patton Tabors
➢ The Scientist in the Crib: What Early Learning Tells Us About the Mind, Alison Gopnik, Andrew N. Meltzoff, Patricia K. Kuhl
A few suggestions for getting in touch and staying in touch:
- Look at student files to get more information about parents (location, job, language abilities)
- Make use of school translation resources (building secretaries, Korean Liaison)
- Invite parents into your classroom
- Find out about siblings and stay in touch with other EAL teachers to coordinate visits
What is the language background of SAS students?
Most students at SAS are English language learners, a term which describes students who are currently enrolled in EAL classes, students have exited from an EAL (English as an Additional Language) program in the past and bilingual students who may have never received special English language development classes. In addition, native English-speaking students come to SAS with a variety of ability levels in written and spoken English.
What is the biggest challenge facing English language learners at SAS?
English language learners’ biggest challenge is learning academic content in English. Learning English and learning in English are not the same. To be successful at SAS, students need to be able to understand and use academic English. In contrast to social English used in the hallways or on the playground, academic English is used by teachers and students in class, in textbooks and on tests. For example, at lunch a student might say “hey, let’s sit at this table,” (social English) then in science class read about the periodic table or discuss the water table (academic English). Proficiency in academic English means being able to read, write, speak and listen – as well as the ability to think critically in English.
How long does it take to learn academic language?
Language learning is an on-going, developmental process. Although social English skills may develop within a year, research has consistently shown that academic English takes five to seven years to develop. On top of this, English language learners are aiming at a moving target, since increasingly complex language skills are required to understand to academic content that gets more difficult each year. Therefore, students who are learning English and learning in English face a dual task: it’s like learning to ride a bike in the middle of a bike race. And even after seven years, English language learners and native speakers continue to develop critical reading, writing skills and acquire new vocabulary. (Think of the last time you consulted an English dictionary).
How does SAS support students in developing academic language skills?
SAS supports elementary, middle, and high school students in a variety of ways. All students at Pudong and Puxi high schools use the Writing Center as a resource to improve their writing and other academic language skills. In addition, all EAL teachers offer “push in” support by co-planning and co-teaching engaging and language-rich classroom activities with core subject and homeroom teachers. In these mainstream classrooms, EAL teachers also support students by answering questions and clarifying language and content. The most intensive support is in EAL “pull out” classes, where English language learners focus on social and academic English skills through content-based lessons.
What can parents of English language learners do to help?
Be supportive and patient. Remember that academic English skills take five to seven years to develop. “For me, learning English is like a bath -- you have to soak in it for a long time!” (SAS student).
Encourage and model good reading habits. Reading at home can help a child improve reading and writing skills as well as develop vocabulary.
Bring English into your home. Make English-language books, magazines, newspapers and movies available for your children. Visit the bookstore together.
Maintain and develop your home language. Academic skills in a first language have a direct, positive impact on learning a second language.
Stay informed. Please contact an EAL teacher in your child’s school with any questions about your child or the SAS EAL program.
How are SAS teachers involved?
Since every teacher at SAS teaches English language learners, all teachers need to be aware of best practice in promoting language acquisition. Through professional development, SAS teachers have opportunities to learn about working with English language learners and applying these approaches in their classes. Specific workshops, teaching strategies via email and on-going collaboration with EAL specialists help teachers to make the grade-level curriculum accessible for all students and integrate academic language development into all classes. Teachers often remark that an activity originally designed to help English language learners ends up benefiting all their students!
Where can I learn more?
➢ The Language Instinct, Stephen Pinker
➢ Educating Second Language Children, Fred Genesee
➢ One Child, Two Languages, Patton Tabors
➢ The Scientist in the Crib: What Early Learning Tells Us About the Mind, Alison Gopnik, Andrew N. Meltzoff, Patricia K. Kuhl