It is an SAS core belief that embracing diversity enriches individuals and communities.
SAS serves a truly diverse student body, and this valuable resource brings many cultural traditions and languages together to enrich our school community. SAS prepares students to participate meaningfully as global citizens by supporting proficiency in multiple languages. Since students come from a variety of language backgrounds, some need support in building academic English proficiency. SAS is committed to additive bilingualism (maintaining home languages while developing English language proficiency). It is our expectation that EAL students will successfully participate in the SAS learning community.
Names/Terminology
EAL: English as an Additional Language; We are EAL teachers and form the EAL department.
ELLs: English Language Learners; English language learners are students whose first language is not English.
At SAS, "ELLs" include students who are currently enrolled in the EAL program and those who have been exited from these programs in the past, as well as bilingual students who may have never received special English language development classes. It is important to keep in mind that even native English-speaking students have a variety of ability levels in written and spoken English.
EAL Plus: direct English language instruction in the place of a global/foreign language.
How does SAS support English Language Learners?
In order to provide students with the most effective language learning environment, SAS uses a sheltered English immersion model, which allows for differentiated instruction based on English proficiency. That is, all students are immersed in a rigorous college-preparatory academic curriculum; however, based on language proficiency testing and a review of previous school records, some students receive EAL support in addition to their core classes. This support can come through students meeting for an additional class with the EAL teacher (Pull Out) or by receiving support from the EAL teacher in their core classes (Push In). The EAL teacher meets with the core teachers on a regular basis to discuss curriculum, ways to scaffold content material, and plan their co-teaching classes. The goal of EAL support is to enhance academic English skills and support students in making the transition to an American high school learning environment- while at the same time promoting students’ home language and culture.
Program components:
In order to maintain a sheltered English immersion model where students are maximally supported in relation to their needs and students study the core curriculum, the following components are necessary:
The Admissions Office has clear procedures to determine which students have a minimum level of English proficiency (according to the WIDA cut-off chart) and can be admitted to SAS.
EAL teachers administer regular, accurate assessment of English language proficiency.
All SAS teachers teach English language learners effectively (Tier 1 instruction) based on the SIOP framework.
Students who need EAL support have a variety of flexible, options depending on need.
Students with greatest need receive direct, content-based EAL instruction during Language Learning Block/global languages class (Tier 2 support).
EAL teachers and content teachers co-plan and co-teach.
EAL Staffing
Greater staff to student ratio (in elementary) is necessary to increase push in times/support. One teacher per grade level (elementary) will allow for ideal Push In support and collaborative teaching at grade level, and allow EAL teacher to become part of core grade level team.
Daily contact with Push In students is ideal in ES and MS
If this is not possible, 3 periods per week as a minimum in core classes
Clustering ELLs into fewer numbers of classrooms will allow for ideal conditions to be met.
Smaller Pull Out class sizes – IDEALS:if these class sizes can not be met, no more than 12 students maximum for Middle and High school.
Grades 1-2 = 8 (maximum) students
Grades 3-5 = 10 (maximum) students
Grades 6–8 = 10 (maximum) students
Grades 9–10 = 10 (maximum) students
Planning
Research shows that co-planning with EAL team is necessary component of successful EAL program
Co-planning with Content team/ Grade Level TeamCommon curriculum documentation maps on ATLAS.
Schedule must be designed to ensure common planning time for EAL teacher and core (grade level) team
Common understandings/expectations of what happens in Co-planning time in order to make effective planning sessions.
Assessing language acquisition and support levels determined cooperatively with core (grade level) teachers.
EAL in the Middle School - Course Description Questions
Do we need to clarify Admissions procedures? What are problems/challenges?
Are our current cut-off levels working?
How many students are ELLs and how can we get accurate information about them?
What other languages are spoken by SAS students and how can we develop bilingualism?
How can we ensure that all students receive Tier 1 instruction based on SIOP? How do we assess teaching? What are PD implications?
Language Policy
Encourage bilingualism
Parent Education
Nordmeyer (2010) in Nordmeyer & Barduhn, eds. Integrating Langauge and Content (TESOL).
Standards, Assessment and Curriculum
The EAL department at SAS uses the WIDA Standards for assessing English Language Development for purposes of Admission and on-going language assessment to inform instruction.
It is content-based.
There are standards and benchmarks for grade levels and content areas.
It assists with curriculum development.
It provides Can Do Descriptors.
It uses Academic Language based assessment and reporting.
The WIDA is a specialized assessment tool and requires proper training and resources to be used effectively.
PROGRAM AND MODEL
It is an SAS core belief that embracing diversity enriches individuals and communities.SAS serves a truly diverse student body, and this valuable resource brings many cultural traditions and languages together to enrich our school community. SAS prepares students to participate meaningfully as global citizens by supporting proficiency in multiple languages. Since students come from a variety of language backgrounds, some need support in building academic English proficiency. SAS is committed to additive bilingualism (maintaining home languages while developing English language proficiency). It is our expectation that EAL students will successfully participate in the SAS learning community.
Names/Terminology
How does SAS support English Language Learners?
In order to provide students with the most effective language learning environment, SAS uses a sheltered English immersion model, which allows for differentiated instruction based on English proficiency. That is, all students are immersed in a rigorous college-preparatory academic curriculum; however, based on language proficiency testing and a review of previous school records, some students receive EAL support in addition to their core classes. This support can come through students meeting for an additional class with the EAL teacher (Pull Out) or by receiving support from the EAL teacher in their core classes (Push In). The EAL teacher meets with the core teachers on a regular basis to discuss curriculum, ways to scaffold content material, and plan their co-teaching classes. The goal of EAL support is to enhance academic English skills and support students in making the transition to an American high school learning environment- while at the same time promoting students’ home language and culture.
Program components:
In order to maintain a sheltered English immersion model where students are maximally supported in relation to their needs and students study the core curriculum, the following components are necessary:
EAL Staffing
Planning
EAL Program Chart (GRADE 1-10)
Questions
Language Policy
Standards, Assessment and Curriculum
The EAL department at SAS uses the WIDA Standards for assessing English Language Development for purposes of Admission and on-going language assessment to inform instruction.
Delicate Balance: Managing the Needs of ELL students posted by: Maine Department of Education
Differences between First and Second Language Acquisition