Elementary ESLSupporting Bilingualism

Inclusion

Pull-out

Planning

The ESL Team

Determining EligibilityESL Eligibility Guidelines – Support Not Provided

GR Term PM

Level

WIDA Model Proficiency Levels

ESL Continuums Other

Sp

eak

ing

Lis

ten

ing

Wri

tin

g

Rea

din

g

Ora

l

Lit

erac

y

Ove

rall

Com

pos

ite

K 4 3-5 5 5 - - 5 - - 1st - 2nd column

1

1 7 5 5 High 4 5 5 5 5 1st - 2nd column

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 the students

take part in

the MAP and ERB testing where

appropriate.

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

Inclusion – what does it look like?

Pull-out – what does it look like?

Planning – what does it look like?

Supporting Bilingualism

Why and how?

The need to do this is research based.

Let’s start with why?

Myth 1: Learning two languages causes language delay.

Brain tissue density: language, memory, attention

More neural activity in language processing

“These studies have also demonstrated 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 Poor communication with extended

families Lower academic achievement in English

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.”

“...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.”

Ok, so now we know why, let’s

move on to how?

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 own language (ICDL) Bilingual dictionaries (translation apps) Read in your language Always use your own language at home Read in your language Become a bilingual parent volunteer Use Skype to stay in touch with family and

friends Read in your language Share ideas with each other