EAL Handbook 2014-2015
Table of Contents Program Rationale 3 EAL Staff and contact information 3 EAL Admissions 4 EAL Proficiency Levels 4 EAL Program 5 Frequently Asked Question s 7 EAL Glossary 12 2
Program Rationale The English as an Additional Language (EAL) Program at ISE is dedicated to ensuring all learners have equal access to the academic curriculum and are included in all social aspects of life at ISE. High standards are expected of all EAL students. In all situations, EAL teachers are advocates for EAL students. EAL learners are students who have one or more parents who are not native speakers of English and require support to develop their language skills. EAL Staff Mrs. Kelley Potisit Ms.. Hull Mrs. Maria Gr.1 & 2 Gr. 3 & 4 Grades 5 & 6 kpotisit@ise.ac.th thull@ise.ac.th maria@ise.ac.th 3
Admissions All EAL students will be screened for English Language proficiency. Acceptance, placement and servicing of EAL students will be determined by the school admissions process and EAL staff based on: Previous school records Admissions screening Academic performance Student s age Confidential references English as an Additional Language Screening EAL levels will be determined using the WIDA assessment. EAL students will be admitted to the following grade levels if they demonstrate the level of English proficiency required at the time they are tested. Grades Semester 1 Semester 2 1-4 Entering Entering 5 Entering Beginning 6 Beginning Developing English Proficiency Levels (Based on WIDA Proficiency Levels) 1. Entering Knows and uses minimal social language and minimal academic language with visual support 2. Beginning Knows and uses some social English and general academic language with visual support 3. Developing - Knows and uses social English and some specific academic language with visual support 4. Expanding - Knows and uses social English and some technical academic language 5. Bridging Knows and uses social and academic language working with grade level material 6. Reaching Knows and uses social and academic language fluently and confidently 4
Enrollment Status EAL student s language proficiency will be assessed every semester as well as the level of support they are receiving. If a student enrolled in the EAL program does not demonstrate a reasonable rate of language progress or the necessary motivation to develop their English proficiency, they may be referred to the Student Study Team who will monitor the student s progress and make the necessary recommendations. Students who do not require EAL servicing on admission will be placed in the appropriate grade level and their progress monitored. The EAL teacher and class teacher will determine if they are meeting grade level requirements. If a student is not making sufficient progress, they may be placed in the EAL program at any time. English as an Additional Language Program For EAL students to be successful and reach their full potential, coordination between mainstream teacher and EAL teachers, home and school is essential. EAL teachers and mainstream teachers meet regularly to plan instruction and strategies to support all learners in the class. Support We currently support EAL students through: Instruction Lesson planning with mainstream teachers In-class support in the mainstream classroom Direct instruction in small EAL groups Monitoring of all EAL students and newly exited students Assessing all EAL students Students learn the language they need to study content and be successful in school (academic language) and the language they need to interact socially with their peers (social language). The particular needs of the individual students are carefully assessed and are considered to guide the instruction that is provided. Instruction includes: Lessons to teach the language of the content areas, such as science, social studies and math (academic language) Lessons to teach the study skills so EAL students can access the mainstream content. For example, research skills or how to read non-fiction. Developing the four language skills of speaking, listening, reading and writing in English 5
Lessons to develop grammar, vocabulary, comprehension, decoding, spelling and writing skills Specific oral language activities that model, practice, and develop speaking fluency and confidence in English Reading for fluency, comprehension and pleasure New Student Orientation All parents of newly enrolled EAL students will be given an appointment for an EAL orientation. The purpose of the orientation is to meet the EAL teachers, ask questions, become familiar with the EAL program and inform teachers of your child s learning needs. The EAL teacher will explain the EAL program and expectations. Assessment Students who speak another language other than English will be assessed using the WIDA model (Measure of Developing English Language). The assessment determines proficiency in speaking, listening, reading and writing. Students are tested twice each school year to assess student progress, determine servicing needs and whether a student is ready to exit the program. At the end of kindergarten any student who has English as a second language are assessed to determine EAL servicing for first grade. Exiting EAL Students exit the EAL program when their academic English level is sufficient for them to succeed in academic classes without EAL support. However, this level varies based on the needs of each student. After exiting the EAL program, students are expected to continue to work hard to meet expectations. If a student presents additional learning needs they will be assessed by the Student Study Team and be given Learning Support. The timing of a student s exit from EAL is determined by: Testing results Class work and participation in EAL and mainstream classes Input from EAL and mainstream teachers Students who exit EAL are characterized by the ability to: Complete assignments independently Comprehend reading on grade level or not more than one year below grade level Participate in discussions and communicate orally Write at or near grade level Use resources and know how to get help if needed Use strategies to overcome language deficits Show desire to continue to work on language development 6
Frequently Asked Questions (FAQ s) How do I know if my child needs EAL? On admission you will be informed of your child s English proficiency and if they need EAL servicing. We will also arrange an EAL orientation meeting within a month of your child s admission to the school to inform you of the servicing your child will receive. If a student is a newcomer to English they may require intensive English before they are ready to join the mainstream class. Your child may need EAL after a period of time studying at ISE. Some students do not make sufficient progress in English or begin to struggle as the challenges in the classroom become greater. For example moving from grade three to four can be a big jump for some students in terms of the academic English required. If a teacher considers that a student may need EAL servicing, the EAL teacher will assess your child and meet with you to discuss the results. You will be called to the school for an EAL orientation. All students in Kindergarten to grade 6 who have English as a second language are tested in May to determine their level of academic proficiency. Students who are not in the EAL program are tested to ensure they are meeting grade level standards. If your child has already exited the program they will still be tested for a period of one to two years to ensure they are continuing to meet grade level demands. I am paying for EAL servicing what does that mean/look like for my child? The EAL servicing your child will receive depends on the grade level of your child and their current English language proficiency. It will look very different for each student as they each have very different language needs. At ISE we are a small school and pride ourselves on providing EAL servicing to meet the individual needs of the child. Grade 1 through 4: In grades one through four most EAL servicing is provided through in-class support. The EAL teacher will plan and work in the classroom for Language Arts. The mainstream teacher and the EAL teacher will use differentiation to meet the needs of all students in their class. They will also plan and attend selected lessons during social studies, science (and sometimes math). Some students will be identified as needing small group work or one to one lessons to work on a specific skill. For example an EAL student may be particularly weak in writing. The EAL teacher may work with that student in a small group during Language Arts to work on a specific skill or work with them at another time to work on this skill. 7
In grade 5 and 6: The academic demands become greater in Intermediate school and therefore the EAL service is more varied. Newcomers to English who enter Intermediate school (WIDA level 1 or 2) may need intensive EAL lessons before they can access the grade level content. They may attend EAL classes during Language Arts, social studies and /or science. For students with more English they may be given in-class support during Language Arts, Science and Social Studies or work with the EAL teacher in a small group. The servicing needs of a child are continuously changing and we are flexible to allow servicing to change to meet their growing needs. Please see below for examples of servicing based on their areas of need. Examples of EAL servicing provided: Name: Tone Nationality: Thai Grade: 1 English proficiency: WIDA level 1-Entering Areas of Need: weak in reading and vocabulary Servicing: Tone will attend Language Arts in the mainstream class. He will have guided reading in a small group at his level. He will also work with the EAL teacher for speaking, writing and vocabulary development. He will be pulled out during morning meeting time 8.00-8.30 for small group phonics and reading. Tone will also attend EAL during Library time for speaking and vocabulary development. Name: Sumin Nationality: Korean Grade: 3 English proficiency: WIDA level 3 Developing Areas of Need: Weak in grammar and speaking. Servicing: Sumin will attend Language Arts in the Mainstream. She will attend EAL during Wednesday lunchtime and Friday during the Language period for speaking and vocabulary development. Sumin will also receive one to one practice for working on class presentations or performances to work on pronunciation. Name: Nani Nationality: Japanese Grade: 5 English Proficiency WIDA 1-Entering Areas of Need: Newcomer in all areas. Nani will be pulled out from 8.00-8.30 to work one to one on reading and phonics development. During Language Arts she will be in a small EAL group for reading, writing and speaking. Nani will also attend EAL during Social Studies to work on vocabulary, some modified social studies curriculum as well as speaking. For the first three months Nani will also attend EAL during Science and work on computer programs for EAL learners such as Lexia. Nani will also attend EAL during the Language block for continued reading and phonics classes. 8
Name: Hannah Nationality: Brazilian Grade: 6 English language proficiency - WIDA 4 Expanding Areas of need: Weak in writing and grammar. Hannah will attend all mainstream classes. During Language Arts Hannah will be placed in a writing group that works specifically on grammar. Hannah will attend EAL half-time during the Language block to work on grammar. She may also use the library period for extra time to work on writing projects for any subject. How long will my child be in EAL? Parents want a time frame for how long their child will be in EAL. EAL servicing will be provided for a student until they are able to function independently in the mainstream classroom successfully alongside their grade level peers. This would mean they are able to understand teacher directions, understand class discussions and contribute, work with peers to complete tasks and complete tasks independently. Students will be exited from the classroom based on EAL testing, standardized grade level testing as well as class teacher, EAL and specialist teacher observations. The student s level of academic English typically is one year below their peers or close to grade level proficiency. On average, at ISE students need about three years in EAL before they have sufficient English to function successfully and independently in the mainstream. However some students pass through the program much more quickly, while others need a fourth fifth, or even sixth year of EAL. See below for reasons why this should be. How long will it take my child to learn English? There is still no simple answer to the question, since it depends on where and how the second language is learned, and the age at which it was started. It is a little like trying to answer the similar question: How long does it take to learn how to play the piano? As with English, there are many factors affecting learning. It depends on when you start learning, who your teacher is, how often you practice and your personal motivation to learn. Social English, the language used to communicate needs and play with peers is usually acquired quite quickly in an International school setting. Parents often mistake social English ability for fluency in English. Academic English, the English needed to function in an English classroom and study subject content may take from 5-7 years to attain proficiency. If a student has learning needs this will also affect their ability to learn their first language and English. 9
Why do some students learn English quickly? There are a number of factors why some students learn English a lot more quickly than others. Here are some of the main factors: 1. A first language with a Roman alphabet. If a child has a first language such as Dutch, German or Portugese with a roman alphabet it is much easier for them to learn English. They can relate words in their own language to English and can already read even though they may not understand what they are reading (if they are literate in their first language). 2. A strong first language. A child who has a strong first language will find it easier to learn a second language. A child who is literate in their first language brings many skills and knowledge that they can use to help them learn English. For example, reading skills or research skills can be transferred to English. If a child struggles in their first language, learning English may also be a challenge for them. It is very important that a student continues to learn their first language. 3. A positive attitude towards learning at an International school in English. Another factor influencing second language development is the child s attitude to the target language and culture. A new EAL student at ISE is exposed to 2 new cultures at the same time - the culture of Thailand, the host country, and the American culture of our school. A child who is unhappy about being in Thailand, or uncomfortable in his new school will probably learn English more slowly than a child for whom the move is no problem. 4. Self Confidence Another influence on the speed at which a child learns a second language is selfconfidence, and linked to this, a lack of fear of taking risks or making mistakes. Confident students who are not afraid of being wrong, have a language learning advantage over the fearful and timid. 5. Motivated to learn English. Personality is another factor: a motivated, hard-working student will generally do better than someone with opposite characteristics. 6. Parents proficiency in English. If a child s parents are proficient in English they can provide a strong support network at home. They can have increased understanding about what their child is learning 10
and increased communication with their child s teachers and the parent community. This support is very valuable in helping students be successful. 7. Exposure to English outside of ISE. If a student is exposed to English outside of the classroom through after school activities, English songs, English movies, English books, play dates with speakers of other languages or extra English classes they generally develop social English and vocabulary quicker. If a child s only exposure to English is during the school day they may develop their skills more slowly. 11
Glossary: Academic English The English of the classroom. It is used to study content such as math, science and social studies, complete assignments and join in class discussions. Differentiation: Using a varity of strategies and support to ensure all students have access to the curriculunm and are being given appropriate tasks to meet their needs. EAL English as an Additional Language. Most students at ISE have another language other than English as their first language. English may be their second or third language. Any student who is not a native speaker of English will be assessed for EAL servicing on admission to ISE. English Language Proficiency The ability or skill a student has in English. First language/ Mother tongue The language that you learned first and which you naturally think and function in. In-Class Support EAL support provided in the classroom by both the EAL teacher and mainclass teacher through co-teaching, joint planning, differentiated tasks and modified curriculum or tasks. Mainstream Class The regular grade level class. Native Speaker of English - Someone who has English as their first language. Social English The English we use with friends. It is the playground language or the language we need to say what we need. WIDA Standardized EAL testing from the United States that is being used by many International schools as a Standardized test for English Language Proficiency. It is scaled from 1-6, with 6 being at a grade level proficiency. 12