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ESL Structure in Elementary School

Questions and direction toward more efficient school-wide second language instruction.

 Grouping

• The advantages of homogeneous grouping
• Backed by research.
• Allows for a higher degree of comprehensible input.
• More efficient.
• Sheltered instruction.
• Advantages of Multilevel –heterogeneous grouping for ESL –who does it, why…
• No time wasted while students switch rooms
• Teachers have greater control of their schedule and can adjust it when necessary.
• Multi-level grouping is mainly used in adult community classes. It is seen as advantageous in that it offers individuals the chance to take classes in their neighborhood, with family members. It is also more cost effective for the institution providing the service.

• Step one. Set a start date. Target start date: 2-3 weeks from faculty consensus.
• 1^st only?  1^st through 5^th?
• First only and one grade level added per year allows for gradual integration. It also gives a clearer picture of the programs impact. 
• 1^st through 5^th immediate integration makes all students the beneficiaries of a more efficient instructional vehicle.
• How many levels?
• As few as 2 as many as 6. Student-population / stratification will influence the number of groups, 3 – 5 levels appear probable (with some levels having 2 or more sections).
• Basic Inventory of Natural Language shows 4 levels: non-English, limited English, fluent English, proficient English.
• Bilingual Syntax Measure contains 5: no English, Receptive English Only, Survival English, Intermediate English, and Proficient English.
• IDEA Proficiency Tests of Oral, Reading and Writing Proficiency contain 3: non-, limited and competent or fluent.
• Language Assessment Scales have varying levels including a 5 level designation: non-, limited 1, limited 2, fluent 1, and fluent 2.
• Woodcock-Muñoz Language Survey also outlines 5 levels: 1- negligible English CALP, 2- very limited, 3- limited, 4- fluent, 5- advanced. 
• When during the day?
• To be decided by each grade level.
• Who teaches what?
• To be decided by the student stratification numbers and by grade level.
• How do we determine student placement?
• An array of formal and informal assessment options including but not limited to: LAS scores, Aprenda English portion scores, ESL report card grade, teacher checklist A and B, and a computerized test in close cases.
• What materials do we use?
• This depends on the level of student and will be discussed later. All levels “can” use the ESL adoption (although not the best option).
• What does each level of classroom look like?
• Based on a five level split:
• 0 Beginning- This class will focus on sound symbol correspondence and oral language, it will use Total Physical Response, songs, poems, rhymes, art, games and kinder / first grade readers / books. Students are allowed a substantial (up to 5 month) silent period. Language is modeled at a slow rate, indirect correction is used, and class activities should require the learner to interact with the instructor and peers alike. Class environment and course materials include visuals and manipulatives.
• 1 Intermediate 1- This level utilizes similar strategies as the Beginning class, with an increase in the amount of expected / elicited student language production. Class literature and activities are lengthier but with the same amount of contextualization. Geometry concepts can be introduced through the use of arts and crafts.
• 2 Intermediate 2- Students in this class receive sheltered mathematics instruction as well as time for silent sustained reading and advanced Total Physical Response, word games, songs, poems, rhymes and conversation. Math instruction will be based on hands on activities and manipulatives.
• 3 Advanced ESL- This class will offer sheltered mathematics and science instruction. Silent sustained reading (SSR) and conversation are also used.
• 4 High Sheltered Instruction- Students at this level receive sheltered math, science, social studies, reading and writing instruction. SSR should also be used at this and all levels.
• Note the use of Silent Sustained Reading (SSR) at all levels. This is an especially effective instructional vehicle provided the learners have access to a large, diverse, ever changing library of books.
• What if there is a substitute?
• Grade levels hold leveled ESL classes with the substitute teaching the ESL class held in the absent teacher’s room. In the event of a class split ________.
• How will we know if it is working?
• While linguistic development is at times neither linear nor constant, test score comparisons to previous years can be made. A longitudinal study of student linguistic level variance can also be conducted. Teacher, parent and student surveys are other options.
• What is our goal? BICS or CALP?
• Though not a question of either or, and while BICS is in some ways the gateway to CALP, a significant amount of instructional time should be aimed at increasing the learners’ ability to function in the cognitively demanding, context reduced English language classroom.
• It should also be noted that this program’s goal is neither to eliminate nor drastically (by more than 40%) reduce the number of students in the school’s bilingual education program. Research has shown that LEP or ELL students require up to 5 to 7 years of instruction in a bilingual program before transitioning. Its goal is to significantly increase the English speaking, reading, and writing skills of the students served by the program.
• What about grades?
• Instructors will be responsible for the assessment and subsequent grading of students in the ESL class they teach.
• What else can we do?
  • Increased focus on ESL / comprehensible input in enrichment and magnet classes, linguistically heterogeneous enrichment groups, science, computer lab and library ESL units, lunchroom posters, and the classroom.