Curriculum
English for Speakers of Other Languages
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ESOL |
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ELEMENTARY PARENT HANDBOOK English Version: WORD - PDF Spanish Version: WORD - PDF |
SECONDARY PARENT HANDBOOK English Version: WORD - PDF Spanish Version: WORD - PDF |
MARIE MENDOZA
DIRECTOR OF ENGLISH LANGUAGE LEARNER PROGRAMS
210-804-7180 EXT. 372
English as A Second Language PK-12
To ensure equal educational opportunity, the North East Independent School District believes that all students who have a language other than English and who are identified as Limited English Proficient shall be supported in their efforts to become competent in the comprehension, speaking, reading and composition of the English language through the N.E.I.S.D. curriculum and integrated use of second language methods.
Core Values:
- Language acquisition
- Comprehensible Input
- Relevancy
- Literacy
- Problem Solving
- Critical Thinking
- Technology
- Accountability
Core Purpose:
To promote and support the efforts of the second language learner in acquiring English so that he may continue his cognitive development, literacy and communication skills within an ever-increasing global community.Critical Attributes: Cognizant of the student's level of English proficiency, developmental stage, academic background and learning style, the teacher will provide ample opportunity for the student to:
- Interact with other students and teachers in a risk-free environment
- Respect oneself and the diversity of others
- Cooperate and collaborate with others in order to complete a task
- Learn how to question for clarification
- Employ the cognitive strategies of elaborating prior conceptual knowledge
- Make logical guesses as to meaning using context clues and pictures
- Recognize and use similarities between one's native language and English
- Apply and demonstrate the metacognitive strategies of planning, monitoring and evaluating a task
- Employ the use of technology for accelerating language learning and communication
- Demonstrate the process of research at one's level of proficiency
- Exhibit accountability and responsibility
North East Guiding Principles
English for Speakers of Other Languages PK-1
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Guiding Principles |
Bibliographic Sources |
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Language Acquisition and Learning ? For their cognitive growth and mastery of academic content, the LEP student must learn content while English is being learned. The student cannot afford to wait the five to seven years it takes to learn a second language before he learns academic content. Educators have increasingly emphasized the importance of integrating language learning with the teaching of academic content. Effective instruction promotes the integration of language, cognition and content mastery. |
Early, M. (1990). "Enabling First and Second Language Learners in the Classroom." Language Arts, 67: 567-575.
Mohan, B. (1986). Language and Content. Reading, MA: Addison-Wesley. Cummins, J. (1994). Schooling and Language Minority Students: A Theoretical Framework. California State University, Los Angeles: Evaluation, Dissemination and Assessment Center. |
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Comprehensible Input and Relevancy ? Modifications to the instructional program are required, but that does not entail a dilution in the conceptual or academic content. Rather, it is required to adopt and implement instructional strategies that are appropriate to the student's proficiency level, academic background, developmental stage, and learning style, which will ensure understanding of the material covered. |
Krashen, Stephen D. (1991). Fundamentals of Language Education. Beverly Hills, CA: Laredo Publishing. |
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Problem Solving and Critical Thinking ? The ESL student should be encouraged to interact with other students and teachers in a "risk-free" environment by respecting himself and the diversity of others, by cooperating and collaborating with others in order to complete tasks, and by learning and employing cognitive strategies.
LEP students will be explicitly instructed in learning cognitive and metacognitive strategies. The students will develop their ability to regulate their own learning by applying prior knowledge and searching for meaning through the use of higher order thinking skills. They will be able to plan, monitor, elaborate, and evaluate their own learning and second language acquisition. |
Short, Deborah. (1991). How to Integrate Language and Content Instruction: A Training Manual. Washington, D.C. : Center for Applied Linguistics. Chamot, Anna U., and O'Malley, Michael J. (1990). Learning Strategies in Second Language Acquisition. New York: Cambridge UP. Chamot, A. U., & O'Malley, J.M. (1994). The CALLA Handbook: How to Implement the Cognitive Academic Language Learning Approach. Reading, MA: Addison-Wesley. Chamot, A.U., Dale, M., O'Malley, J.M., & Spanos, G.A.: (1993). "Learning and problem solving strategies of ESL students." Bilingual Reseach Journal, 16. Cummins, J. (1986). "Empowering minority students: A framework for intervention." Harvard Educational Review, 56. |
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Reading and Writing ? Quality and age-appropriate literature provides models of language with increasing complexity and sophistication that challenge ESL students to develop new vocabulary, to learn effective use of mechanics and to acquire the structures of language through the use of the reading process. Good literature is about human experience combined with universal themes that speaks across cultures and language backgrounds. Well-selected literature can provide a common text and experience that allow students to interact and figure out meaning for themselves.
ESL writers while they are still learning English are able to work in the craft of writing. They are able to respond to the writings of others and take into consideration the ideas of others. In order to craft many kinds of writing the ESL student reads a variety of writing. Quality expository texts offer models for good expository writing. Reading a variety of texts-- poetry, essays, narrative fiction, fantasy, songs, second language learners are able to model and to use writing for multiple purposes. |
McClosdey, M.L. and Stack, L. (1993). Voices in Literature: Integrated Language and Literature of ESOL. Heinle and Heinle.
Hudelson, S. (1989). Write On: Children writing in ESL. Englewood, Cliffs, NJ: Longman. Krashen, Stephen D. (1991). Fundamentals of Language Education. Beverly Hills, CA: Laredo Publishing. |