(English for Speakers of Other Languages )

Overview

ESOL Mission

Identification of ESOL Students

ESOL Proficiency Levels

Program Models

Exit Procedures

ABC's- Student Activity Page

Color- Student Activity Page

Numbers- Student Activity Page

 

OVERVIEW

The London Towne ESOL program is a large program with over one hundred students. The ESOL students come to our school with a range of cognitive abilities, motivation, and challenges, just like other students in the mainstream population. They bring with them cultural heritage, background knowledge and a wide range of experiences. While their experiences may be different from those of the native English speaker, they are equally valid, influence the students' perceptions of the world and may affect the learning situation. These students have home language abilities and are in the process of acquiring English language proficiency. ESOL students may be permanent residents, temporary residents, native-born or refugees.

The London Towne classroom teacher, specialist, ESOL teachers and parents are an important team. Their collaboration on academic, social and cultural issues is essential to the students' progress. Classroom teachers and specialists are responsible for providing content instruction. ESOL teachers provide language instruction and are knowledgeable about linguistic and cultural diversity issues. Parents of ESOL students, while themselves adjusting to a new culture, are very interested in their child's education. They provide an important link between the child's home and school environments. The ESOL office provides additional support for teachers, parents and students.

ESOL MISSION STATEMENT

The mission of London Towne ESOL program is to develop the English proficiency of students while advancing their academic achievement and to support them in becoming productive contributing citizens in the United States and an ever-changing global society. The ESOL instructional program:

 

values and builds upon students' academic, linguistic, and cultural backgrounds.

creates a supportive learning environment.

assists students in reaching their full academic potential.

builds connections between ESOL and schooled instructional programs.

encourages participation of students and their families within the school community.

fosters understanding and appreciation of diverse populations within the school community.

All families, upon registering at Fairfax County public school, are required to fill out the Home Language survey. This form requests specific information about the languages spoken in the home and identifies language minority students. A language minority student is any student who has a home language other than or in addition to English. All language minority students are directed to either the Devonshire or Bryant Registration Office to complete school registration forms and for assessment of English language ability.

 
ESOL PROFICIENCY LEVELS

 

Language minority students' English language abilities are assessed and they are subsequently given one of the following proficiency levels:

Level A

Beginning ESOL students. Students have little or limited proficiency in English.

Level LA

Beginning ESOL students who have had little or interrupted formal schooling before arriving in London Towne.

Level B1

Intermediate ESOL students. Students have developed some oral English proficiency. They are gaining additional experience in reading and writing English.

Level B2

Advanced ESOL students. Students have considerable proficiency in speaking and understanding English. They are in the process of refining their English reading and writing skills.

Level B3

Students who have exited the ESOL program within the last two calendar years. B3 students's academic progress should be monitored during this two-year period.

Level C

Students who have exited an ESOL program and bilingual students who were found not in need of ESOL services.

 

PROGRAM MODELS

he academic and linguistic needs of ESOL students in grades 1-6 are met through a variety of program models. London Towne takes into account their student population, grade level and ESOL staff to determine the program model(s) that best fits the needs of the students. London Towne finds that a combination of programs best fits the needs of their students.

Pull-Out

Students are taken out of the grade level classroom for English language instruction accordion to grade level and language need.

In-Class

The ESOL teacher and classroom teacher plan and teach together in the grade level classroom.

Monitoring

The ESOL teacher monitors classroom progress of students who are close to exiting the ESOL program s well as those students whose language needs are addressed in programs other than ESOL. The ESOL teacher acts as a resource to students and classroom teachers.

EXIT PROCEDURES


ESOL teachers maintain portfolios (blue ESOL folders) for their students. Oral, written and reading assessments are collected during the school year. Progress is evaluated to determine when a student will advance to a higher English proficiency level. The ESOL teacher and the classroom teacher review the portfolio and other assessment tools to consider if the student is ready to exit the ESOL program With administrator approval, the blue folder is sent to the ESOL office for exit consideration.
 



Winter 2002 Page designed by: Karen Uribe London Towne ESOL Teacher
Credit is due to the FCPS ESOL office and the use of their publication "ESL Students in the Elementary Classroom"
Flag graphics from Flags.com, Art Today.com and Barry's Clipart Server

 

Home | LTES Mission | Principal's Message | Classes | Staff | Calendar | Resources | Parent Info | FCPS home