The ESOL (English for Speakers of Other Languages) Program is designed to instruct multicultural students in English while simultaneously phasing them into the American school system and community. Since students arrive in the United States with different instructional experiences, each student is individually assessed upon entering Fairfax County for the first time. After assessment by Central Registration and ESOL teachers, students are placed into one of the following three levels:

ESOL A/VDOE 1 (Beginners)
ESOL B1/VDOE 2 (Intermediate)
ESOL B2/VDOE 3 and 4 (Advanced)
FAST MATH
Concept Social Studies
Concept Science
ESOL Information (website, liasions, contacts)

Individual ESOL support is provided for each student as they progress through the listening, speaking, reading and writing English process. Appropriate reading-level literature and content material help students expand their vocabulary. Each course includes the writing process for ESOL students. The learner's cultural background is an important factor in the language learning process and included within ESOL instruction. ESOL students also learn about other world cultures/customs from their fellow classmates as they examine cultural similarities and differences.

Within an English language arts program, American culture and traditions and the high school community are explored. Students are encouraged to participate in at least one community project raising their social awareness, and making connections to what they have learned in other classes. Teachers plan for both content and language development of their ESOL students.

ESOL I (A/VDOE 1-Beginners)

Students engage in listening, speaking, reading and writing English through an integrated language arts curriculum. Building both on their prior knowledge and on newly introduced material, they prepare to enter academic content classes. Two of the three classes are content-based and the third is literature-based. They become familiar with the culture and structure of an American high school and the community. Placement is made following assessment by the ESOL entry assessment staff and the ESOL teacher. This course earns elective credit and may be repeated for additional elective credit.

ESOL II (B1/VDOE 2 -Intermediate)

Students continue to engage in listening, speaking, reading and writing. They read a variety of fiction and non-fiction and expand their understanding of writing as a process. Using an integrated approach to language study, students increase their vocabulary and understanding of the structure of English. Placement in this course is made following assessment by the ESOL teacher and/or the entry assessment staff. Students take two B1 level ESOL classes; one class is literature-based and the other is content-based. A total of two credits from these courses may be used as foreign language credits. These courses may be repeated for elective credits.

ESOL III (B2/VDOE 3 and 4-Advanced)

This course is taken concurrently with Transitional English 9 or English 9 and is based on the 9th grade English POS. Students read a variety of literature and relate life situations to literary themes. They continue to develop their writing skills and continue to study the structure of the English language through a variety of writing assignments. Students refine their listening and speaking skills through class discussions and oral presentations. Placement in this course is made following assessment by the ESOL teacher and/or the ESOL entry assessment staff. Students may be recommended for exit from the ESOL program after meeting established criteria at the end of this course. This course may be used as one English credit. The course may be repeated for elective credit.

FAST Math course addresses ESOL students' mathematical and language needs. This course aids students with insufficient English language/math background. Manipulatives are used to integrate academic knowledge and develop analytical reasoning, logic rigor and organizational skills. Upon successful mastery of required criteria and individual assessment, ESOL students are phased into our regular math curriculum classes.

Concept Social Studies and Concept Science classes are taken concurrently. In these classes students use reading comprehension and writing skills to study US History and Earth Science. Projects and journal exercises are just one of the many ways ESOL students integrate significant American historical events and science concepts studied in the curriculum. Intermediate level ESOL students are then placed in regular Social Studies and Science curriculum classes upon successful mastery of required criteria and assessments.

A favorite web site for ESOL students is www.eslcafe.com for ESOL learning. ESOL students utilize and access technology in their classrooms, as part of their learning.

Parents of ESOL students seeking ESOL instruction can call Adult & Community Education at 703.227.2200 or visit the web site at www.fcps.edu/DIS/OACE/esol.htm.

Westfield High School now has parent liaisons for both Korean and Spanish speakers to assist parents, students and families with academic related concerns. Liaison schedules are available through the ESOL department.

The Westfield PTSA (Parent Teacher Student Association) welcomes ALL parents to become members and invites ESOL parents to attend board meetings. By becoming active members, ESOL parents can voice their concerns strengthening the ESOL community at Westfield High School. Volunteers are always welcome for during and after school activities.

For more information regarding the ESOL department, course content or the PTSA contact: Patricia Skiffington, ESOL Department Chair 703-488-6464 or patricia.skiffington@fcps.edu