ELLS and Issues

Francesco L. Fratto Director of LOTE & ESL Christina Boyd, ESL Teacher April 04, 2011 Chestnut Hill Elementary School

Common Questions Teachers have about ELLs

Am I expected to slow down the pace and depth?

Can they ever catch up? Is retention an option? How do I tell if a child's lack of progress is due to language acquisition or a learning disability?

What assessments are they required to take? How can I support them with assessments?

What are their rights?

Will their achievement on assessments impact our schools?

Terms to Know

ELL: English Language Learner ESL: English as a Second Language LEP: Limited English Proficiency ESOL: English to Speakers of Other Languages NYSESLAT: New York State English as a Second Language Achievement Test L1: First or Home Language L2: Second Language/English Language HLQ: Home Language Questionnaire

He/She speaks English‌..

BICS: Basic Interpersonal Communication Skills (English used at the store, with friends, etc.)

CALP: Cognitive Academic Language Proficiency (Academic English required in the classroom to discuss concepts such as democracy , species classification, etc.)

Types of ELLs I. Student is not literate

Interrupted schooling II. Student is literate Below grade level III. Student on or above grade level IV. Students is not making progress Language Acquisition or Learning Disability

Handouts and Discussion  Understanding the Rapid Growth of LEP/ELLS on Long Island  Linguistic Analysis of Most Commonly Spoken Languages in New York State  Myths and Misconceptions about Second Language Learning: What Every Teacher Needs to Unlearn

 An Important Understanding  Multicultural Students with Special Language Needs  Science, Social Studies and Mathematics  Reading Support  Questions?