Bilingual+&+ESL+Sec+1

toc English Language Learners and English as a Secondary Language

Lizzie

=Current ELL Glossary=

ELL (English Language Learners) and ESL (English as a Second Language) are increasingly more talked about subjects as our country, individual states, and cities experience more diversity in the classroom. The following information is about ELL and ESL from the year 2000 until most recent- facts, statistics, and resources that allow us to understand ESL and ELL programs and laws in the State of Maine and within our country.

With times changing and more diversity in our schools- the laws and programs put in place use terms which most cannot understand. This glossary gives us an understand of the terms used:

// Glossary of Terms Used in EF-I 283 // **// Bilingual education: //** An approach which utilizes the students' native language (e.g., French, Passamaquoddy, Spanish...) and cultural factors in instructing these students in their academic subjects. English as a second language is a separate component of this approach. **// Dropout: //** An individual who was enrolled in 2000-2001 school year but is not presently enrolled __or__ was not enrolled on October 1, 2002, but was expected to be enrolled __and__ has not graduated from high school or completed a state or school approval education program __and__ does not meet any of these exclusionary conditions: transfer to another school or other approved education program; absent due to suspension or school-approved illness; death. **// English language proficiency assessment: //** Use of a multiple-criteria assessment device to determine the extent to which a student is fluent in English in the areas of speaking, listening, reading, or writing. **// English as a second language (ESL): //** A structured language acquisition approach designed to teach English to students whose native language is not English. In low-incidence situations, this instruction may occur through "pull-out" from regular English literacy instruction but with added support in academic subjects, and these students are submersed in mainstream subject areas for most of the school day. Monitoring student performance in academic subject areas is part of an ESL support system. Services are overseen by a certified teacher endorsed in ESL. **// ESL tutorial pullout: //** Students whose native language is not English receive one-on-one or very small group instruction in English. Services are provided by personnel __not__ credentialed in ESL. **// Full-time equivalent (FTE): //** The percentage of time that the services provider is paid in comparison to a full-time position (e.g., full-time = 1.0; half-time = .50; 25% time = .25). **// Limited English proficient (LEP): //** A reference to students whose primary or native language is not English and who have difficulty in using English (i.e., reading, writing, speaking, listening) that the opportunity to participate effectively in school may be denied when English is the exclusive language of instruction. Such students require ESL and/or bilingual education services. Some LEP students may have exited an ESL program but are monitored in academic areas for occasional ESL intervention; those students are also classified as LEP. **// Maine endorsement in bilingual education //** : Required of certified teachers in bilingual education, K-12 who teach content subjects in non-English languages (24 credit hours in B.E.; 24 credit hours for professional certificate). **// Maine endorsement in ESL: //** Required of certified teachers of ESL, K-12 (15 credit hours in ESL in separate cluster areas; 24 credit hours for professional certificate). **// Refugee: //** One who has fled the native country (e.g., Kosovo, Ethiopia, Somalia, Iraq…) usually for political asylum based on a well-founded fear of political persecution and/or family safety. Documentation of refugee or “resident alien” status is granted by the U.S. Immigration and Naturalization Services. **// SDAIE (Specially Designed Academic Instruction in English): //** An approach that utilizes the simplification of the English language to teach ESL and subject area content at the same time (also called "content ESL" or “sheltered English”). Actual content is the same as that taught to non-LEP students. // Submersion: // An approach which is sometimes referred to as “sink or swim” involves no ESL or other language support intervention needed for students of limited English proficiency. It is a violation of Title VI of the Civil Rights Act of 1964 to place a LEP student in a submersion situation.

In recent years, the term English as a second Language has been called inaccurate, as some English language learners already speak multiple languages. Yet proponents of the ESL title counter that the word "a" in English as a second language presupposes that their students might speak other "second languages." Other acronyms for this type of course include EFL (English as a foreign language) and EAL (English as an additional language).

Marcy

=English Language Learning in Maine= Located in Freeport, L’Ecole Française du Maine is Maine's only immersion school. In fact, it's the only immersion school north of Boston. Students study everything they do in regular schools, the only difference is that everything is taught in French. The school includes grades PreK-6 and has a little under 100 students. It was founded in 2002, offers English Language Arts class and Mandarin as a second language. Their website states that student will master the French language in around 2-3 years. The school incorporates the Maine Learning Results for an easy transition into a mainstream school after 6th grade. Tuition is $11,000 per year. || 3,146 Limited English Proficient students in Maine in 2006 25% of ELL students are going to a Portland public school Maine is the ranked #49 for Spanish-speaking residents According to the 2000 Census, 92.25% of Maine residents who are older than 5 speak English, 5.28% speak French, 0.79% Spanish, 0.33% German and 0.12% Italian. ||
 * ==L’Ecole Française du Maine==
 * ==Statistics==
 * Maine ELL Enrollment || Portland ELL Enrollment ||
 * [[image:graphell.png width="440" height="356" caption="graphell.png" link="@http://www.state.me.us/education/esl/lmsdmain.htm"]] || [[image:portland.png width="488" height="287" link="@http://www.portlandschools.org/schools/multilingual/about/demographics.html"]] ||
 * [[image:portlandlanguage_list.png width="549" height="444" link="@http://www.portlandschools.org/schools/multilingual/about/demographics.html"]] ||

 John

In recent years, teaching of ELL and L2 students has shied away from an instructor-centric experience, focusing instead on student-first education. Learning strategies have been expanded to ease students into the process of learning a language with as many resources available as possible. Even such simple strategies as prompting the student for clarification, encouraging work with groups of peers, and educating students about foreign cultures. The role of technology in the ELL classroom is even now just burgeoning into a reliable staple of instruction, and the tools and resources that computer programs and websites that benefit students who are learning a new language are innumerable. Though there are a few factors that keep the use of computer-mediated language learning at its beginning stages in schools, including a lack of teacher and student familiarity, financial obstacles, and hardware availability, schools that are most praised for successful ELL programs have maintained a helpful outreach and a proactive attitude towards supplying students with the resources they need.

Providing ELL students with a strong learning base extends beyond technology in the classroom, however, as is evidenced in this article from //Educational Leadership,// which praises successful ELL instructors for their experience and strong support of language students, and the extent to which successful schools provided resources for their ELL and L2 programs: 

a bunch of numbers: 1979-2008 students age 5-17 who speak a language other than English at home rises from 9 to 21 percent. 1 in 10 of all students enrolled in public school in the US are English Language Learners

a cool interactive map, courtesy of the New York Times: http://www.nytimes.com/interactive/2009/03/13/us/ELL-students.html

__Resources:__

__@http://a4esl.org/ __

http://www.netc.org/focus/ challenges/ell.php

http://eslnotepad.blogspot. com/

@http://bogglesworldesl.com/

http://www.helium.com/items/ 1678771-components-of-a- successful-esl-classroom

http://www.iron.k12.ut.us/esl/ ESL/Coordinators_files/ Federal%20Law%20%26%20ESL.pdf

http://www. barbarabushfoundation.com/ site/c.jhLSK2PALmF/b.4344531/ k.BD31/Home.htm

http://www.maine.gov/ education/esl/ LegalProvisionsfortheEducation ofEnglishLanguageLearners.html

http://www.maine.gov/ education/esl/index.shtml

http://www.maine.gov/dhhs/oma/ MulticulturalResource/educ. html

http://faculty.weber.edu/ mtungmala/Hybrid4270/Articles/ MeetNeeds.pdf

http://nces.ed.gov/pubs2003/ overview03/tables/table_10.asp

http://www. projectopportunitymaine.com/

http://www.helium.com/items/ 1659245-building-trust-with- esl-learners

http://www.ehow.com/about_ 5343538_history-esl-teaching. html

http://www.suite101.com/ content/what-esl-teachers- need-to-know-a117687