Educating Students with Educating Students with Limited English Limited English
Proficiency (LEP) and Proficiency (LEP) and English Language English Language
Learners (ELL)Learners (ELL)
Leonard Shurin, Curriculum and Staff Developer for IU8
ESL Statues and RegulationsESL Statues and Regulations
22 Pa Code Chapter 4§4.26Basic Education Circular (BEC)—July 1,
2001Civil Rights Acts of 1964
ESL Statues and RegulationsESL Statues and Regulations
Improving America’s Schools Act (IASA)Individuals with Disabilities Education Act
(IDEA)Equal Education Opportunity Act of 1974
ESL Statues and RegulationsESL Statues and Regulations
Supreme Court Cases– Plyler v. Doe 1982– Castañeda v. Pickard 1981– Lau v. Nichols 1974
Plyer v. DoePlyer v. Doe
The 14th Amendment prohibits states from denying a free public education to undocumented immigrant children regardless of their immigrant status.
CastaCastañeda v. Pickardñeda v. Pickard
The Fifth Circuit Court of Appeals formulated a test to determine school district compliance with the Equal Educational Opportunities Act of 1974. The three-part test includes theory, practice and results.
Lau v. Nichols 1974Lau v. Nichols 1974
Equality of educational opportunity is not achieved by merely providing all students with “the same facilities, textbooks, teachers and curriculum; for students who do not understand English are effectively foreclosed from any meaningful education.” A school district cannot be allowed to compromise a student’s right to meaningful education before proficiency in English is obtained.
Out of Compliance?Out of Compliance?
Office of Civil RightsEducation Law Center
– 11 PA school districts sued in court– All eleven lost– Administrators/teachers loss of credentials– Monetary damages ranging up to millions of
dollars– 3 year daily monitoring by OCR
ESL TermsESL Terms
LEPESL/ESOLELLBilingual Education
School District/Charter School School District/Charter School ResponsibilitiesResponsibilities
School Board Policy StatementRevision of Strategic PlanESL Professional Education PlanHome Language Survey
Components of an ESL Components of an ESL Program Compliant with Program Compliant with
CastaCastañeda Testñeda TestBased on sound educational and language
learning theoryAppropriately prepared personnel and
sufficient resourcesPeriodic evaluations
Program PlanningProgram Planning
Written proceduresAssessment proceduresEqual access
ESL Written ProceduresESL Written Procedures
Enrollment requirementsHome Language Survey (HLS)—OCRLEP definition
– Every Child– PHLOTE
Program goals
ESL Curriculum and ESL Curriculum and InstructionInstruction
Required program for eligible students Scheduled daily instructional time Language Arts replacement Placement in content areas Accommodations/grading options Collaboration time between ESL and classroom
teachers Graduation requirements
Basic Interpersonal Basic Interpersonal Communication Skills (BICS)Communication Skills (BICS)
Basic Interpersonal Communication Skills are language skills needed in social situations.– Day-to-day language needed to interact socially– ELLS employ BIC skills on playground, in lunch room,
on school bus, on phone– Not demanding cognitively– Language is not specialized– Skills develop within six months
Cognitive Academic Cognitive Academic Language Proficiency (CALP)Language Proficiency (CALP)
Academic language acquisition used in listening, speaking, reading, and writing about subject area content material.– Essential for success in school– Usually takes from five to seven years to become
proficient– Context reduced– Includes skills such as comparing, classifying,
synthesizing, evaluating, and inferring– New ideas, concepts and language are presented at the
same time
Types of Instruction that DO Types of Instruction that DO NOT Replace Basic ESL NOT Replace Basic ESL
InstructionInstructionTutoringSpeech TherapyReading SpecialistContent Area Instruction by ESL teacher
ESL Teacher’s ResponsibilityESL Teacher’s Responsibility
The ESL teacher’s responsibility is to teach English, reading, writing, speaking, and listening to students who are not English proficient.
ESL is a core subject, the same as English, science, math, etc.
It is not the job of the ESL teacher to tutor ESL students in other core subject areas.
Classroom Teachers Classroom Teachers MUST MUST Adapt Instruction to Meet Adapt Instruction to Meet
Student NeedsStudent NeedsContent rich instructionRephrasingSimplified language loadIllustrations/picturesIntense vocabulary developmentGroup workCollaboration with ESL teacher
Professional Professional Development/StaffingDevelopment/Staffing
Instructional I or II certificateAppropriate training to teach ESLAppropriate training for content area
teachers
ESL Program SpecialistESL Program Specialist
The ESL program specialist is a highly skilled and highly trained teacher.
By September 1, 2004, every school district in Pennsylvania must have an ESL program specialist on staff.
The above requirement must be met whether the district has ELLs or not.
Experience as an English or foreign language teacher DOES NOT meet the requirements.
““I Can’t Speak a Foreign I Can’t Speak a Foreign Language”Language”
ESL teachers and content area teachers do not need to speak any foreign languages to teach ESL. ESL is
designed to be taught to any student who is not proficient in English without resorting to the native
language.
Assessment ProceduresAssessment Procedures
ENTRY– Home Language Survey– English language proficiency
(Woodcock Munoz, IDEA Proficiency test)– Prior academic achievement– Appropriate instructional placement
Assessment ProceduresAssessment Procedures
ACHIEVEMENT– Multiple measures—formative assessments– Standardized testing—participation and
accommodation– PSSA
Assessment ProceduresAssessment Procedures
EXIT– English language proficiency
(reading, writing, speaking, listening)– Academic achievement– Appropriate instructional placement
Culture ShockCulture Shock
Students will go through four distinct phases of culture shock.– Phase two: Silent period/distress– Phase one: Euphoria– Phase three: Recovery– Phase four: Total acculturation
Phase Two Culture ShockPhase Two Culture Shock
Most important phase to teachers– May last one year– Student reactions– Silent period– Physical ailments– Mental distress– Possible acting out in class
Equal AccessEqual Access
Academic Opportunities
Equal AccessEqual Access
Extra-curricular activities
Other Student NeedsOther Student Needs
Migrant EducationSpecial EducationCareer and Technical EducationFederal and other programsLimited Formal Schooling (LFS)
Parent Communication Parent Communication Requirements Requirements
Translation/interpretation services– Preferred language of parent
Required Annual Orientation to the Program (OCR)
Frequency equal to regular education communications
Parent Communication Parent Communication RequirementsRequirements
MUST provide information about:– Basic school information– Related issues– Program description– Content area classes– Attendance and homework policies
Parent Communication Parent Communication RequirementsRequirements
MUST provide information about:– Assessment– Academic Achievement– Special programs
FundingFunding
Local funds for basic ESL instruction Supplemental funding in addition to basic
program:– Title I– Title VII– Other federal categorical grants
RECOMMENDATION: Districts must budget annually for ESL services whether they have ESL students or not.
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