Maxson Bilingual/ESL Program
Type of Bilingual Program
Developmental
(Content area taught in Spanish)
-Language Arts
-Math
-Science
-Social Studies
Type of ESL
1. ESL Self-Contained
2. In-Class Support
(Content area taught in English)
Maxson Bilingual/ESL Staff
BILINGUAL
1. Mr. Ladino (Math)
2. Ms. Saens-Torres (Language Arts)
3. Mr. Reyes (Science)
ESL Mr. Dargal (Language
Enrichment)
Cummins (1980): BICS & CALP BICS: Basic Interpersonal
Everyday Communicative Skills
“… everyday language that is helped by contextual support such as body language, facial expression, straightforward communication skills” (Baker 2001:169)
CALP: Cognitive Academic Language Proficiency
“It is the level of language required to understand academically demanding subject matter in a classroom. Such language is often abstract, without contextual supports such as gestures and the viewing of the subject” (Baker 2001:169).
Bilingual/ESL Acronyms WIDA: World-Class Instructional Design and
Assessment ELP: English Language Proficiency ELLs: English Language Learners PDI: Performance Definition Indicator ISES: Individual Student Enrollment System ACCESS: Assessing Comprehension &
Communication in English State to state for English Language Learners
AMAO: Annual Measurable Achievement ObjectivesNJ DOE ACRONYMS
Purpose of ACCESS NCLB requirement for annual assessment of English Language proficiency growth (Title III) and progress (Title 1) • Accountability for Title III funded districts: Annual Measurable Achievement Objectives (AMAOs) • AMAO measures: – % ELL students proficient in English (ACCESS) – % ELL students making progress toward proficiency in English (ACCESS) – ELL subgroup meets Adequate Yearly Progress
WIDA VisionWIDA Consortium
Linking language learning with academic content
Four Language Domains
1. Listening
2. Speaking
3. Reading
4. Writing
Six Language Performance Levels
1. Entering
2. Beginning
3. Developing
4. Expanding
5. Bridging
6. Reaching
The five language proficiency levels outline the continuum of language development implied in the acquisition of English as a second language.
Performance Definitions for the Levels of English
language Proficiency
At the given level of ELP, ELLs will process,
understand, produce, or use:
1Entering
Pictorial or graphic representation of the language of the content areas;
Words, phrases, or chunks of language when presented with one-step commands, directions, WH-questions, or statements
with visual and graphic support
2Beginning
General language related to the content areas; Phrases or short sentences;
Oral or written language with phonological, syntactic, or semantic errors that often impede the
meaning of thecommunication when presented with one to multiple-step commands, directions, questions, or a series of
statements with visual and graphic support
3Developing
General and some specific language of the content areas; Expanded sentences in oral interaction or written paragraphs;
Oral or written language with phonological, syntactic, or semantic errors that may impede the communication but retain
much of its meaning when presented with oral or written, narrative or expository descriptions with occasional visual and graphic
support
4Expanding
Specific and some technical language of the content areas; A variety of sentence lengths of varying linguistic complexity in
oral discourse or multiple, related paragraphs; Oral or written language with minimal phonological, syntactic,
or semantic errors that do not impede the overall meaning ofthe communication when presented with oral or written connected
discourse with occasional visual and graphic support
5Bridging
The technical language of the content areas; A variety of sentence lengths of varying linguistic
complexity in extended oral or written discourse, including stories, essays,
or reports; Oral or written language approaching comparability to that of English proficient peers when presented with
grade level material
6Reaching
Specialized or technical language reflective of the content area at grade level
A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse as
required by the specifiedgrade level
Oral or written communication in English comparable to proficient English peers
Two Frameworks
SUMMATIVE: The outcomes of learning
Formative: The process of learning
WIDA English Language Proficiency Standard 1
English language learners communicate for social and
instructional purposes within the school setting.
WIDA English Language Proficiency Standard 2
English language learners communicate information,
ideas, and concepts necessary for academic success in the
content area of Language Arts.
WIDA English Language Proficiency Standard 3
English language learners communicate information,
ideas, and concepts necessary for academic success in the
content area of Mathematics.
WIDA English Language Proficiency Standard 4
English language learners communicate information,
ideas, and concepts necessary for academic success in the
content area of Science.
WIDA English Language Proficiency Standard 5
English language learner communicate information,
ideas, and concepts necessary for academic success in the
content area of Social studies.
ACCESS for ELLs
It complies with Title III of the Federal No Child Left
Behind (NCLB) legislation.
Top Related