Create a successful ESL model by matching the program to the language needs of the students - Diversity
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Diversity
in the classroom
Create a successful ESL
model by matching the
program to the language
needs of the students.
20 Principal n November/December 2009
Kelly simpson reider and susan Zimmerman-orozco
a
s the population of English-language learners grows
exponentially across the nation, districts not tradition-
ally considered immigration magnets suddenly find
themselves with a need to come up to speed on implementing
the most effective English as a Second Language (ESL) pro-
gram model. As a principal in one of these districts, you may
find yourself with the sobering task of developing an action
plan to raise the achievement of second-language learners.
Fortunately, the library of information and resources on edu-
cating English-language learners has grown along with the
population, readily answering the obvious first question: What
knowledge do we need to help these students be successful?
Once our knowledge base of approaches and best practices
for serving English-language learners has been established,
the question then becomes: Where do we go from here?
Experiences at a variety of elemen- prising classroom and ESL teachers, con-
tary schools have shown us that the tent specialists, and administrators. Each
key to implementing a successful ESL subsequent step leads to an informed
model is to match the program to the decision about the best delivery model
language needs of the students—not to to select.
the needs of a stand-alone ESL curricu-
lum. The process of matching student Five-step Process
needs begins with conversations about Look at data on language acquisition, not
student data, conversations that are just at conventional standardized read-
informed by a schoolwide team com- ing/language arts and math assessment
JlP/Jose lUis PelaeZ/PhotoliBrarY Principal n November/December 2009 21
data. Use traditional ESL assessments of integrating ESL language outcomes
listening, speaking, reading, and writ- “An effective ESL with mainstream content outcomes.
ing skills, as well as teacher observations For effective English-language learner
about mainstream performance. Step
program model is instruction, the master schedule must
outside the box of grouping students never going to be include joint planning time between
by ESL level and make decisions based ESL and grade-level teams. ESL teach-
on what language objectives are needed one-size-fits-all.” ers should collaborate with classroom
to succeed in the regular classroom. teachers to create a short-term ESL
The heart of effective ESL instruction planner that supports mainstream cur-
should be on acquiring the language tionally being used? Are ESL teachers riculum with vocabulary development,
focus that will help students to access valued as language acquisition special- content-specific language structures,
regular classroom instruction, not on ists or do they lose valuable time mov- and the linguistic skills that support
covering an independent timeline of ing students between classrooms or balanced literacy. Mainstream teach-
discrete English proficiency skills. ESL plugging into traditional classrooms as ers must support the ESL instructional
instruction is about building the whole glorified teacher’s aides? focus as well. A classroom teacher can
student and making the student’s transi- Consider the ESL instructional schedule. integrate an ESL language objective
tion from ESL to mainstream classes Is it an integrated part of the school’s into his or her guided reading instruc-
as seamless as possible. Today’s climate master schedule or is ESL an after- tion, while the ESL teacher uses the
of accountability simply doesn’t give thought, a patchwork of times and same mainstream text but with a differ-
us the luxury of building two separate places that has more to do with fitting ent focus.
educational pathways—ESL and main- into an existing master schedule than Select the delivery model. Only now,
stream—one at a time. with targeting students’ academic lan- after grouping your students according
Look at the resources already available guage needs? to their needs, can you select the most
in the building to support second-language Commit to regular ESL and classroom effective instructional delivery model.
learners. How is ESL teacher time tradi- teacher planning time that focuses on ESL students spend only a small percent-
Professional Development
in Assessment for Learning
The Keeping Learning on Track® (KLT™) program helps teachers use
evidence of learning to adapt instruction in real time to meet students’
immediate learning needs. This research-based, job-embedded professional
development program continually energizes the classroom experience.
With the KLT program, educators collaborate in teacher learning
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To learn more or to schedule a KLT workshop, contact us today.
1-800-480-3060 ets-ati@ets.org
Request a free KLT overview DVD at www.ets.org/klt.
Copyright © 2009 by Educational Testing Service. All rights reserved. ETS, the ETS logo, LISTENING. LEARNING. LEADING. and KEEPING
LEARNING ON TRACK are registered trademarks of Educational Testing Service (ETS). KLT is a trademark of ETS. 12272
22 Principal n November/December 2009 www.naesp.org
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www.masterteacher.comage of the day with the ESL teacher, It should always be a flexible, mixed underscored the importance of school-
but are classroom teachers equipped to model resulting in ESL students being wide collaboration. When every person
integrate language acquisition into their taught by teachers with demonstrated who has a stake in the academic perfor-
daily instruction? It may be that an influx excellence in teaching second-language mance of second-language students par-
of newcomers requires the expertise of learners. Further, an effective ESL pro- ticipates, then the efficient implementa-
a skilled ESL teacher to build basic com- gram model is never static. ESL instruc- tion of any program model improves.
municative English. Or it could be that a tional groupings in September will look The message we learned from our
small group of third graders, both native very different in January and again in experiences in developing effective ESL
and second-language speakers, needs June. Language develops at different program models was this: The more
English-language learner strategies— rates in different individuals. The key of a schoolwide effort it becomes, the
building background information and is to stay the course on addressing stu- more successful it will be. And, thus, the
vocabulary, extensive modeling, and oral dents’ ever-evolving language focus, and answer to the difficult question, “Where
practice—before they can master the not just on getting through a prescribed do we go from here?” becomes, simply,
concept of making inferences from a scope and sequence of language devel- “We all will go wherever the students
literary passage. Could they be grouped opment skills. need us to.” P
with a talented reading/arts instructor Yes, it’s a challenge to periodically
or team-taught by the classroom and juggle students, teachers, and groups; Kelly Simpson Reider is an ESL specialist
ESL teacher? Consider everything that even the most strategically designed for Onslow County Schools in Jacksonville,
gets to the needs of the student beyond master schedule has limited flexibility. North Carolina. Her e-mail address is
the question: ESL—Yes or No? Frame This is why, before selecting a successful reiderkelly@aol.com.
the discussion around a shared under- ESL model, principals must include as
standing that every adult is responsible many staff as possible in conversations Susan Zimmerman-Orozco is assistant
for the success of every child. about the needs of English-language principal at Daly Elementary School in
An effective ESL program model learners and how to address them. Our Germantown, Maryland. Her e-mail address
is never going to be one-size-fits-all. experience in working with schools has is susan_zimmerman@mcpsmd.org.
Teaching
Diverse Groups of Students
is a Challenge
Are you faced with teaching mathematics to
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24 Principal n November/December 2009 bksdiv909_prncpl Principal magazine 11-12/09
www.naesp.orgThe National Elementary Honor Society
In the tradition of the National Honor
Societies, the National Elementary Honor
Society (NEHS) is a student recognition
program designed to recognize outstanding
elementary school students. The program
focuses on grades 4, 5, and 6 and promotes
Scholarship, Responsibility, Service, and
Leadership.
An NEHS chapter at your school:
• Promotes a culture of achievement
• Focuses on the whole child
• Recognizes academic excellence
• Engages and involves all students
• Brings new networks and resources
to your staff.
For an application to establish
a chapter of NEHS at your school,
visit www.nehs.org/newchapter or
call 866-599-6347.
The National Elementary Honor Society is a program of NASSP
in cooperation with NAESP. © 2009, NASSP. All rights reserved.
www.nehs.orgYou can also read
