Thursday, May 23rd, 2013
Please contact anESL staff member if you have a question that is not answered on thispage. 

Click HERE for the ESL directory.

Questions
1)  What is the English as a Second Language Program?
2)  What is the purpose/focus of E.S.L. programming?
3)  Which students should be eligible for service?
4)  Who is responsible for the instruction of the English Language Learners?
5)  What forms/assessments are required for students in the E.S.L. program?
 
Answers
1)  Q What is the English as a Second Language Program?
A
In the Anoka Hennepin elementary schools, E.S.L. services are provided to students who qualify due to a family language other than English combined with test scores that show lack of proficiency in English. The services provided by a licensed E.S.L. teacher include direct instruction in English (reading, writing, speaking, and listening) as well as the use of English in other content areas. Paraeducators also support classroom instruction in some schools.
2)  Q What is the purpose/focus of E.S.L. programming?
A
E.S.L. teachers emphasize English language development in both basic interpersonal and academic language skills so that students can gain access to an education that is as rigorous as their peers’. Support materials and methods should include language goals along with content objectives.
3)  Q Which students should be eligible for service?
A
Initially, students in a family are referred for assessment in English language proficiency when they register for school if the family uses a language other than American English in their home. The assessment at the Family Welcome Center includes the Idea Proficiency Test (IPT) or the Language Assessment Scales ( LAS), to evaluate oral language in very young children, and oral language as well as reading and writing in grades 1-5. Mathematics is also evaluated at the secondary level. These diagnostic tools for initial placement help the E.S.L. teacher to determine service based on English Proficiency Level, which ranges from Newcomer, Beginner, Intermediate, Advanced, to Transitional for exiting the program’s services.
4)  Q Who is responsible for the instruction of the English Language Learners?
A
Most English Learners (ELs) receive the majority of their instruction in mainstream elementary classrooms, where classroom teachers are responsible for accommodating instruction to build language acquisition and content knowledge.

E.S.L. teachers provide support in a variety of ways, depending on student needs and school building staffing. Some E.S.L. instruction may be given within mainstream classrooms, by collaborating with classroom teachers. Other instruction may be in a “pull out” setting, where the E.S.L. teacher uses specially designed curriculum and instruction that emphasizes English language acquisition an augments content areas. Paraeducators can support both E.S.L. and mainstream classroom teachers who prepare plans and maintain regular communication with them.
5)  Q What forms/assessments are required for students in the E.S.L. program?
A
Occasionally, teachers discover students who either didn't get assessed at the Family Welcome Center or need additional support due to increased academic language demands, and now may need to be assessed. An E.S.L. referral form is filled out, stating the concerns. The building E.S.L. teacher or the district level Teaching and Learning Specialist can help follow through on these concerns.
After it's determined that a student qualifies for services, a parent/guardian must consent by signing a Permission to Receive Services form.

The English Language Proficiency Checklist is reviewed at least once per year to examine a student’s growth in language acquisition. E.S.L. teachers are trained in methods for evaluating growth in both social and academic language. They also provide a progress report to parents/guardians/classroom teachers twice a year which explains language growth.

Each year, students in grades 3-12 who have been identified for E.S.L. services are reassessed through the Test of Emerging Academic English (TEAE) to evaluate their progress. The SOLOM (Student Oral Language Observation Matrix) is an oral language evaluation tool for students in grades K-12. The TEAE and SOLOM are used by the state for determining additional funding for students needing English language support. The MTELL (Mathematics Test for English Language Learners) is an alternative to the MCA II, which maintains the rigor of mathematics without complex English or reading.