Successful high school esl programs

In response, I created a presentation that led to great questions and discussion. What was most important about our session was to help teachers develop an understanding that regardless of personal beliefs, our role as educators is to create a welcoming environment for all students. ELL students have since commented on how seeing the posters has made them feel more a part of our school community.

We also realized that our ELL students needed more than just remedial help to succeed academically, and so we launched an additional class where we check in with students one-on-one and provide any support—emotional or academic—they might need.

A vital component of the success of our program has been building strong relationships with families. Two years ago, a colleague and I started a bilingual parent group. We have monthly meetings where parents give us input on topics they would like us to cover to build their knowledge about our educational system.

Having these monthly meetings has been such a powerful way to allow parents to have a voice—and to create more accountability for students. Used by schools with a major group of students speaking the same language. Early-Exit: Instruction in the first language is phased out rapidly, with most students mainstreamed to the regular classroom within the first two years. Late-Exit: These differ from early-exit programs "primarily in the amount and duration that English is used for instruction as well as the length of time students are to participate in each program.

Asset-model of language acquisition which also retains and extends proficiency in the native language. All students alternate between learning in one language to the other, from class to class, or day to day. Pro: Improves both native language and English, leading to improvement of critical thinking and communication skills. Also frequently used by schools with a large group students speaking the same language. Inclusivity plays an important role in whichever you select - make sure give it high priority it as part of your evaluation process.

Developing a curriculum is no easy task. It helps that research has established the basics. According to a study on the n eeds and situation-based ESL curricula , a successful curriculum contains five main stages:. The focus of the program determines the purpose, goals and approach that will guide its journey.

The basis of the focus should be in literacy, the context in which you program operates, and the needs of your students. A set of clear desired outcomes, which may cover the areas of Reading, Writing, Listening, and Speaking, should be specific, measurable, and attainable within a set time period. Every successful program keeps tight records of its outcomes and uses them for development purposes. Integrated assessment allows you to see the results of student learning.

The assessment reviews that your program is true to its focus, is effective, and provides flexibility in response to the needs of students and the community. Assessment should reach both classroom and management levels, to promote accountability and encourage progress.

Demonstrated accountability ensures that all staff holds confidence in the program, and are committed to helping students build the skills and knowledge they need.

Strengths and weaknesses should always be discussed in an open and constructive manner. The most important feature of developing an ESL curriculum is determining the teaching methods that are appropriate for the program. According to research on effective ESL teaching methods, the most common models contain the following:. Cooperative learning activities: students work in small groups, sharing experiences while making connections between content and language.

Whole-language activities: students use all aspects of language within one activity - speaking, listening, writing and reading. The language-experience approach: students use language experience inside and outside the classroom. Interdisciplinary learning: students combine various study branches for language practice, developing critical thinking skills in different academic contexts. The ultimate ESL classroom combines all four teaching methods for a well-rounded, content-based learning experience.

When developing the curriculum, it is crucial to recognize these various methods and ensure that they are effectively integrated into instruction. International students are moving away from using agents and recruitment firms when searching for an ESL program, taking the selection process into their own hands.

The internet has become the preferred method for searching. Although the acquisition of English is one of the goals of sheltered English and content-based programs, instruction focuses on content rather than language. These use only English, but there is no explicit ESL instruction. As in sheltered English and content-based programs, English is taught through the content areas.

Structured immersion teachers have strong receptive skills in their students' first language and have a bilingual education or ESL teaching credential. The teacher's use of the children's first language is limited primarily to clarification of English instruction. Most students are mainstreamed after 2 or 3 years. Successful program models for promoting the academic achievement of language minority students are those that enable these students to develop academic skills while learning English.

The best program organization is one that is tailored to meet the linguistic, academic, and affective needs of students; provides language minority students with the instruction necessary to allow them to progress through school at a rate commensurate with their native-English-speaking peers; and makes the best use of district and community resources. Collier, V. A Synthesis of studies examining long-term language minority student data on academic achievement.

Bilingual Research Journal, 16, p. Garcia, E. Education of linguistically and culturally diverse students: Effective instructional practices. Educational practice report number 1. ED Lucas T. Promoting the success of Latino language minority students: An Exploratory study of six high schools. Harvard Educational Review, 60 1 , McKeon, D. Different types of ESL programs.

She spoke very openly about the program and its continual development. A third grade teacher believes the building is one of the best support services available for students learning English. Inside the classrooms, posters and student work grace the walls.

Most of these use both English and another language. There are also a large number of books in every classroom, both in the native language and English.

In one class, there are more than 40 books that have been translated from English to Russian by a group of involved parents. Most classrooms have listening centers, a reading corner and a computer station. Student desks are arranged in groups of four or five, and the teacher moves among the groups.

Moreover, teachers interact with each other frequently regarding instructional topics and methods. One teacher cited the sharing of ideas and thoughts among the staff as being the most important professional development activity.

Students are enthusiastic and participate in the lessons, some teacher-directed and others independent. Although teachers encourage the students to speak in their home language during the morning sessions, they are not prohibited from communicating in English if they want to. Thus, students can often be heard conversing in both English and their home language.

Heritage Elementary School conducts several bilingual education programs simultaneously. The late-exit program serves English-learners 57 percent from kindergarten through third grade who had low English student language assessment scores when they entered school. Even though these students will officially exit the program at the end of the third grade, the plan allows for all of them to continue in a bilingual program through fifth grade.

The program was begun four years ago and has added a grade each year, having reached third grade this year. Students with higher English language assessment scores upon initial entry are placed in mainstream classrooms and can be pulled out of class for English as a second language ESL support in grades two through five.

In grades four and five students can receive pull-out native language support or support from bilingual educational assistants within the mainstream classrooms. Until recently, Oregon did not require that bilingual teachers obtain a bilingual endorsement; nevertheless, five teachers from Heritage Elementary School are currently working toward one.

Of the total staff, 35 percent speak Spanish and 19 percent speak Russian. Of the classified staff, 50 percent speak Spanish and 29 percent speak Russian. Of the three native language classrooms observed one Russian and two Spanish , all three teachers and one aide were fluent in the respective language. Heritage Elementary School has drawn on the research of prominent bilingual educators in designing and evaluating its program. Before starting the program four years ago, the staff read the literature and visited schools with exemplary practices in Oregon and around the country.

They then decided to implement a late-exit model. Last year, they asked a research team to the school to assess the program and provide the staff with suggestions for improvement. The school has both a Spanish-English bilingual and a Russian-English bilingual program. In addition, for English proficient students, it offers Spanish and Russian as a foreign language for an average of 90 minutes per week.

The design of the bilingual program specifies the amount of time devoted to each of the three components: an ESL component called English language development, instruction in the native language, and sheltered English techniques. Initial reading instruction is provided in the native language, with English literacy usually delayed until third grade. The content areas are provided initially in the native language with a carefully planned introduction into each grade of specified subjects using sheltered English techniques.