Frequently Asked Questions: This page contains answers to common questions
of students and parents.
- How is it determined that a student requires ESOL services?
- This student speaks English very well. Why is ESOL necessary?
- Why doesn't the ESOL student speak English in class? How long does it take?
- Should ESOL students speak their Native language in and/or outside of class?
- How can I include the ESOL student in the activities of my class?
- Where does the ESOL student sit in my class?
- How does the ESOL student interact/participate in classroom activites?
- Why is this student still in ESOL after many years?
- How does an ESOL student exit the program?
How is it determined that a student requires ESOL services?
Parents are required to complete a home language survey
consisting of 3 questions upon registration in a Connecticut
public school. If a language other than English is listed in
response to two of the three questions, the student must be
tested for English language proficiency by the ESOL teacher.
The test administered in the Milford Public Schools is the LAS
(Language Assessment Scales). The student's scores on the this
assessment, a formal interview of the student's speaking skills
along with teacher input determines his/her eligibility for ESOL
services.
This student speaks English very well. Why is ESOL necessary?
Jim Cummins(1984) identified two levels of language proficiency:
Basic Interpersonal Communication Skills (BICS) and Cognitive
Academic Language Proficiency (CALP). He discovered that a child
may be proficient in BICS, but may have trouble in CALP. Language
development is a process that develops over time. If you have
ever studied a foreign language, you know how difficult and
frustrating it can be. Imagine not only learning a new
language, but taking classes in that language with native
speakers. The language needed to succeed in academic subjects
such as math, science,and social studies is more complex and less
contextualized than the language needed to communicate socially
with teachers and peers. Studies have shown that it takes 1- 2
years to become proficient in speaking a second language.
However, it can take 5- 7 years to approach grade-level
competence in academic skills.
Why doesn't the ESOL student speak English in class? How long does it take?
Many factors influence language development including age,
previous educational experience, and cultural background. These
students may go through what is called a "'silent period,' saying
nothing (or very little) in the new language for periods ranging
from several days to several months.(Samway and McKeon, 1999)
There are also differences in learning styles and
personalities. "Some children are outgoing and sociable and learn
the second language quickly because they want to be like their
English-speaking peers. They do not worry about mistakes, but
will use limited resources to generate input form native
speakers. Other children are quiet and shy. They learn by
listening and by attending to what is happening and being said
around them. They say little, for fear of making a mistake.
(Mclaughlin, 1992)
Should ESOL students speak their Native language in and/or outside of class?
Yes, the students should absolutely be allowed to speak their
native language. In Myths and Realities: Best Practices for
English Language Minority Students; the authors describe a
workshop they conduct to help teachers understand what their ESOL
students do in class. They start off delivering the workshop
completely in Spanish, then administer a test in Spanish. Most of
the time, there are one or two folks in the group who either
speak Spanish well or who have had enough formal instruction to
piece together a bit of what's going on. Immediately, these
folks become 'leaders' for the others, who turn to them for help
in understanding what we are saying; (Samway and McKeon, 1999)
When classroom teachers find their ESOL students speaking their
native language, often they are doing exactly what the teachers
in the workshop were doing - trying to negotiate meaning. Most
teachers discover they can tell when the children are helping
each other and when they are off task.
How can I include the ESOL student in the activities of my class?
For K-5 ESOL students, paraphrase; give clear demonstrations and
examples of the answers you're looking for; allow children to
communicate meaning in a variety of ways including drawing
pictures and making posters; allow children to use bilingual
dictionaries in class; allow them to use their native language;
encourage them to write and talk about their cultures and
countries. Assign a buddy to the ESOL student (on a rotating
basis works best). The buddy helps the ESOL student negotiate
daily tasks, such as recess time and lunchtime. This will also
facilitate social interaction and language between the children.
This also helps the other children in the class, as it reinforces
their own language skills through modeling the language for the
ESOL student.
Where does the ESOL student sit in my class?
Location in a classroom can be key for an ESOL student. The
student should be in an area that is comfortable but also
centralized, so that the student and his/her classmates know this
student is an integral part of the class. Please, even if the
child is doing different work from the other students, DO
NOT put them in an isolated part of the room. Establishing a
comfort level is critical to a newcomers school experience.
How does the ESOL student interact/participate in classroom activites?
Newcomers to the language may not understand a lot of what's
going on in class; yet opportunites to demonstrate knowledge in a
variety of ways give him a sense of belonging. Don't forget...he
CAN communicate. You may not understand his language, but
someone else in class might. A word of caution, however, do not
burden the child who speaks the same language as the newcomer
ESOL child with being the translator, it's tiring,
difficult, and unfair to the bilingual child.
Why is this student still in ESOL after many years?
Children learn at different rates. Just as native speakers of
English learn science, math, and social studies at different
rates with varying degrees of success, ESOL children learn at
different rates. According to ESL Standards for Pre-K-12
Students; Language occurs over time with learners moving
through developmental stages and gradually growing into
proficiency. Rates of acquisition are influenced by multiple
factors including an individual's educational background, native
language proficiency level, learning style, cognitive style,
motivation, and personality. In addition, socio-cultural
factors, such as the influence of English or native languge
community in the learner's life, may play a role in acquisition
(TESOL,1997). Most important is the distinction between social
and academic language. The child may be fluent using social
language, but have trouble with academic language. It is also
important to remember that the language used in 5th grade is far
more complex than the language used in 1st grade. As the grade
level increases, so does the complexity of the language needed
for success.
How does an ESOL student exit the program?
An ESOL student is no longer eligible for services once they have
scored proficient on the LAS Links, administered in the Spring of
each school year. In addition, the state of Connecticut requires
that students in grades K-2 meet goal on the grade level DRA, and
students in grades 3-12 meet goal on either the CMT or CAPT
assessment.
