Frequently Asked Questions: This page contains answers to common questions
of students and parents.
- What is ELL, ESL & ENL?
- What does an ELL Teacher do?
- How is ELL different from bilingual education?
- What ELL programs are available by the State for my child?
- What is sheltered English?
- What are the goals of ELL Instruction?
- How do we identify ELL students?
- What about Special Education Among ELL?
- When can my child exit from ELL programs and transition to monolingual English classes?
What is ELL, ESL & ENL?
ELL stands for English Language Learners.
ESL stands for English as a Second Language.
ENL stands for Enlish as a New Language.
What does an ELL Teacher do?
Primary Teacher: Providing both English-language instruction and
basic in most subjects of curriculum.
Special Tutor: As students are mainstreamed the teacher turns
tutor to help students navigate unfamiliar curricular territory.
(direct & tutorial assistance)Assessment & Placement: Performing
English proficiency and academic progress and advising parents,
administrators, and counselors on appropriate placement of
students.
Also to help students:
Increase comprehensibility
Increase interaction
Increase thinking/study skills
How is ELL different from bilingual education?
Bilingual Education is distinguished from ELL in that:
Students are taught initially in both English and their native
language.
Teachers help students maintain the momentum of content learning
while simultaneously learning to understand and use English.
What ELL programs are available by the State for my child?
Transitional Program of Instruction (TPI). In this program,
students receive special assistance from ELL teachers and
assistants as they learn how to speak, listen, read and write in
English. The resource model, including pullout and push-in are
used. Throughout the district, TPI teachers are seen as a
resource person in terms of support and in-services to regular
education teachers.
Transitional Bilingual Education (TBE): This program includes
language arts and subject matter instruction in the students’
native language and English as well as intensive instruction in
English as a Second Language. As the student develops English
proficiency using the strengthened knowledge and academic skills
acquired in the native language, instruction in English increases
and native language instruction decreases.
Dual Language: This program provides half of the instruction in
English and half in the native language of the ELLs in the
program (e.g., Spanish, Chinese, and Haitian Creole). Students of
the native language are taught alongside English speaking
students so that all students become bicultural and fluent in
both languages.
English as a Second Language (ESL): This program provides all
language arts and subject matter instruction in English through
the use of specific instructional strategies. Support in the
native language where available.
*Currently Big Hollow only has TPI-English as a Second Language
(ESL) in the District.
What is sheltered English?
Refers to using the language in a simplified yet holistic manner
in order to help ESL students comprehend.
Examples:
Speaking clearly and naturally
Simplified vocabulary
Give directions in variety of ways
Examples and models
Avoiding jargon and idioms
Read direction out loud and write on board
Allow time for translation of aide and allow time for discussion
to clarify meaning
Allow EXTRA time
What are the goals of ELL Instruction?
Primary goal is to teach students English.
Maintain and produce academic progress
Provide for the student�s integration into the mainstream of
school and society.
Validate and preserve the students native language and culture.
How do we identify ELL students?
Home Language Survey
Formal Assessment-ESL Specialist interviews parents and student
Informal written measurements
What about Special Education Among ELL?
Special Education needs are in the same proportions as non-ESL
students but determining this can be very difficult. The reason
is because lack of appropriate testing. Appropriate placement
can be determined with a team of several professionals.
When can my child exit from ELL programs and transition to monolingual English classes?
When your child scores at a certain level of proficiency on the
English WIDA ACCESS exam, he or she can enter a monolingual
instructional program. If your child transitions to all-English
monolingual classes after becoming proficient in English, he or
she can still receive support, as needed.
