Ms. Patricia Edwards
over 2 years ago
The Dublin City Schools is committed to offering a program of instruction to students of limited English proficiency who meet the guidelines as established by State Board of Education Rule 160-4-6-02. The purpose of the program is to assist students in developing proficiency in the English language, including listening, speaking, reading, and writing at the current assigned grade level.
Students eligible for the program are those whose native language or home language is not English and who, by reason thereof, have sufficient difficulty speaking , reading,writing, or understanding the English language. Students are screened with an English Language Battery to determine if ESOL
services are needed. In accordance with state policy, students’ language proficiency will be assessed by the W-APT placement test and ACCESS. These assessments will be based on the WIDA standards, which is the curriculum for instructing students with limited English proficiency.
Parents are notified of students’ eligibility into the ESOL Program and must provide consent prior to services. Parent conferences are encouraged and may be arranged by the Principal of each school.
All students are taught and have access to the Georgia Standards of Excellence (GSE). However, to accommodate the needs of English Language Learners (ELL), eligible students are provided a supplemental curriculum that focuses on English acquisition & proficiency.
Dublin City Schools provide special language assistance through one or a combination of the following delivery models:
3) A Scheduled Period
4) Before/After School Tutoring
ESOL services will be provided by teachers who are highly qualified and have obtained an ESOL endorsement by the Georgia State Department of Education. However, a teacher may be selected to work with students if the following conditions are met:
1) currently enrolled in ESOL courses for certification.
2) has applied for a non-renewable ESOL Endorsement certificate.
3) has been recommended by principal to work with said student
English Language Learners (ELL) are assessed for proficiency on an annual basis using the state approved assessment battery. This test is usually administered during the Winter/Spring school year.
Students who are served in the Dublin City Schools’ ESOL program may exit based on the following:
over 3 years ago
Bilingual/Bicultural Family Network
US Department of Education - National Clearinghouse for English Language Acquisition (NCELA)
National Network for Early Language Learning (NNELL)
Multilingual Family in the UK
Bilingual Families Perth
Internet Radio Stations
Mama Lisa's World
Research and Articles on Bilingualism
Center for Applied Linguistics (CAL)
American Speech-Language-Hearing Association (ASHA)
National Head Start Child Development Institute
Don't forget to take advantage of local (and free) resources. Your local (or county) library may have children's books or other materials in your language. Also many DVDs come with various language track options, so they can be easily be switched to various languages (e.g., Spanish, French, or English.)
over 3 years ago
Although there are no specific teaching techniques to make ELLs feel that they belong in a new culture, there are ways for you to make them feel welcome in your classroom:
Take the time to learn how to pronounce your ELLs' names correctly. Ask them to say their name. Listen carefully and repeat it until you know it. If a student's name is Pedro, make sure you do not call him /peedro/ or Peter. Also, model the correct pronunciation of ELLs' names to the class so that all students can say the correct pronunciation.
Some ELLs may not answer voluntarily in class or ask for your help even if they need it. ELLs may smile and nod, but this does not necessarily mean that they understand. Go over to their desk.
Even if ELLs do not yet understand all of the words that you speak, it is possible for them to understand the structure of each day. Whether through chalkboard art or images on Velcro, you can post the daily schedule each morning. By writing down times and having pictures next to words like lunch, wash hands, math, and field trip, ELLs can have a general sense of the upcoming day.
On-site interpreters can be very helpful in smoothing out misunderstandings that arise due to communication problems and cultural differences. If an on-site interpreter (a paid or volunteer school staff position) is not available, try to find an adult - perhaps another parent who is familiar with the school or "knows the system" – who is willing to serve this purpose. In difficult situations, it would not be appropriate for another child to translate.
ELLs can make unintentional "mistakes" as they are trying hard to adjust to a new cultural setting. They are constantly transferring what they know as acceptable behaviors from their own culture to the U.S. classroom and school. Be patient as ELLs learn English and adjust.
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