Kaoutar Salhi

ESL 6: Field-Based Assessment: Action

Research Project: School Supports Scoring Tool

Section 1
School 1
South Philadelphia High School
School District of Philadelphia
ELL population: 30%
Cultures represented: Europeans, Asians, Africans
The supports used for Ells are translations as well as translator services.

School 2
Philadelphia Performing Arts Charter Elementary School
String theory school
ELL Population 35%
Cultures represented: Europeans, Asians, Africans
The supports used for Ells are translations as well as translator services.

School 3
Philadelphia Performing Arts High School
String Theory Schools
ELL Population 35%
Cultures represented: Europeans, Asians, Africans
The supports used for Ells are translations as well as translator services.

Section 2
I chose Philadelphia Performing Arts Charter School. This school has a
diverse age group of English Language Learners. Philadelphia
Performing Arts Charter School has students from Kindergarten till

tenth grade. Observing in this school will allow me to have experience of

a wide variety of students. I am going to be exposed to different age
groups which help me grow as an ELL teacher myself.

Section 3
Name of Town: Philadelphia
Name of state: Pennsylvania
School district demographics: String Theory School
Community population: Asians, Native Italians, Arabs, African
American, and White.

Philadelphia is the second-largest city on the East Coast and fifthlargest in the country and the hub of the nation's sixth-largest
metropolitan area. That means world-class entertainment options,
restaurants, educational institutions, cultural offerings, healthcare,
employment opportunities and other benefits of being in a major
metropolitan area.
Officially, it's been around since 1682, and Philadelphia was central to
the Revolutionary War. It's also where the Founding Fathers got

together for fun and for founding stuff. The Declaration of

Independence and the Constitution were signed here.
When William Penn set this city up, he designated green spaces for
healthful, aesthetically pleasing community gathering places. All
around the city, blocks are maintained as parks, offering landscaping,
benches, public art and refuge from city life. Washington Square,
Rittenhouse Square, Logan Square, Franklin Square and Fitler Square
are just a few.

Section 4
Questions:
What are the resources that you have for your ELLs?
First we have an amazing teacher who is very kind and very
understanding of the needs of these ELLs. This teacher has so much
experience. She is very patient and also loves his job.
What are the support programs that you have for your ELLs?
We have plenty of programs for our Ells in the Ipads as well as
textbooks. We also have our reading specialist who collaborates with
our ESL teacher to help our ELL improve their reading skills.

Section 5
ESL Teacher
1. How hard is it to teach ESL students with limited English
proficiency?
ESL Teacher: it is very challenging sometimes to teach students with
limited English proficiency because I dont speak their native language.
It requires a lot of patience to teach students with limited English
proficiency
2. Do you like teaching ESL students?
ESL teacher: I love teaching ESL students they make me very happy and
they are very kind and sweet.
3. Do you think your ESL students are happy to move to the United
States?
ESL teacher: Some of my students are not happy to move to the United
States. They feel sad and lonely. They miss their countries and close
family members that they left in the native land. Yet, other ones are very
happy to move and they cant wait to finish high school and go to
college.
4. Why did you choose to become an ESL teacher?
ESL teacher: I chose to be an ESL teacher because I love teaching
language Arts and I feel that I will make a huge impact on my students
to better their lives and make them succeed not only in school but in life.
5. How many years did you teach ELLs?
ESL teacher: Eight years
6. Does it help when you are able to speak in the students target
language?
ESL teacher: I speak some Spanish, it helps a lot because the
students tend to understand what I mean.
7. What is the best way to try to communicate directions to ELLs?

ESL teacher: Using a lot of visuals and also hand gestures. Writing on
the board all the important information they need to know.
8. What is the best way to approach ELL students?
ESL teacher: The best way to approach ELLs is to make them feel
comfortable and welcome in the classroom. It is crucial for them to
understand that I am there for them. Classroom environment have an
impact on them.
9. Do you need to speak many languages in order to communicate
with your students?
ESL teacher: Sometimes it helps to speak their native language but
other times when I tend to explain in different ways it helps as well.
10. What are your strategies when your students dont understand your
instructions?
ESL teacher: When my students dont understand my instructions. I
encourage them to ask each other first if they are still confused.
They raise their hands and I individually assist them.
11.How do you communicate with parents?
ESL teacher: I tend to translate my letters in their native language
especially when I know that they dont speak English at all.
12. What do you do when students are not participating in class?
ESL teacher :I tend to call on them and involve them in activities such
as games that way I encourage them to not be shy and participate more.
13. What is the best way of engaging ELLs in the classroom?
ESL teacher: I try to simplify and elaborate the language to make it
accessible to the students. I also have a lot of visuals and I use a lot of
Powerpoint presentations and videos to make the learning interesting
and fun.
14.How do you measure your students capacity of learning?
ESL teacher: I assess my students in listening, writing and speaking

Section 6
3 Websites:
1.) Activities for ESL Student
http://a4esl.org/
This website has several tools that can be used to teach English as a
Second Language such as Quizzes Cross Word Puzzles, Videos, and even
Bilingual quizzes for students of specific backgrounds. Also there is
external links to find exercises to teach to students.
2.) Dave's ESL Cafe Idea Cookbook
http://www.eslcafe.com/idea/index.cgi?Ice:Breakers
This website has many icebreaker activities. Icebreakers are used in
order to get a class to get initially comfortable to their environment, as
well as peers. It can also break the ice of a classroom for the beginning
of the day and help students get themselves out of their pervious state
into the state of the classroom. So this website provides alot of activities
to do so.
3.) ESL Partyland
http://www.eslpartyland.com/

This website provides a lot of material for an ESL teacher. It has

Grammar exercises. It has quizzes and games that a teacher can provide.
Also it provides potential lesson plans a teacher can use. Also this
website provides certain topics a teacher can discuss for adult learners.
Seven Books/Journals that can be used.
4.) ESL Journal
http://esljournal.org/
This is a Journal Where ESL students who are new to English can post
essays and poems. Teachers and ESL professionals can contribute
articles in regards to pedagogy, and teaching. Also there is a Weblog
feature available here. It could be a very useful as a teacher to have
students post some of their work here, and be apart of a greater ESL
community and get feedback from other users.

5.) The Internet TESL Journal

http://iteslj.org/
A few articles with discussions of techniques and understandings are
below
Language Learning Strategies: An Overview for L2 Teachers by Michael

Lessard-Clouston
http://iteslj.org/Articles/Lessard-Clouston-Strategy.html
This article provides an examination of strategies, and also shows
features of learner strategies for learning. There are issues brought
about in dealing with teaching. The concepts posited are eliciting from
students, using group work techniques, and a focus on empathy.
Using Volunteers in your ESL Classroom: Suggestions for Newer
Teachers by Kate Singleton
http://iteslj.org/Articles/Singleton-Volunteers.html
This article shows the power of volunteers in class. And all the functions
that a volunteer
can help in the class co present in class, teacher, copresenter, group
leader, tutor, etc.
6.) McGraw-Hill's Essential ESL Grammar: A Handbook for
Intermediate and Advanced
ESL Students (McGraw-Hill ESL References)
http://www.goodreads.com/book/show/8175889-mcgraw-hill-sessential-esl-grammar
This book is very useful because grammar is a very useful tool for a
student. This book can refine alot of specific details that can help ESL
students to progress in all areas of grammar.

7.) The Oxford Picture Dictionary Interactive (2nd Edition)

http://www.esl.net/oxford_picture_dictionary_interactive.html
This book uses images in order bring English to life. It could be used as a
great coupling material for teaching. Images are a great way to teach
language because people can have more multilayered perception of
language and give the association of the word to an image a great
technique for visual learners.
8.)TESOL Quarterly
http://www.tesol.org/read-and-publish/journals/tesol-quarterly
This is a refereed professional journal that allows for investigation into
the English language teaching and learning by providing a forum for
TESOL professionals to share their research findings and explore ideas
and relationships in the field. This Journal's readership includes TESOL
teacher educators, teacher learners, researchers, applied linguists, and
TESOL teachers. (Slightly Adapted from website). It offers an option to
publish journals a read them.
9.) Voyager and Endeavor
http://www.esl.net/voyager.html

There are learning goals in the beginning of every chapter which can
help students to know why they are studying what they are studying.
Active learning strategies can be applied for the assignments within this
text. It balances direct and indirect instruction. Depending on students
an age an level there is a certain degree of adaptability. Also the price
for these textbooks are quite reasonable
10.) NYS TESOL Journal
http://journal.nystesol.org/
Its a Bilingual Journal Once during for winter and once for summer. The
journals released are from the Kindergarten level the University level. It
has a bilingual focus. They have several interests such as funding,
legislation, employment, and curriculum development.

Section 7
Section 7: TESOL
http://www.tesol.org/advance-the-field/position-statements
Position 1.) Adult Education
Position Statement on Adult English as a Second or Additional
Language Programs (March 2010; PDF)
TESOL urges countries where English is the common, dominant, or

official language to make commitments to developing national systems

of high quality, appropriate language and literacy services specifically
tailored to the needs of adults learning ESL/EAL in their populations.
These systems should involve all stakeholders in the review, creation,
and implementation of education policies and be no less in quality,
recognition, and support than the system in place for public primary,
secondary, and higher education.
http://www.tesol.org/docs/pdf/13209.pdf?sfvrsn=2

Summary
There is an increase of adult speakers who claim lack of literacy on
English Language. There needs to be resources in order to have high
quality classes . Its important to have multicultural respect. ESL salaries
should me commensurate with professionals in public education. There
should be certification for ESL professionals. Ultimately the ESL system
should support any adult learner regardless of their background.
Position 2: Social Issues and Diversity
Position Statement on Fairness and Equity in ESL Program
Reduction (March 2009; PDF)

When economic conditions necessitate cutbacks in funding, TESOL

urges public policy makers and managers of educational institutions to
exercise fairness and equity in administering program cuts so as not to
disadvantage culturally and linguistically diverse student populations or
those who may already be suffering the debilitating effects of poverty.
http://www.tesol.org/docs/pdf/12305.pdf?sfvrsn=2

Summary
English Proficiency may be quite crucial for students to be able to
survive and have success in several fields like financially, socially, and
academically! Resources are needed for education, because without a
result can be marginalization. TESOL encourages funding of institutions
to continue education to students, because a faltering could cause a real
conflict.
Position 3
Position Statement on Teaching English as a Foreign Language to
Young Learners (October 2003; PDF)
http://www.tesol.org/docs/pdf/1450.pdf?sfvrsn=2

Summary
Age can be crucial element in teaching students. With young learners
there are several elements that should be looked at aims and learners
goal should be clearly established! Its good for teachers to be trained in
strategies to teach the young learners. There should be institutional
support and resources available for the learning level for students.
Balance is key for an effective program.

Section 8
1.How involve are you with ELLs outside of school?
ESL teacher: Since I proctor Senior project with the students. I tend to
involve my students in extra curricular activities where they are able to
be involved in the community by volunteering and by getting involved
in benevolent events.
2 Do you like being an ESL teacher?
ESL teacher: I love it dearly and its very rewarding!!
3.Do you have behavioral problems in your classroom?
ESL teacher: No, I deal with the best well behaved students in the
entire school.
4.What is your advice to novice ELL teachers?
ESL teacher: my advice is to be patient with ELLs and always
remember that their lack of understanding language doesnt mean that
they are not smart enough. There is a huge difference between Special
Education students and ELLS.
5: Are you an ESL teacher by choice?
ESL teacher Yes, I am by choice

6.What is the most rewarding part about teaching ESL?

ESL teacher: The most rewarding part about teaching ESL students is to
see that I make a difference in their lives daily.

Section 9
. The English Learner Movie Guides: This site takes popular movies and
uses their summaries and idioms to discuss the English language.
Great for ESL students with a love of U.S. culture.
. ESL Partyland: The festive name is an indicator of how laid-back this
handy ESL site can be. Various exercises let students practice
writing and reading as they use external sites to boost their
comprehension.
. Breaking News English: These inventive lesson plans teach ESL by
drawing inspiration from recent news and global affairs. Packed
with information about word usage, grammar, and more.
. ESL-Lounge: Hundreds of awesome exercises make this site a fantastic
tool for students. Parts of speech and vocabulary are classified by
difficulty.
. Activities for ESL Students: This pared-down website offers grammar
quizzes at multiple degrees of difficulty and for learners from
dozens of different language backgrounds.
Using English: A handy reference guide to major parts of speech and
their usage, with bonus material for ESL instructors.

Section 10
Recommendations for supports
The school needs to make more effort regarding the support of ELLs and
be involved more in the life of ELLs
Parent Recommendations:
It is important to be explicit with parents about the types of supports

you are providing their students, and explain the academic benefits of
placing their child in an ESL program. This will help parents understand
the nature and structure of these supports, and not worry that their
student is missing other important instruction.
. Hire a bilingual parent coordinator or office staff member, or appoint
a staffer, who can assist with family-school communications.
. Reach out to local organizations that can provide translation services;
. Immediately connect families with a contact person within the school
whom they can contact with questions and concerns
. Create a diverse panel of interested family members to help the school
determine, from a family perspective, what family involvement
. Provide multiple opportunities for families to give input to the school
Administration Recommendations:
. Share information collected about families' cultures and languages
with all staff members
. Include parent representation on your school board
. Create groups of parents/family members who regularly meet with
school staff to discuss various issues
. Provide professional development for teachers and staff on topics
such as working with ELL families and information about the
different cultures in your school community
. Create and support school-based parent volunteer programs; and
. Create and support parent leadership opportunities
Teacher Recommendations:
Provide recommendations for teachers based on the model programs research that
include ways they can support and provide resources for Ells in the classroom in
order to ensure successful academic experiences

. During the school year, send home written communication in English

and the family's home language
. Offer skills-based workshops for a families at the school. Choose
topics that have been identified by families as an area of need
(help with reading homework, college readiness, etc.)
. Establish phone trees so that ELL families can receive important
information in their native language
. Consider making home visits throughout the year, or having at-home

conferences instead of at-school conferences

. Regularly invite families to school to celebrate student work;
. Set aside specific times during teachers' schedules for home-school
communications (placing phone calls, writing notes, visiting with
families)
Paraprofessional Recommendations:
. Engage families in a direct conversations about the possible
differences between home culture and public school culture
Policy recommendation
. Facilitate a school-sanctioned parent group that comes together to
support and influence different school decisions.

Section 11
Acquisition: Experiences focus on recall or discovery of basic knowledge
Application: Experiences provide definite opportunity for students to
apply knowledge, typically to real-world problem
Assimilation: Experiences are often complex and require students to
devise solutions frequently, which can lead to deeper understanding of
concepts and knowledge.
Adaptation: Experiences are high in rigor and relevance and require
unique solutions, often to unpredictable problems.
Sources: http://oedb.org/ilibrarian/50_essential_resources_for_esl_students/

Section 12
ELLs bring strengths into the classrooms beginning with the knowledge
of their native language. This strength is greatly enhanced when
students have developed literacy skills in their native language.
Knowledge gained and concepts mastered do not need to be relearned;
students simply need to attain sufficient English proficiency to
demonstrate what they already know and can do. And their native
language, if developed and maintained, is a resource desperately needed
by our country. The students knowledge of their culture is also a great
strength and a resource teachers can use in the classroom. By
recognizing these strengths, and building them, teachers can go along
way in addressing the challenges outlined above.

Section 13
Language
I learned that language is not easy to be acquired. It takes a lot of practice
and hard work for ELLs to learn the English language. There are many
aspects of language. Language is like a sea of semantics, vocabulary,

grammar, phonology, morphology, syntax, pragmatics, idioms, and

cognates.
Culture
In order to acquire any language, the individual needs to be exposed to the
culture of that language. As Frantz Fanon once said To speak a language is
to take on a world, a culture. There are a lot of cultural aspects that the ELL
students need to be expose to in order for them to comprehend the roots of
the English language.
Observing, Planning, Implementing, and Managing Instruction
ESL 6 was very interesting class for me. I enjoyed observing as well as
planning lessons. I really enjoyed working my ELL student one on one. I
have build a great relationship with the students. I am glad that I had the
change to take this class. In addition to that, professor Scott is very
organized and I am truly glad to have him as an instructor..
Assessment
ESL 6 is a great assessment course. It allowed me to develop my assessment
skills. I am glad that the Intermediate Unit is dedicating a whole class for
assessment. I think it gives all the teachers a chance to grow in terms of
assessing their future students.

Professionalism
Educators are expected to be professionals. Being a professional requires
ethics in order to fulfill teacher duties.