Elizabeth Curtin

EDPR 420

English Language Learners

There is a rather large ESL program at Champaign Central High School. Many of the students at Central High School come from diverse backgrounds, and a different language than English is spoken in their home. To determine if students qualify for the ESL program, a few steps are taken. First, all students registering at the high school fill out a home language survey. This survey asks if a language other than English is spoken in the home. If so, these specific students take a screening test to see if they are eligible for ESL services. Students who qualify for services are labeled one of two things: limited English or no English. There is also a waiver that parents can sign in order to deny services to their child, but this rarely occurs. One student who qualifies for services, JO, is in a cotaught math class. During class, JO rarely speaks, and when he is does he provides mostly one-word answers. For example, JO nodded his head (instead of responding yes) multiple times, and would use one-word responses such as good and okay. Additionally, JO used gestures such as pointing his finger up as to indicate the number one. During class, JO converses with two other students who speak Spanish, and he seems comfortable speaking with these two students. Inflection in his speech is also noticeable when JO speaks with his friends. JO receives speech services as part of his IEP. During speech, JO and his speech teacher work on comprehension and memory strategies. It seems as though JOs verbal comprehension is good. His speech teacher asked JO to repeat the main points of a paragraph she read to him, and he was able to do so. Yet, JO did ask the teacher to repeat the paragraph once. At this time, the teacher recognized JOs self-advocacy skills and discussed the importance of using these skills. As well, JO took written notes in order to remember what was said in the paragraph. When

Elizabeth Curtin

EDPR 420

English Language Learners

observing both speech and math class, it seems as though JO is not completely comfortable with his English-speaking abilities. He seemed much more comfortable speaking Spanish with his friends, and did not participate much in class. Yet, the speech services seemed to encourage his use and understanding of the English language, and also provided him tools for self-advocacy. Seeing an ESL student in class helped me to understand what a typical day is like. It saddened me to see the discomfort JO had in math class, and it made me more interested in the ESL services that Central provides. As an ESL student, JO receives various services through Central High School. Central High School has an ESL Zone. This is essentially a classroom for students who qualify for ESL services. Central does not have a specific model they use, though. Rather, students can use the ESL zone for extra time on assignments or tutoring. There are no specific classes that take place in the ESL zone, and the ESL students are included in general education classes. Rather, this classroom acts as more of a resource room for the students receiving ESL services. Students are taught self-advocacy skills, and they are encouraged to ask their general education teachers when they need to go to the ESL classroom. While students are allowed to go use the room when they are doing assignments or tests, tests and other schoolwork are not translated into their native language. Rather, these assignments are in English and students can receive tutoring in order to complete them. One technique used in the ESL classroom is a technique called sheltered English. Sheltered English is essentially modifications that are made for ESL students. At Central, assignments are paraphrased or made shorter. As well, the ESL

Elizabeth Curtin

EDPR 420

English Language Learners

teachers may use pictures or new ways to help communicate schoolwork. Sheltered English helps ESL students comprehend their schoolwork materials, and helps them to become more successful students. Thus, while Central does not use a specific model, they make modifications and accommodations in order to help ESL students succeed. The ESL teachers at Central monitor the progress of the ESL students. They use a test called Access. This test is given yearly (in January) to all ESL students. ESL students take either the beginner, intermediate, or advanced test (depending on their skill level) in order to determine their English-speaking abilities. The test measures reading, writing, and listening skills. This is used as a benchmark tool, and the results are included in the students cumulative folder. Additionally, ESL teachers will sometimes coteach classes in order to provide supports to ESL students. This allows for the ESL teachers to informally monitor students progress throughout the year. For students with disabilities, the ESL teachers attend the IEP meetings and work collaboratively with the special education teacher to provide ESL and special education services that meet that students specific needs. ESL services for students with disabilities are extremely individualized, and these programs are looked at on a case-by-case basis. Overall, I enjoyed learning more about Centrals ESL program. I found the use of sheltered English to be quite interesting, and I like the way Central provides accommodations and modifications for ESL students. I also think it is effective to have an ESL classroom in the school where students can go at any point in the day for assistance. Still, I would like to see Central following a more stringent model of

Elizabeth Curtin

EDPR 420

English Language Learners

ESL services. Rather than having specific services for each student, the students are expected to self-advocate for themselves. While I do believe self-advocacy is important, I think it might be effective to have a more systematic and specific plan for each students English development. Allowing students to self-advocate in the context of their own individualized service plan might prove to be more effective. As well, having a more frequent assessment schedule would be helpful. I believe it is important to consistently measure a students progress, but Central only assesses students once a year. Having more frequent formal assessments might allow for more effective and individualized services to be provided to each student. In all, I believe building upon the services at Central by providing them in a more systematic and individualized manner would be a more effective method for encouraging English development in ESL students.