Running Header: English Language Learner

English Language Learner Project Karin Ackerman University of Illinois

English Language Learner The English as a Second Language (ESL) program at Edison focuses on making sure the students are in the mainstream classroom, but giving them the supports they need within the classroom. On the Unit 4 school district website it

says that Edison is using the transitional bilingual program that slowly increases the amount of English used in the classroom and decreases the amount of Spanish. The website focused on the vision and purpose of ESL but did not the specific program details. Within my interview with the ESL teacher, Ms. Biddle, I was able to learn about the different programs. She teaches several different classes. Each student in the ESL program is in a ESL writing class for their grade level not their level of understanding of the English language. Within the writing class she uses a code to help student with their writing. This code is numbered 1 -12 and each number represents a common error in writing for English language learners. For example:

1. Singular Plural

1 Have

been here for six. 1

He has been here for six months.

The number of the error on the list goes above the error in the students writing, so that the students can see what and where their errors are. Ms. Biddle uses it to see what errors the student is most often making and what they need to work on. The writing is scaffolded so that each student is working at his or her own level in the

English Language Learner English language. Each class is small so there is more time for conferences and working one-on-one with the students. Ms. Biddle also teaches a FLEX class which is one grade level. This class focuses on reading non-fiction books. The teacher selects books that will be taught in other classes. She preteaches the vocabulary and the concepts so that when the

concept is taught within the general education classes the students that are learning English will be able to express what the concept is in English with more confidence. The last class Ms Biddle teaches is the beginning students. These students are determined by professional judgment. Whether or not teacher think that student will be able to understand and get through the general curriculum classes without more English support. This class focuses more on vocabulary and works in workbooks everyday. Each student is at a different place and level within the workbook. They also focus on conversation and question formation. Ms. Biddle talked about monitoring the student level through looking at their writing and using the writing code to determine their progress. She does not use a formal assessment to determine the progress. She uses small everyday assessments to see how the students are progress and what needs more instruction. I think that the program is focusing on the student their needs. Ms. Biddle mentioned several times that she is eager to take advice and ideas from other teachers to better her instruction and the program. I think that is very important, working to better instruction for the students is important. I observed a student during lunch when he was talking with his friends. He used a lot of hand gestures and pointing. When he did talk he would say short

English Language Learner

simple sentences. He had a very strong accent. It was easy to understand because he pronounced the words clearly but they were spoken within his accents. It was very loud in the lunchroom so he asked several times for his friends to repeat themselves so that the could hear it more clearly. He seemed to follow along with the conversation even though he did not contribute to the conversation with vocalization as much as his friends did. He could have been acting as if he understood what was being discussed, but was actually only getting a part of the whole meaning. From what I observed though he seemed to follow the conversation well and contributed occasionally. The next step for this student I think should be including a peer conversation partner. Having a time for him to work on his social communication with another peer. Incorporating that into his curriculum and into the conversation time during ESL classes.