ELL Programs Instruction for English Language Learners
A variety of ELL programs are employed in Saint Paul Public Schools, all with the same basic goal—to help English language learners achieve English proficiency. These programs differ in their approaches, varying in terms of instructional strategies, program structure, and amount of time students spend in classrooms with their native English-speaking peers. In all programs, however, teachers and bilingual Educational Assistants (EAs) provide linguistic, graphic, visual, kinesthetic, interactive, and emotional supports to make content standards and curriculum accessible for ELLs at all levels of proficiency. While it is not necessary for an ELL teacher to speak his/her students’ native language, it is important for schools to maintain a culturally diverse staff—all students need social, emotional, and academic support, and having someone to identify with culturally can make a positive impact on ELLs.
At the elementary level, General Education (GE) and ELL licensed teachers collaborate to teach language through content using district curriculum supported by second language acquisition strategies. Grade level content is made comprehensible using scaffolding techniques to meet individual students’ language needs and learning styles. ELL teachers provide support primarily in English language arts but may provide additional support in math or other content areas.
At the secondary level, ELLs have the opportunity to select courses tailored to four different proficiency levels. All levels of English as a Second Language (ESL) classes emphasize reading and writing skills. Students earn math, science and social studies credit in classes that are co-taught by a licensed ELL teacher and content teacher. Classes at the higher levels specifically prepare students to pass the Graduation Required Assessments for Diploma (GRAD) in reading and writing composition.
In addition, ELLs also have the opportunity to participate in Spanish Dual Language, Hmong Dual Language, Language Academy (LA), and Somali Academic Language and Teaching (SALT) programs depending on their needs, interests, and school of enrollment at the elementary level. Additional secondary programs include the English Language Centers (ELC) and International Academy – LEAP. Latino Consent Decree (LCD) and Hmong Literacy and Culture programs are available for students K-12.
Learning Language Through Content
The field of second language acquisition now advocates the teaching of a second language through, not prior to, academic content. Consequently, the ELL department at Saint Paul Public Schools offers content-based ELL instructional programs, which strive to promote students’ English language proficiency and mastery of academic content at the same time by integrating subject areas with language objectives. ELL students acquire English through participation in age-appropriate instruction that is aligned to national, state, and district content standards as well English language proficiency standards.
The primary objective of teaching language through content is making grade-level standards and curriculum accessible to ELL students at all levels. Academic content is made comprehensible using multiple scaffolding techniques to accommodate different levels of language proficiency, content knowledge, learning styles, and cultural practices and understandings. What students should know and be able to do is connected to student’s prior experiences and modeled. Vocabulary is previewed and comprehension checks are in place to ensure understanding. Instruction is highly interactive using a variety of groupings with ample opportunities to develop listening and speaking skills. Information is presented using graphic organizers, visuals, different levels of academic language, and in many other ways to help students understand. Student’s native languages and cultures are represented, encouraged, and used in ways to help them acquire English. Assessments and learning tasks are differentiated for students to demonstrate what know. Formative assessments are used regularly to meet individual needs.
We know that all students learn best in inclusive, diverse environments. General Education (GE) and ELL teachers deliver instruction collaboratively in an inclusive setting unlike pull-out programs, in which a special curriculum is often used and the sole focus is on the development of English proficiency. Students have daily interaction with native English-speaking peers and may be clustered strategically (possibly with other students who speak the same native language or are at the same language level) to maximize resources and target instruction. Collaborative teaching teams meet regularly to articulate content and language objectives, plan for co-teaching and assessments, and reflect on student progress as well as their own teaching practices to meet the needs of all students.
Continuum of Support
ELL students entering in the primary grades have different needs than
those in intermediate grades. Furthermore, the gap between mainstream
students and newcomers in language level and content knowledge becomes
larger through the grades; therefore, instruction may look different at
different grade levels.
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