ESL

Handbook American International School Chennai

American International School-Chennai

100 Feet Road, Taramani, Chennai 600 113, India

www.aisch.org

“The only school in India accredited by both CIS & MSA”

Contents Welcome Message from the ESL Department Heads ................................................ 1

Philosophy: ................................................................................................................. 2

Goal: ........................................................................................................................... 2

Background: ............................................................................................................... 2

Welcome to the Elementary School ESL Program at AISC ........................................ 3

Welcome to the Middle School ESL Program at AISC ............................................... 4

Middle School ESL Course Descriptions .................................................................... 6

Middle School ESL - Course Offerings and Progression ............................................ 8

Welcome to the High School ESL Program at AISC .................................................. 9

High School ESL Course Descriptions ..................................................................... 10

High School ESL – Course Offerings and Progression ............................................ 12

High School (Grades 9-12) Intensive English Studies Requirement-Guidelines ...... 13

American International School Language Policy ...................................................... 14

Secondary ESL Transition Schedule ........................................................................ 15

Useful Websites for Practicing English ..................................................................... 16

List of Acronyms and Definitions .............................................................................. 16

1

Welcome Message from the ESL Department Heads

We at the American International School Chennai feel privileged to be working in such a linguistic and culturally diverse place as Chennai. Here at AISC we are fortunate to have more than 40 countries represented in our student body. We are accredited by The Council of International Schools and the Middle States Association. We are members of The European Council of International Schools (ECIS) as well as The Near East South Asia (NESA) Council of Overseas Schools and we are both an AP as well as an IB World School. Please contact us to arrange a visit and find out why the American International School Chennai is the premier international school in Southern India. Sincerely,

Bruce Sullivan Eric Mccutcheon Elementary ESL Department Head Secondary ESL Department Head eesldepartmenthead@aisch.org sesldepartmenthead@aisch.org

2

Philosophy: We at the American International School Chennai believe that all

children are capable of achieving at their potential in both the social as well as the academic realms. In order to facilitate these beliefs, for children who are learning in an environment that is not in their first language, we take a team approach where the parents, faculty and community work together to provide the best education possible to our children.

Goal: The goal of our ESL program is to incorporate a variety of activities into the

curriculum that encourage students to use the target language of English in their communications. According to the natural approach of second language learning, “acquisition of a second language occurs when students are exposed to realistic contexts for communicative language use in the classroom”. To know which activities best fit the needs of our learners; our teachers use a variety of assessment techniques. The use of multiple assessment techniques allows for the identification of specific strengths and weaknesses in the areas of Speaking, Listening, Reading, Writing and Comprehension to be identified for each student. Ongoing data collection in the forms of writing samples, teacher observations, speaking and listening continuums and benchmark testing, allow teachers to look at the Language Assessment Scales results for each student and draw conclusions that are used to drive lesson planning and transitioning decisions. Background: As AISC has grown and become the major International School in

Southern India we have evolved our programs and diversified our faculty base to better meet the needs of our changing population. The Elementary faculty is made up of an eclectic group of highly qualified teachers from all over the world. Professional Development in the areas of language acquisition is an ongoing process supported by the administration and pursued by all members of the faculty at AISC.

3

Welcome to the Elementary School ESL Program at AISC The ESL program at AISC is one in which students spend the majority of their day in the Mainstream classroom. Inclusion in the mainstream classroom provides a language rich environment where students are exposed to the authentic language of education. It is through the language of the classroom that students gain access to the curriculum of the grade. For those students who aren’t quite ready to join the class on a full time basis because their language skills aren’t at the level necessary to follow the complex interactions occurring in the English language the ESL Department offers one period a day of introductory English. The goal of this class is to expose students to the basic language of communication that will allow them the opportunity to succeed in the mainstream classroom. The key to the success of both programs lies in the relationships that are formed between the ESL and Mainstream teachers. Upon entrance to the school all students who come from families who are not native English speakers have their English language skills assessed through both a personal interview as well as through testing with the Language Assessment Scales (LAS). The LAS testing measures a student’s language in the areas of: speaking, listening, reading and writing. Children who test as Beginners are placed in the pull out classes during language arts as well as in content support during foreign language for grades 4&5. Children who test as Intermediate are monitored in the mainstream classroom by an inclusion ESL teacher. Children who test at the proficient level are classified as mainstream students who receive no direct support from the ESL department.

Throughout the year student progress is monitored and when transitioning from one program to the next occurs it is because a line of communication was implemented that set off a series of events. Teacher to teacher communication leads to the profiling of students language behaviors when both the ESL teacher and Classroom teacher complete the Listening and Speaking Continuums for identified students. When these or Benchmark testing indicate significant language development the full LAS series is administered and students specific language skills are measured. Students can test into one of three language categories and this along with teacher recommendations place a student as Beginner, Intermediate or Proficient. Beginning Students in grades 1-5 attend pull out classes during Language Arts and additionally grade 4&5 Beginner and Intermediate students attend a separate pull out class for content support while mainstream students attend foreign language classes. Intermediate students in Grades 1-3 remain in the classroom during Language Arts time. Proficient students are exited from ESL into the Mainstream.

4

Welcome to the Middle School ESL Program at AISC The purpose of ESL is to create active, capable, self-starting learners. ESL students are faced with a formidable task. They must learn English for use in a social context and as the functional language of the academic curriculum. Therefore, the ESL program is designed to integrate the teaching and learning of language with academic content. In this way, students will develop the ability to communicate in English as they are introduced to the content areas of science, social studies, English grammar, composition, and literature. At different grade levels, and according to the student needs, ESL instruction takes on different forms. Placement in ESL classes is based upon the Language Assessment Scales (LAS) test along with teacher recommendation. Students are transitioned from one level to another based on quarterly benchmark assessment results, assessment results in all skill areas, writing samples, class grades, class performance, Transition Portfolio, and teacher recommendations.

Students in grades 6-8 currently take 3.5 classes. These classes will be ESL Language Arts, ESL Social Studies, ESL Science, and a Beginner ESL support class for writing every second day in place of foreign language. A beginning ESL student will spend on average two semesters in each course, with occasional exceptions. Each student is monitored for movement to the next ESL level through the use of portfolios, assessments, class performance, and teacher recommendations.

Intermediate ESL students in grades 6-8 currently take 2.5 classes. These classes will be ESL Intermediate Social Studies and Intermediate Language Arts. They also attend Intermediate ESL, an extra ESL support class every second day in lieu of a foreign language. These latter classes are self-contained ESL classes which prepare the students for mainstream content. An Intermediate ESL student will spend on average two semesters in each course, with occasional exceptions. Each student is monitored for movement to the next ESL level through the use of portfolios, assessments, class performance, and teacher recommendations.

5

Students in grades 6-8 currently take .5 class. They are mainstreamed for all classes and will take Advanced ESL class in place of foreign language. This class focuses on writing development. An ESL student can take a foreign language after exiting the ESL program. Each student is monitored for movement through the use of portfolios, assessments, class performance, and teacher recommendations.

6

Middle School ESL Course Descriptions

ESL Language Arts Beginner: This course is designed for the Beginning level of English language development. The course provides a balanced exposure to the four areas of language learning: listening, speaking, reading and writing. Special attention is given to learning and practicing the accurate use of grammatical structures. Additionally, aspects of literature and literary themes are woven into the teaching of language. Students progress from this course into Shadow English.

ESL Social Studies Beginner: This course is designed for the Beginning level of English language development through the content of social studies themes. It familiarizes students with the vocabulary, skills and concepts required for the mainstream history class. Through readings and language exercises, students learn the language of social studies and sharpen comprehension skills.

ESL Science Beginner: This course is designed for the Beginning level of English language development through the content of science themes. It familiarizes students with the vocabulary, skills and concepts required for the mainstream science class. Through readings and experiments, 6th graders will explore earth science, 7th graders life science, and 8th graders physical science. ESL Math Beginner: This course is designed for the Beginning level of English language development through the content of math themes. It familiarizes students with the vocabulary, skills and concepts required for the mainstream math class. ESL Beginner: This course is designed for the Beginning level of English language development to support students across the major language domains of reading, speaking, listening, and writing. Students will participate in the fullest range of language activities geared to build on the foundations of English: drama, poetry, CALL, presentations, conversation, pronunciation, multimedia, and research. ESL Language Arts Intermediate: This is a transitional program for ESL students preparing them for the mainstream English class. This course provides students with access to the same components as a mainstream class, but taught at a reading level suitable for ESL students, including strategies to ensure a smooth transition to the mainstream class. Students may take this course for up to one year, and may be mainstreamed into the regular English class as soon as they are competent enough to handle mainstream content (determined by ESL and mainstream teacher).

7

ESL Social Studies Intermediate: This is a program for preparing ESL students for mainstream history classes. This course provides students with access to the same components as a mainstream class, but taught at a reading level suitable for ESL students, including strategies to ensure a smooth transition to the mainstream class. Students will take this course for one year before being mainstreamed the following year. ESL Intermediate: This course is designed to strengthen and build the skills students need as they transition from Beginner to Advanced English speakers. Students will continue to interact with language through a variety of language activities such as skits, movie making, CALL, research projects, debates, presentations, and book making. ESL Advanced: This course is a required course for any student who has entered the mainstream English class and has not exited the ESL program. This is designed to strengthen, develop and refine students’ writing skills. This course will focus on further refining and developing the grammar and editing skills necessary to detect and remedy common ESL writing problems.

8

Middle School ESL - Course Offerings and Progression

Beginner ESL (4.5 Classes)

•ESL Language Arts Beginner (1 Class)

•ESL Social Studies Beginner (1 Class)

•ESL Science Beginner (1 Class)

•ESL Math Beginner(1 class)

•ESL Beginner (in place of Foreign Language) (.5 Class)

Intermediate (2.5 Classes)

•ESL Language Arts Intermediate (1 Class)

•ESL Social Studies Intermediate (1 Class)

•ESL Intermediate (in place of Foreign Language) (.5 Class)

Advanced (.5Class)

•ESL Advanced (in place of Foreign Language) (.5 Class)

9

Welcome to the High School ESL Program at AISC The purpose of ESL is to create active, capable, self-starting learners. ESL students are faced with a formidable task. They must learn English for use in a social context and as the functional language of the academic curriculum. Therefore, the ESL program is designed to integrate the teaching and learning of language with academic content. In this way, students will develop the ability to communicate in English as they are introduced to the content areas of science, social studies, English grammar, composition, and literature. At different grade levels, and according to the student needs, ESL instruction takes on different forms. Placement in ESL classes is based upon the Language Assessment Scales (LAS) test along with teacher recommendation. Students are transitioned from one level to another based on quarterly benchmark assessment results, assessment results in all skill areas, writing samples, class grades, class performance, Transition Portfolio, and teacher recommendations.

Students in grades 9-12 currently take 5 classes of ESL. Three are ESL English classes, one is ESL History, and the other is Computer Assisted Language Learning (CALL). Please read the Intensive English Studies Requirements Guidelines in this Handbook. Each student is monitored for movement to the next ESL level through the use of portfolios, assessments, class performance, and teacher recommendations. Students take 2 ESL classes. They will take an Intermediate English class and an Intermediate History class. These classes act as a bridge to teach and

reinforce the skills and content of mainstream classes. A student will stay in each level for at least two semesters, with some occasional exceptions. Each student is monitored for movement to the next ESL level through the use of portfolios, assessments, class performance, and teacher recommendations.

Students currently take an English for Academic Purposes (EAP) support class which counts toward elective credit. This course will be a required course for any ESL student who has not exited the ESL program and who has been mainstreamed for all subjects. The EAP class focuses on writing development and T.O.E.F.L. preparation. Each student is monitored for exiting through the use of portfolios, assessments, class performance, and teacher recommendations.

10

High School ESL Course Descriptions

ESL English Beginner: These courses are designed for the Beginning level of English language development. The courses provide a balanced exposure to the four areas of language learning: listening, speaking, reading and writing. Special attention is given to learning and practicing the accurate use of grammatical structures. Additionally, aspects of literature and literary themes are woven into the teaching of language. Students progress from these courses into Intermediate English. Students take these courses for two semesters, with occasional exceptions. This course is not counted for English credit. ESL History Beginner: This course is designed for the Beginning level of English language development through the content of social studies themes. It familiarizes students with the vocabulary, skills and concepts required for the mainstream history class. Through readings and language exercises, students learn the language of social studies and sharpen comprehension skills. Students take this course for two semesters, with occasional exceptions. This course is not counted for history credit. ESL Computer Assisted Language Learning (CALL) Beginner: This course is required for beginning level ESL students as part of the Language Center. The core of the learning is provided by multimedia instruction on CD-ROM. Students will reinforce and expand their learning in the four areas of listening, speaking, reading, and writing. This program provides students with the opportunity to move at their own pace and to transition from level 1 to level 3 after a series of scored exercises and teacher consultation. Students will be able to record their progress in the four areas of language. A speech recognition device records the student’s voice and plays it back for comparison with the native speaker. Students will be immersed in a language learning experience that is further enhanced by the use of clear graphics and user-friendly instructions. This course will give students ample opportunity for practice in all areas of the English language. This course is not counted for credit. ESL English Intermediate: This is a transitional program for ESL students preparing them for the mainstream English class. This course provides students with access to the same components as a mainstream class, but taught at a reading level suitable for ESL students, including strategies to ensure a smooth transition to the mainstream class. Primarily, this course is for Intermediate level ESL students, with occasional exceptions. Students may take this course for up to one year, and may be mainstreamed into the regular English class as soon as they are competent enough to handle mainstream content (determined by ESL and mainstream teacher). This course is counted for English credit.

11

ESL History Intermediate: This is a transitional program for ESL students at all high school grade levels, preparing them for mainstream history classes. This course provides students with access to the same components as a mainstream class, but taught at a reading level suitable for ESL students, including strategies to ensure a smooth transition to the mainstream class. Primarily, this course is for Intermediate level ESL students, with occasional exceptions. Students will take this course for one year before being mainstreamed the following year. This course is counted for history credit.

English for Academic Purposes (EAP): This course is a required course for any student who has entered the mainstream English class and has not exited the ESL program. This is designed to strengthen, develop and refine students’ writing skills. This course will focus on further refining and developing the grammar and editing skills necessary to detect and remedy common ESL writing problems. Primarily, this course is for Advanced level ESL students, with occasional exceptions. This course is counted for elective credit.

12

High School ESL – Course Offerings and Progression

Beginner ESL (5 Classes)

•ESL English Support Beginner

•ESL English Skills Beginner

•ESL English Foundations Beginner

•ESL History Beginner

•ESL Computer Assisted Language Learning

Intermediate (2 Classes)

•ESL English Intermediate

•ESL History Intermediate

Advanced (1 Class)

•ESL EAP (English for Academic Purposes)

13

High School (Grades 9-12) Intensive English Studies Requirement-Guidelines

Non-native English speaking students who enter the high school program, Grades 9 – 12, as Beginning ESL students must enter the ESL Language Center for Intensive English studies. Students may be assigned to up to 5 periods per day of English as a Second Language. Once students have attained, as determined by proficiency testing, the Intermediate level of proficiency, they may be assigned to the high school program. Admission under this rule and to Intensive English Studies does not guarantee that a student will be admitted to the full regular program. If a student is later admitted to the regular high school program, it is likely that the time required to complete all graduation requirements will be extended. Students taking Intensive Beginner English courses will not earn AISC credits towards graduation for the courses. However, credits may be earned for the successful completion of non-ESL courses to which they may be assigned, if available and if deemed appropriate to the student. Students will exit the Intensive English program based upon proficiency testing and department assessments, teacher recommendations and student grades. Students are expected to attain Intermediate proficiency within one academic year of study.

14

American International School Language Policy

AISCH is an American School with English as the medium for social and academic communication. The expectation is that students and parents will strive to adopt English as the medium of communication within the AISCH community. While we value all cultures, beliefs and languages, using English as the common spoken language is essential to building a rich and inviting school community. As a community, we wish to remove the barriers to communication which isolate individuals or prevent groups from becoming fluent in the common medium, English. This requires social acts of bravery and diligence, and comfort in cross cultural and cross lingual settings. Everyone in the community can contribute to dissolve the barriers we experience due to language differences. Native English speakers have the responsibility to support, encourage and listen to students and parents who are learning the language. Everyone will benefit from the risks we take as individuals. Students will be empowered and motivated when adults model these behaviors. English is the language for mixed group activities including lunch, recess, before and after school activities and sports. English is the language of instruction for all academic areas excluding the foreign language classes of Spanish and French. To facilitate classroom comprehension and inclusion, native languages may be used in teacher approved circumstances.

15

Secondary ESL Transition Schedule

New students to ASIC, for whom English is not their native language, will take an assessment test (currently LAS Links). Based on this they will be given a proficiency score and the counselor can make a class schedule. Every student receiving ESL services will take an assessment test (currently LAS Benchmarks). A change to proficiency could be made based on these scores and

the following: teacher recommendation, parent recommendation, student request, administration input, class grades, Pass-Along Transition Portfolio, and tracking records. Students and parents will be notified by letter from the Department. For Beginner students only, in collaboration with the counselor, and schedule permitting, a change could be made to the class schedule. Every student receiving ESL services will take an assessment test (currently LAS Benchmarks). A change to proficiency could be made based on these scores and the following: teacher recommendation, parent recommendation, student request, administration input, class grades, Pass-Along Transition Portfolio, and tracking records. Students and parents will be notified by letter from the Department. This will determine their class schedule if they return to AISC for the next school year.

16

Useful Websites for Practicing English ESLgold http://www.eslgold.com/site.jsp?resource=pag_ex_home ESLgold.com serves as an online resource centre for students, where they can find plenty of practice, explanations, examples and answers to their questions. Nonstop English http://www.nonstopenglish.com/allexercises/elementary.asp Nonstopenglish.com is an English as a foreign language (EFL) / English as a second language (ESL) website. ESL Blues http://ww2.college-em.qc.ca/prof/epritchard/trouindx.htm Very extensive site, explanations and exercises for practice, very easy to navigate and find what you want. University of Victoria English Language Centre http://web2.uvcs.uvic.ca/elc/studyzone/ It includes grammar presentations, interactive practice exercises, and help pages for basic writing skills. Students can choose among several levels of difficulty. Grammar is first explained, and then practiced through exercises which are sometimes accompanied by pictures. http://www.everythingesl.net/inservices/elementary_sites_ells_71638.php This site is especially for elementary ESL students. It has tons of links for each grade level. Have fun!

List of Acronyms and Definitions ACCESS for ELLs® = Assessing Comprehension and Communication in English State-to-State for English Language Learners (a consortium test) CELDT = California English Language Development Test ELL = English Language Learner ELP = English language proficiency EO = English-only ESL = English as a Second Language FEP = Fully English Proficient HLM = hierarchical linear modeling Inclusion = ESL student in the mainstream class with the ESL teacher LAS = Language Assessment Scales (a commercial test) LEP = Limited English Proficient NAEP = National Assessment of Educational Progress OTL = opportunity to learn Pull out = ESL student goes to an ESL classroom for instruction

Written by: Mr. Bruce Sullivan and Mr. Eric McCutcheon 2008 Assisted by: Mrs. Katie Christo