American School of Warsaw ELL Presentation By Mary Niesluchowska, ELL teacher mniesluchowska@aswarsaw.org Mary-intro.

A mouse saved her young from an angry cat by barking 'bow wow' A mouse saved her young from an angry cat by barking 'bow wow'. After the cat ran away, the mouse said to her offspring, “See, children, it pays to know a second language.”  Mary-guide

Mary guide

English Language Learners Parent Orientation Program Objectives Teachers – Introduction How do you learn language? The Inclusion program How can you help your child? Question and Answer time Mary

Objectives There are three main objectives of the ELL program: to make sure that all students become proficient in English and achieve academic success to provide support for classroom teachers of ELL students to promote bilingualism and cultural understanding Mary

About the Teachers Mary Niesluchowska Over 25 years teaching ELL at ASW Experience in elementary, middle and high school Speaks English and Polish Mary

Over 20 years teaching at ASW Experienced classroom teacher Tanja Kusanovic Over 20 years teaching at ASW Experienced classroom teacher Speaks English, Croatian, Polish, German, Italian Tanja

Over 20 years teaching experience Speaks Spanish and Portuguese Sarah Kemme Over 20 years teaching experience Speaks Spanish and Portuguese Sarah

Over 25 years teaching experience in Turkey, Canada, Japan and China. Lynn Hammond Over 25 years teaching experience in Turkey, Canada, Japan and China. Lynn

How do you learn language? Two kinds of language proficiency: Social language Children can become fluent in social language in one to two years. Academic language academic fluency takes five to seven or more years. Children learn second language at different rates. Tanja

Silent Period The process of learning a new language is the same as the process we go through when we acquire our first language. English learners typically start with a pre-production, or silent period. Students begin to understand English, but do not yet try to speak it. Lynn

How long does it take to learn English? Language Acquisition How long does it take to learn English? Language Background How similar is the home language to English? Sarah Languages closely related to English are Dutch, French, Spanish, etc. Students who speak languages with significant linguistic or cultural differences like Korean, Russian, Chinese are probably going to need more time. http://www.everythingesl.net/inservices/_long_does_take_learn_english_55843.php

Sarah

Everyone is Different! Language Acquisition Home language proficiency Natural ability to learn languages Exposure to English Motivation to learn Everyone is Different! Sarah How much formal schooling was in the home language? How proficient is the student? Learning a language can take years. We need to be patient with students and give them the individualized support that they need to progress.

What does ELL support look like? INCLUSION – ELL teachers go INTO the regular classroom to work with the ELL students. Lynn

Why Inclusion? Motivation increases when students are engaged in meaningful learning. They become self confident and responsible for their learning. Lynn

In the classroom, communication with fluent and native English speakers allows the authentic use of language and exposure to more complex vocabulary and structure. Lynn

Students become full classroom participants. Students see the connection between English instruction and academic content. Lynn

Research shows that students who remain in the classroom and get English support THERE, learn the language faster and at higher levels. Lynn

Pullout In grades 3-5, students who are new to English or are beginners will have pullout English support in addition to support in the classroom. Sarah

Students who test well and with the agreement of the classroom teacher, will be able to take native language classes or French AND continue to get ELL support in the classroom. Sarah

Native Language Literacy in your native language is one of the most important factors for literacy in a second language. Tanja

A strong foundation in the first language is linked to successful learning of a second language as well as academic achievement. Tanja

Multilingualism poses no special risks for children Multilingualism poses no special risks for children. Acquiring three or more languages is not significantly different from acquiring one or two languages. Knowing two languages makes it easier to learn a third. Tanja

Language mixing is common and short-lived. Language mixing is a normal phase of bilingual development. It is NOT an indication of language confusion. Tanja

Make sure your child continues to develop his/her native language. Talk to your child in your home language. But speaking is not enough. Reading and writing in your home language are just as important too. Try to make sure your child takes native language lessons at school or after school. Tanja

How can you help your child? READ! Read to your child and discuss the books he/she reads. Continue with native language lessons. Invite English-speaking friends home to play. Watch quality films in English. Limit computer/TV time where there is no language being developed. Find books in your native language that explain the same subjects your child is learning in English. Mary

Content in your native language Books Internet Mary

Recommended Reading The Bilingual Edge by Kendall King and Alison Mackay Why, when and how to teach your child a second language PAR 404 KIN ELL @ ASW website http://www.weebly.com/weebly/main.php (see link on ES teacher webpages) Mary

Read Research shows that reading to your child 10-15 minutes a day is the single most important activity for learning language. Mary

READ! Mary

READ! Mary

READ! Mary

READ! Mary