1. A Look at ESL History of the English language Current users of English What is “English as a Second Language?” ESL in the classroom Misconceptions The Future of ESL

2. History of the English Language English is a romance language, a mixture of: –Old Germanic –Norman French Has changed over the years –Added new words from other cultures –“American slang”

3. The Expansion of the English Language 19 th century Britain 20 th century America –International commerce –Tourism –Entertainment

4. English the world’s leading international language The principal language in –United States –United Kingdom –Canada –Australia –New Zealand

5. English also a leading secondary language Many countries claim English as their secondary language. –India –South Africa –Many parts of Africa and Asia Number of English speakers are second only to Chinese Mandarin speakers

6. Texas Education Agency PRESS RELEASE (May 2001) Limited English Proficient (LEP) students in Texas public schools increases –479,576 in 1995-96 –570,603 in 2000-01 3 basic categories of LEPs –Some adequacy with English –Literate only in native language –No reading skills in native language

7. Chapter 89 Adaptations for Special Populations The purpose of this policy is to: –Identify limited English proficient children –Provide bilingual education –Seek certified teachers to afford full opportunities to LEPs –Assess achievement of skills

8. Established Programs for LEPs A Bilingual Education program An English as a Second Language program

9. English as a Second Language What is English as a Second Language? What is an ESL program? What is the purpose of an ESL program?

10. English as a Second Language Who should be enrolled in an ESL program? Will the child be taught the same subjects and learn the same skills as students in the regular program?

11. English as a Second Language Who is responsible for teaching in an ESL program? How is an ESL program different from language arts instruction?

12. English Speakers vs. LEPs English Speakers: –Acquired pre-reading and basic reading abilities –A good start towards a mental framework –Foundation for success in language art Limited English Proficient Children: –Struggling to comprehend English –Lacking in necessary pre-skills

13. Mastery of Language Arts Concepts Basic oral proficiency and reading skills Specialized abilities Knowledge demanded in content areas How much prior skill and knowledge of the field does the student possess? How effectively is the student able to read the passages assigned?

14. Teachers and Administrators Provide information in a way that is clearly understood Variations of instruction strategies Differentiate instruction according to entry-level language skills

15. Teacher’s Tips Support the student’s home language and culture; bring a multicultural perspective to the subjects you are teaching Simplify your speaking Use videos, filmstrips, and audio cassettes Use gestures and concrete referents

16. Teacher’s Tips Avoid true/false questions Demonstrate; use manipulative Pair or group ESL students with native speakers Be very careful of your body language Increase your knowledge

17. Conclusion LEP population is rising Schools/teachers must recognize this and be pro-active Understanding the LEP’s culture will assist in education/understanding