1. English Language Learners
By Irene Miller, Kathy Sanders and Jim Steinke
English As A Second Language Program Monona Grove School District

2. “If the culture of the teacher is to become part of the consciousness of the child, then the culture of the child must first be in the consciousness of the teacher”
-Basil Bernstien

3. English is one of the hardest languages to learn
English is one of the hardest languages to learn. There are many exceptions to both the rules of pronunciation and grammatical structure.

4. ESL Staff
Elizabeth Hartung-Maywood ext Nichols ext. 2013
Irene Miller- Taylor Prairie ext Cottage Grove ext. 1139
Ryan Roling- Winnequah Middle ext Monona Grove High School ext. 2182
Bilingual Educational Assistant (Spanish) Winnequah Middle ext. 170 Monona Grove High School ext. 2182
Mr. Xai Thao (Hmong Language Translator)

5. English Language Learners (ELL) by Nationality in the MG District
Chinese Taiwanese
Ecuadorian Puerto Rican
Hmong Croatian
Mexican
Nepalese
Nicaraguan
Japanese
Russian
Thai

6. Referral Process
The learning needs of each student are assessed and an appropriate Individual Report Plan (IRP) is developed. The ESL teacher assesses the student’s language needs and will develop an IRP based on the Department of Public Instruction’s English Proficiency Levels. The ESL teacher will then consult with the classroom teacher in the implementation of the plan.

8. Level 1: Beginning/Preproduction
DPI Levels of English Language Learners
Level 1: Beginning/Pre-production
Level 2: Beginning Production
Level 3: Intermediate
Level 4: Advanced Intermediate
Level 5: Advanced
Level 6: Fully English proficient
Level 7: Fully English proficient-
Never Limited-English Proficient
Level 1: Beginning/Preproduction
Level 2: Beginning Production
Level 3: Intermediate
Level 4: Advanced Intermediate
Level 5: Advanced
Level 6: Fully English proficient

9. At levels 1-5 modification of academic learning goals and grading practices should be aligned with the Individualized Report Plan (IRP)

10. ELL students at levels 1 and 2 can take an alternative assessment instead of the state WKCE test. At levels 3-5 students may take the state test with accommodations.

11. Programming
The School District of Monona Grove’s ELL program includes a variety of programming options including:
Mainstream inclusive classroom support
Pull-out support
Small group instruction for intensive English learning and/or other subjects

12. Stages of Second Language Acquisition
Pre-production
Early Production
Speech Emergence
Intermediate Fluency

13. ESL Terminology ESL: English as a Second Language
ELL: English Language Learner
Alternative Assessment: Any test that is altered in any way for an English Language Learner
BICS: Basic Interpersonal Communication Skills, or social/conversational English
CALPS: Cognitive Academic Language Proficiency, or academic English
L1: First language or native language
L2: Second language
LEP: limited English Proficient, student has DPI level of 1-5

14. Myth:
If an English Language Learner is not paying attention it means they are not interested or not working hard.
Fact:
English Language Learners may not understand what you intend to teach.

15. Myth
All students learn a second language in the same way.
Fact
Students may be visual, kinesthetic, and/or auditory learners, depending on how they learned their first language.

16. Myth
If I hear the students speaking English in the hallways, they must be able to understand what is happening in the classroom.
Fact
It takes 1-3 years to acquire social language, or BICS. It takes 5-9 years to acquire academic language, or CALP.

17. Myth
Students have acquired a second language once they can speak it.
Fact
Students learn verbal language first. Written language and reading skills take much longer to acquire.

18. Ideas to Help ELL Students in the Classroom
Use the ESL staff as a resource. As a team you can help the ELL student with their learning needs.
It is not necessary to talk louder, but it sometimes helps to speak slower.
Incorporate the culture and language of the ELL students, both they and the other students will benefit.
Be aware of cultural differences.
Use gestures and visual aids when you teach.
Use graphic organizers and Venn diagrams.
Locate yourself close to the ELL student when teaching.
Be concise with the information you give to the ELL student to avoid “information overload”.

19. Ideas to Help ELL Students in the Classroom
Check for comprehension. ESL students may be able to decode words but not understand what they have read.
Use bilingual labels when possible.
Phonemic awareness may be challenging for ESL students who have not acquired the English sound system.
Integrate reading, writing, speaking and listening in real life contexts.
Make a sheet of important vocabulary related to what you are teaching.
Label important content words in your classroom.
Pair ELL students with a mentor who will help them,
Speak conversationally to the student as much as possible.

20. Resources WI DPI ESL resources, forms and state policy
Multicultural Education Resources and Lesson Plans
Language Translators
Includes Hmong/English translator
Google site-limited translations-includes Spanish
ESL Lesson Plans and Activities
Directory of ESL Websites
Hmong Culture Power Point-Jennifer Xiong-DPI Eau Claire Office
RIC Clearinghouse on Languages and Linguistics
Office of Bilingual Education and Minority Languages (US)