1. American School of Warsaw
ELL Presentation
By Mary Niesluchowska, ELL teacher
Mary-intro.

2. 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

3. Mary guide

4. 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

5. 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

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

7. 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

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

9. 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

10. 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

11. 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

12. 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.

13. Sarah

14. 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.

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

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

17. 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

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

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

20. 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

21. 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

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

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

24. 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

25. 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

26. 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

27. 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

28. Content in your native language Books Internet
Mary

30. 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
ASW website
(see link on ES teacher webpages)
Mary

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

32. READ!
Mary

33. READ!
Mary

34. READ!
Mary

35. READ!
Mary