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English Language Learners
Question 9: Some districts have set up "newcomer" programs or special classrooms for these kids for one or two years, to help them get ready to do the high school level work. What do research and best practices suggest for these students? |
Responded by: Ana Díaz-Booz (Principal, School of International Business)
I can certainly sympathize with those who work with the newcomer English population as a significant percentage of their student body. Our site supports a group of students who have been in the country less than two years and make up roughly 15% of our population. When the district and the state mandate achievement levels for these students who seemingly arrive ill prepared for school, it becomes a challenge which requires precise staffing allocations and the careful management of resources. More importantly though, the school’s culture and level of expectations are put to the test when addressing the needs of these students and getting them to perform. First and foremost, our site benefits from a pluralistic ESL environment in which students from Eastern Europe, Central America and Africa are in the same classroom. This environment supports a culture in which students are working together towards a common goal. This message is shared with the parents through administrative “mandates” which, due to our schools reputation and results are rarely questioned. When I inform an ESL parent that his/her student must come to summer school in order to receive extra English instruction, that student is present. When I “strongly suggest” to a mother that her son must stay after school three days a week to prepare for the California High School Exit Exam (CAHSEE), the young man will generally attend. The culture is such that it is expected that our ESL students, regardless of their educational history, will push themselves and help one another improve their English language communication skills and pass state assessments. Our English Language teachers are some of the strongest personnel we have on staff and are able to capitalize on the diversity we have available in our community. As teenagers want to be teenagers in every culture, our kids need to speak English in order to communicate. Our teachers use this in the form of highly engaging screenplays, role play exercises and dialogues that students must read and perform for one another. In addition, basic grammar and writing on demand are held as core values in every ESL section. Our teachers keep high expectations for written work and the revision process, relying strongly on peer review and English modeling from advanced students who visit classrooms weekly. Ultimately, we tell our students that we expect them to succeed and learn English. We maintain an academic climate in the summer and after school which affords them the extra time they need. And, as they gain basic skills, we push them into regular English environments as early as possible to help accelerate their English attainment.
