Karen L. Smith , English as a Second Language Supervisor

ESL Policy

It is the policy of the Jefferson County Board of Education that no student shall be unlawfully excluded from participation in, be denied the benefits of, or subjected to discrimination in any program or activity on the basis of sex, race, religion, creed, national origin, disability, immigrant status, non-English speaking ability, homeless status, or migrant status.

(JCBE/POLICY FILE:320.1)

ESL Program Goals

 The goal of The Jefferson County Board of Education’s English as a Second Language Program (ESL) is to provide equal educational opportunities through English Language Development (ELD) to students who have a non-English language background (NELB) and who are Limited-English Proficient (LEP) or Non-English Proficient (NEP).

Jefferson County Schools strives to create a learning environment that encourages students' pride in their cultural heritage and provides the cognitive and affective support to help all students achieve academic success.

The ESL Program is designed tohelp Non-English Proficient and Limited-English Proficient students develop listening, speaking, reading and writing skills in English to a level of proficiency that allows them to learn academic content with their English-speaking peers and to participate in the mainstream activities of the school.

Frequently Asked Questions

1. What does ESL stand for? TESOL?

 ESL stands for English as a Second (third or more) Language. TESOL stands for Teaching English to Speakers of Other Languages or Teachers of English to Speakers of Other Languages. The field of TESOL is a highly researched, theory-based and practice-oriented field. The field and its researchers are internationally recognized.

 2. Who needs ESL?

Non-English Language Background (NELB) students whose formal English language proficiency scores reflect a level of proficiency below Fluent. NELB students who have difficulty in the classroom due to lack of English proficiency and/or who need more English language instruction to reach the state benchmark on grade-level tests.

 3. Why would a student who speaks English quite well be in ESL?

English language proficiency includes skill in listening, speaking, reading and writing. Oral fluency is only one part of Second Language Acquisition (SLA). In addition, the language proficiency needed for academic success is quite different from that needed for social communication. It is also hard to judge a person’s true language proficiency from everyday conversation. We rely on formal assessments and multiple measures to determine if a student needs ESL.

4. Why aren’t Non-English Proficient students placed in an intake program separate from the mainstream classroom until they learn English?

 ESL programs are based on sound research and proven effective methods. We know from experience and research that English Language Learners need exposure to English in authentic situations to maximize their opportunity to learn English. These students need regular interaction with individuals who speak English. In addition, these students are part of the school community and must not be segregated from that community. They must have the opportunity to learn age-appropriate content in the regular school setting. Research and experience show that when good methodology is employed, ELLs learn best and with the greatest speed in the mainstream.

 5. As a classroom teacher, how can I help my LEP student feel comfortable, especially on the first day?

 The most important thing a classroom teacher can do in the first few days of having a Limited-English Proficient child in the classroom is to make every effort to help that child feel relaxed, welcomed and safe. You need to relax, be patient and gentle and smile. Smiling is universally understood. If you regard the arrival and presence of this student as an enriching experience for everyone, it will be.

Arrange for a tour of the school building. Providing the student with an English-speaking peer (or a buddy that speaks the new child’s language for a few days) will help ease the transition time. Continue the buddy system throughout the year but rotate the responsibility. Don’t overtax other students with this job and be especially careful not to expect a student that speaks the same language to take responsibility for the new student. You may want to ask a student speaker of the new student’s language for help in an emergency, but translation is a highly sophisticated and taxing skill. Students should not be used as regular translators. Never ask a student to translate text, worksheets or lectures.

Place the student close to you at all times and invite him/her to participate in all activities of the class, even if only through gestures.

Get workshop training in ESL methods and strategies. Ask your principal for help in this area.

Pool resources to make a resource kit. Suggested items to make such kits can be obtained from the ESL Program at the central office. Call 379-2101. Perhaps you and your fellow teachers or your media center specialist could put together such a kit.

6. How can I find out more about my student’s country or culture?

 The Internet is a great resource for information about other countries and cultures. In addition, your school’s media center may have some material that would be helpful.

Be very cautious about generalizing information and having pre-conceived notions about people-groups. It is likely your student will not fit the stereotype. Information about the history of a country, or the surface culture of a people-group, such as food, dress and customs may be biased or out of date. It is a good idea to seek information and to understand that culture plays a big part in interaction with people from other countries. Be careful not to overuse or over- generalize such information.

 7.What materials can be used by the classroom teacher? Where can I get materials to implement or accommodate my curriculum?