Language Acquisition Program
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LANGUAGE ACQUISITION PROGRAM (LAP)
LANGUAGE ACQUISITION PROGRAM (LAP) Introduction The Challenge Outside of instilling faith, godly character, and knowledge into our students lives, aiding them in the acquisition of the English language must be our number one priority. Because all instruction, except for their native language, is done using English, their success in all courses is dependent greatly upon their comprehension and application of English. Therefore, giving preference and at times deference to the English needs of our students is of the upmost importance if we intend for them to have success at all. The current state of the English department and language support program at SPH does not adequately meet the needs of our students. From our observations, we can see that language has been taught from the standpoint of English as a first language, which except for one or two students is not actually the case. Nearly all students at SPH Lippo Cikarang speak English as their second and sometimes third language. Because of this, we must examine the students and the programs that teach them under this lens. Basically, we must view all students as English as a Second Language (ESL) learners with each lying somewhere on the spectrum from absolutely no skills, knowledge, or application (S ∙ K ∙ A) of English to a mastery of the language. Very few are anywhere near the latter. How do we improve the language acquisition of our students? The school has a decision to make. Either we continue in our current program, where each teacher chooses their own materials, decides standards for themselves, and teaches the content they deem important without any realistic accountability. Or we seek a drastic change of direction that could possibly bring our students greater ability. If we stay the course, we know what the outcome will be: ‐ ‐ ‐
students advancing to the next grade without having come anywhere near mastery of the S ∙ K ∙ A for the courses they went through students being thrust into the rigorous demands of the English‐based Diploma Program without the requisite skills to be successful students graduating from SPH after having been here for many years and yet still lacking the basic S ∙ K ∙ A for English
However, if we choose not to “do what we’ve always done” and make the necessary changes, all of the above concerns can be addressed, met, and hopefully done away with. Our students would: ‐ ‐ ‐
be better prepared for their next grade level because they would be required to first meet the standards for their current grade level be better prepared for the rigorous demands of the Diploma Program because they will have mastered the requisite skills to be successful be better prepared for life beyond SPH because after studying here for many years, they will have received the basic, remedial, or advanced instruction needed to be successful
Since all of our students can be classified as ESL students then the entire school must be organized to support that. We cannot just reorganize a single department or a single grade to meet this challenge. No, the entire school must be reorganized in such a way that supports the language acquisition of our students. We must go beyond how English taught in English classes, beyond even how language support is operated. Every class must operate in ways that supports proper language acquisition. Because our challenge is not an easy one, in order to meet it with success we must welcome change. Of course, there are often many different approaches to solving a problem, meeting a difficulty. Yet, what must be consistent for any plan is that there must be a holistic approach. What that means is that even if all the change doesn’t come immediately, the roadmap for that change must be established prior to implementing the program and adjusted as the implementation occurs. By doing this there will be a clear guide and direction as to where the program is and where is going. What follows is a basic proposal for how we can meet the needs of all of our students by approaching each of those needs under the umbrella of a Language Acquisition Program (LAP).
1
Classifying Students All students need to be properly evaluated and classified according to their language abilities. By doing this we can accurately gauge what the needs of our students are. We may discover that there are very few students that need remedial help. Or perhaps that need will be great. There remains the possibility that there will be some students that need advanced instruction. Or maybe there will be none at all. Each of these discoveries will change the scope of each of the components of the LAP. A proposed scoring guide has been included that can be used to evaluate each student based on their skills, knowledge, and application of English (S ∙ K ∙ A) in each of the five division of the English language: reading, writing, listening, speaking, and grammar/mechanics. The last was included as its own division because without the proper S ∙ K ∙ A in grammar & mechanics, then none of the other areas will be understood or practiced successfully. Here is a basic breakdown of how the scores work: ‐
‐
‐
‐
A score of one in any skill area indicates that the student is at the most basic level in their progression of language acquisition. They have been exposed to the very basics of the language and operate, much like a tourist would in a foreign country. They string together words to form rough sentences, but have no concrete understanding of the mechanics of the language. They are unable to understand or do most of the tasks required of them using English. This student is significantly below the standard and will require the most remedial help. This student would be required to attend remedial instruction in the Language Lab. A score of two indicates that the student is below the standard that they should be at for their grade level, but is progressing. For the most part they can sometimes operate at the standard level and sometimes not. Consistency is their main challenge. This student also needs much remedial help, but would be considered just “below standard” but not significantly. This student would be required to attend remedial instruction in the Language Lab. A score of three indicates an adequate S ∙ K ∙ A, but not yet mastery. This student would be considered the standard and most students will fall into this category. The key for them is that they are able to communicate and comprehend effectively most of the time. To score a three is to meet the standard for the grade level. This student would not be required to attend remedial instruction in the Language Lab A score of four indicates mastery of the grade level requirements. This student is able to communicate in that skill area as would a native speaker would at one grade beyond their current grade. This student will need advanced instruction to feel continually challenged and not be at risk for underperforming due to boredom. This student could be asked to attend advanced instruction in the Language Lab.
Tracking Students In order to know where a student is at throughout their progression in the program, accurate record keeping will need to be done. For this we can use a language record book. The record book would be used exclusively for the Language Acquisition Program and therefore would not be used to track other classes. It would, however, track a student’s language use in other classes beyond just the mainstream English classes and the Language Lab. In the record, all teachers would record a student’s progress according to the skill areas. There would be a checklist of the appropriate S ∙ K ∙ A for each grade level. As well, there would a place for comments regarding the student’s performance in all three sections of the LAP: mainstream English classes, mainstream content classes, and the Language Lab. These records would follow the students to the next grade.
Mainstream English Classes Basic Description The mainstream English classes are where all students get their first opportunity to acquire the language. Here, all students are taught at the same (grade) level. The needs of the entire class are placed above the needs of the individual. What that means is that most classes will follow a middle tempo as teachers do not want to hold the entire class back just for one or two lacking students and usually are unable to press ahead into higher level language for those few that are advanced.
2
Goal The goal of the mainstream English classes is to bring all students to the successful mastery of the grade‐appropriate skills, knowledge and application (S ∙ K ∙ A). Specific details regarding what is grade appropriate can be found on the grade level checklists found in each student’s record book.
Student Identification & Tracking Mainstream English teachers will be responsible for tracking each of their student’s language progression throughout the Language Acquisition Program from grade seven through twelfth. They will keep standard records on each of their students recording each aspect of that student’s progress, according to the skill. Along with tracking the students, mainstream English teachers will be responsible for identifying both underperforming students and those that would be considered advanced and referring them to the Language Lab for either individual remedial training or advanced instruction, depending on the student.
Teaching Methods A standard practice is to provide instruction, practice, knowledge testing, and then practical application testing for each of the portions of content. By doing it this way, each student will be forced to demonstrate their understanding, beyond just filling in a blank on a prepared test. Obviously, this will not work for every portion of content, but should be used as often as possible. If done this way, the methods for the mainstream English classes would run congruently to the methods used in the Language Lab.
Mainstream Content Classes Basic Description In the mainstream content classes, students have their greatest opportunity to excel or fail at their acquisition of the language. They only receive an hour a day in the actual practice of English, but they continue to receive five to six further hours of instruction each day in English. However, for students to be successful and to receive the most real opportunity, then every class that is taught in English must be seen as a language acquisition class. In order for the Language Acquisition Program as a whole to be successful, all teachers must work together.
Accountability To begin with, students must be held accountable for their use of English (within the five skill areas) in all classes. When they write reports, of course these must be graded on content for the majority, but they must also be graded on “how” they write. An 80/20 approach is proposed, where 80% of the student’s grade is based on the content and 20% is based on their use of the English language, primarily grammar. It is not good enough just have the right ideas; they must also be able to communicate them. Content teachers should refuse to accept assignments that are written poorly, without showing revision and consideration pertaining to language usage. If a student continually makes mistakes and does not seem to be improving on their own, then the content teacher should refer the student to the Language Lab using the referral form that will be provided. The student can then either receive one‐time specific instruction or else be included as a Language Lab Learner full time.
Training There is a need to bring specific instruction to students during the non‐English content classes regarding how to use the language specifically in that content area. For example, a science teacher may want their students to regularly write lab reports. Lab reports are to be written using a specific style of writing, yet most likely will not be a style of writing that is automatically taught in the mainstream English class. For this reason the English teacher will need to assist the content teacher with specific instruction concerning that area of writing (or other skills) by giving that instruction during the content teacher’s period. This can be accomplished during open periods or through the use of occasional substitutes. By approaching language acquisition in the content areas as well, beyond the mere English classes, the students will continually have the opportunity they need for practice and application. By providing specific training, both the content teachers and the
3
students in the content class will have a better understanding and practice of how to communicate in that specific way. This will be ever beneficial to the student later in the workforce when they will need to communicate a specific way, per their job requirements. They will already have had received that special instruction and so will be able to repeat the process easily.
Tracking Tracking checklists will be provided to these teachers that give a general description of the skill areas and how to score their students. Training will be given as well to help those teachers to implement this practice. These scores will be recorded in the students LAP records under “Language Usage in Content Areas.” There will also be a section of the record that allows for the content teachers to record general comments about the student’s ability, usage, and progress.
Continuing Education Finally, it is very important that all teachers continually observe and improve their own language use to ensure any incorrect usages are corrected and demonstrated properly to the students. Students only work with the native English speaking teachers once or twice a day, while spending the majority of their in‐class time with non‐native speakers. That means the majority of their learning of English through observation and absorption is done with teachers that are, in a sense, English language learners themselves. By quality checking their own language use, non‐native English speaking teachers can help their students learn what is proper, in the proper way.
Language Lab Basic Description The Language Lab is a program that will run alongside the standard English classes, but not with the intent of overtaking or replacing it. It is meant to supplement those learners whose language ability is not to the point that they are able to function successfully in the mainstream classroom. Again, the students will not be taken out of the mainstream class, but instead would receive extra outside assistance through the Language Lab.
Goal The goal of the Language Lab is three‐fold: ‐ ‐ ‐
to bring all Language Lab Learners (L3) to a sufficient mastery of the basic skills required to function well in their mainstream classes, taught primarily in English to aide students classified as L3 in the successful completion of their normal, mainstream assignments; to provide extra assistance to students not classified as L3 with specific language skill difficulties (such as when just one or two students continue to struggle with verb tense or pronouns after the class as a whole as move on to other subjects).
Student Identification Students will be referred to the Lab through testing and/or teacher observation throughout each academic year, but mostly at the beginning of each academic year. Based on the score the students received, according to the S∙K∙A scoring guide, they will be assigned to the Language Lab one, two or all three days per week. Students will be identified for the Language Lab based on evaluation and observation in the four skill areas: reading, writing (including grammar), listening, & speaking). Preference will be given to those students in the incoming class (7th grade) and the outgoing class (12th grade), as well as those students found lacking in multiple skill areas. Identification of Language Lab Learners (L3) will occur throughout the academic year with the focus & final decisions begin made within one month of the end of the year, prior to the start of the next academic session. Incoming students will be identified in 6th grade where possible and through individual observation & evaluation by the Curriculum Coordinator(s) with guidance provided by the Language Lab Coordinator(s). The Language Lab is an extra‐assistance program that will be available three days per week. Students with a score between five and eight will attend all three days, those that score between nine and eleven will attend two of the three days, and those students that score between twelve and fourteen will attend one day. Students that score fifteen and above will not be
4
required to attend. However, teacher input is the deciding factor. Even if a student scores a three (standard) in all skill areas, they still may need to attend at least one day if that is determined by the teacher. As well, there is an option for students that score above average (four) in one or more skill areas to be sent to the Language Lab for advanced instruction. These students will be referred to as Language Lab Learners (L3) and form the core of the Lab.
Group Size The Language Lab will be available to up twenty‐five students. The average per class group size should be about five students.
Methodology Students will work through binder set of individual materials assigned to them based upon their S∙K∙A needs. This material will be self‐paced and designed in such a way that they are able to learn (instruction), gain confidence (practice), prove initial mastering (test), and then demonstrate ability (practical application).
Teachers The teacher’s assigned to the Lab can be free flowing between all of the students or assigned to a subsection (per skill area needs or grade level). They will work with small groups of four to seven students, depending on the number of students needing remediation in each of the skill areas.
Exit It is important to not try and push and students out of the program. It is better to just accept the fact that there will be some students that will need remediation for multiple years. That is alright. The goal must be to bring all students to proficiency, even if they are in the program their entire school career.
5
LANGUAGE ACQUISITION PROGRAM A Three‐Tiered Approach
In the Language Lab students will be given the remedial and advanced language instruction that they will need, based upon the skill areas.
In the mainstream English classes the needs of the entire class are placed above the needs of the individual student.
Language Lab
Mainstream Content Classes
In the mainstream content classes students have their greatest opportunity to excel or fail at their acquisition of the language.
Mainstream English Classes
LANGUAGE ACQUISITION PROGRAM Skills ∙ Knowledge ∙ Application
R E A DI N G
1
2
3
4
This student is unable to read at their grade level.
This student sometimes reads at their grade level.
This student reads at their grade level.
This student reads beyond their grade level.
They lack the basic vocabulary to comprehend grade‐appropriate texts.
They possess the basic vocabulary to comprehend grade‐appropriate texts.
They possess most of the vocabulary to comprehend grade‐appropriate texts.
They possess advanced vocabulary to comprehend grade‐appropriate texts.
They do not understand what they read.
They understand some of what they read.
They understand most of what they read.
They understand almost all of what they read.
This student writes at their grade level.
This student writes beyond their grade level.
They use complex sentence and paragraph structures properly to communicate effectively much of the time.
They use complex sentence and paragraph structures to communicate at an advanced level all of the time.
The intent of their writing is understood most of the time.
The intent of their writing is almost always understood.
GRAMMAR / M E C H ANI CS
S P EA KI N G
LI ST ENI N G
WRITING
This student is unable to write at their grade level.
They are unable to formulate correct sentences or use paragraphs correctly to communicate effectively. The intent of their writing is often misunderstood.
This student sometimes writes at their grade level. They use basic sentences and paragraphs correctly, yet struggle with complex sentences and paragraphs. They communicate at a basic level, but not always effectively. The intent of their writing is sometimes understood.
This student listens for comprehension beyond their grade level.
This student is unable to listen for comprehension at their grade level.
This student sometimes listens for comprehension at their grade level.
This student listens for comprehension at their grade level.
They are unable to identify many of the words used by a grade‐level speaker.
They identify some of the words used by a grade‐ level speaker.
They identify the majority of the words used by a grade‐level speaker.
They are unable to combine what they hear and know to form comprehension.
They do not consistently combine what they hear and know to form comprehension.
They consistently combine what they hear and know to form comprehension most of the time.
They consistently combine what they hear and know to form comprehension almost all of the time.
This student is unable to speak effectively at their grade level.
This student sometimes speaks effectively at their grade level.
This student speaks effectively at their grade level.
This student speaks effectively beyond their grade level.
They often mispronounce grade‐appropriate words and confuse basic sentence structure.
They sometimes mispronounce grade‐appropriate words and use basic sentence structure.
They pronounce most grade ‐appropriate words properly and sometimes construct complex sentences.
They pronounce advanced words properly and construct complex sentences.
The use only one device to communicate.
They use only one or two different devices to communicate.
They use several different devices to communicate effectively.
They do not speak with confidence.
They identify many of the words used by advanced speakers.
They use many different devices to communicate effectively. They speak with confidence almost all of the time.
They are generally misunderstood when they speak.
They speak with little confidence.
They speak with confidence most of the time.
They are understood some of the time.
They are generally understood when they speak.
They are almost always understood when they speak.
This student does not understand the basic grammar and mechanics required at their grade level.
This student understands some of the basic grammar and mechanics required at their grade level.
This student understands the basic grammar and mechanics required at their grade level.
This student understands advanced grammar and mechanics beyond their current grade level.
They are unable to identify errors themselves and struggle to comprehend how to correct them, even when it is explained.
They sometimes identify errors themselves; however they do not always take the necessary steps to correct them.
They identify errors on their own most of the time and take the necessary steps to correct them.
They consistently identify errors themselves and take the necessary steps to correct them.
They sometimes need assistance.
They rarely need assistance.
They are in need of constant assistance.
They generally need assistance.
SIGNIFICANTLY BELOW STANDARD
BELOW STANDARD (BASIC)
STANDARD
ADVANCED
LANGUAGE ACQUISITION PROGRAM Quick Identification of Language Lab Learners
Has the student achieved the language standard in each of the Skills ∙ Knowledge ∙ Application areas according to their grade level?
No
Yes
Is the student a non‐native English speaker?
Not a Language Lab Learner
Yes
No
Is their English ability the primary issue?
Not a Language Lab Learner
Yes
No
Language Lab Learner
Not a Language Lab Learner
LANGUAGE ACQUISITION PROGRAM Frequency of Language Lab Continual Need Students (Language Lab Learners)
Zero Days
One Day
Two Days
Three Days
Occasional Need Students (Non‐Language Lab Learners)
Advanced Need Students (Non‐Language Lab Learners)
Remedial
Students that receive multiple ones according to the S∙K∙A scoring guide
Remedial
Students that receive multiple twos or below according to the S∙K∙A scoring guide
Remedial
Standard
Students that receive at least one score below a three according to the S∙K∙A scoring guide
Students whose S∙K∙A scores were all at a three or above but are referred to the Lab for remedial work on just one content area
Students whose S∙K∙A were at a four in any of the skill areas
Advanced
Standard
Students whose S∙K∙A scores were all at a three or above
LANGUAGE ACQUISITION PROGRAM Teaching Methodology ______________________________________
Instruction
The student receives instruction in a self‐directed way through one of the following possible methods: ‐ Reading an explanation ‐ Reading through a website ‐ Reviewing an outline ‐ Reviewing a set of notes ‐ Watching a video clip ‐ Reviewing a PowerPoint ‐ Listening to an audio clip
Practice
The student works through a series of material to practice/review the content until they feel confident with their mastery, such as: ‐ Completing grammar worksheets ‐ Completing a listening guide ‐ Practicing speaking along with audio clip ‐ Reading aloud a portion of text ‐ Completing comprehension questions ‐ Writing rough draft sentences/paragraphs
Testing
The student is required to answer a series of questions and obtaining a certain score relating to the content/skill that they were instructed on and practiced through one of the following possible methods: ‐ Answering oral questions ‐ Taking a short quiz (multiple choice, short answer, etc.)
Practical Application
The student is required to demonstrate mastery of the specified content/skill area through one of the following possible methods: ‐ Writing a short passage showing correct ‐ Listening to a prepared statement, read ‐ usage by a teacher and answering ‐ Creating an outline demonstrating comprehension questions understanding ‐ Preparing a short, impromptu speech
LANGUAGE ACQUISITION PROGRAM (LAP) Introduction The Challenge Outside of instilling faith, godly character, and knowledge into our students lives, aiding them in the acquisition of the English language must be our number one priority. Because all instruction, except for their native language, is done using English, their success in all courses is dependent greatly upon their comprehension and application of English. Therefore, giving preference and at times deference to the English needs of our students is of the upmost importance if we intend for them to have success at all. The current state of the English department and language support program at SPH does not adequately meet the needs of our students. From our observations, we can see that language has been taught from the standpoint of English as a first language, which except for one or two students is not actually the case. Nearly all students at SPH Lippo Cikarang speak English as their second and sometimes third language. Because of this, we must examine the students and the programs that teach them under this lens. Basically, we must view all students as English as a Second Language (ESL) learners with each lying somewhere on the spectrum from absolutely no skills, knowledge, or application (S ∙ K ∙ A) of English to a mastery of the language. Very few are anywhere near the latter. How do we improve the language acquisition of our students? The school has a decision to make. Either we continue in our current program, where each teacher chooses their own materials, decides standards for themselves, and teaches the content they deem important without any realistic accountability. Or we seek a drastic change of direction that could possibly bring our students greater ability. If we stay the course, we know what the outcome will be: ‐ ‐ ‐
students advancing to the next grade without having come anywhere near mastery of the S ∙ K ∙ A for the courses they went through students being thrust into the rigorous demands of the English‐based Diploma Program without the requisite skills to be successful students graduating from SPH after having been here for many years and yet still lacking the basic S ∙ K ∙ A for English
However, if we choose not to “do what we’ve always done” and make the necessary changes, all of the above concerns can be addressed, met, and hopefully done away with. Our students would: ‐ ‐ ‐
be better prepared for their next grade level because they would be required to first meet the standards for their current grade level be better prepared for the rigorous demands of the Diploma Program because they will have mastered the requisite skills to be successful be better prepared for life beyond SPH because after studying here for many years, they will have received the basic, remedial, or advanced instruction needed to be successful
Since all of our students can be classified as ESL students then the entire school must be organized to support that. We cannot just reorganize a single department or a single grade to meet this challenge. No, the entire school must be reorganized in such a way that supports the language acquisition of our students. We must go beyond how English taught in English classes, beyond even how language support is operated. Every class must operate in ways that supports proper language acquisition. Because our challenge is not an easy one, in order to meet it with success we must welcome change. Of course, there are often many different approaches to solving a problem, meeting a difficulty. Yet, what must be consistent for any plan is that there must be a holistic approach. What that means is that even if all the change doesn’t come immediately, the roadmap for that change must be established prior to implementing the program and adjusted as the implementation occurs. By doing this there will be a clear guide and direction as to where the program is and where is going. What follows is a basic proposal for how we can meet the needs of all of our students by approaching each of those needs under the umbrella of a Language Acquisition Program (LAP).
1
Classifying Students All students need to be properly evaluated and classified according to their language abilities. By doing this we can accurately gauge what the needs of our students are. We may discover that there are very few students that need remedial help. Or perhaps that need will be great. There remains the possibility that there will be some students that need advanced instruction. Or maybe there will be none at all. Each of these discoveries will change the scope of each of the components of the LAP. A proposed scoring guide has been included that can be used to evaluate each student based on their skills, knowledge, and application of English (S ∙ K ∙ A) in each of the five division of the English language: reading, writing, listening, speaking, and grammar/mechanics. The last was included as its own division because without the proper S ∙ K ∙ A in grammar & mechanics, then none of the other areas will be understood or practiced successfully. Here is a basic breakdown of how the scores work: ‐
‐
‐
‐
A score of one in any skill area indicates that the student is at the most basic level in their progression of language acquisition. They have been exposed to the very basics of the language and operate, much like a tourist would in a foreign country. They string together words to form rough sentences, but have no concrete understanding of the mechanics of the language. They are unable to understand or do most of the tasks required of them using English. This student is significantly below the standard and will require the most remedial help. This student would be required to attend remedial instruction in the Language Lab. A score of two indicates that the student is below the standard that they should be at for their grade level, but is progressing. For the most part they can sometimes operate at the standard level and sometimes not. Consistency is their main challenge. This student also needs much remedial help, but would be considered just “below standard” but not significantly. This student would be required to attend remedial instruction in the Language Lab. A score of three indicates an adequate S ∙ K ∙ A, but not yet mastery. This student would be considered the standard and most students will fall into this category. The key for them is that they are able to communicate and comprehend effectively most of the time. To score a three is to meet the standard for the grade level. This student would not be required to attend remedial instruction in the Language Lab A score of four indicates mastery of the grade level requirements. This student is able to communicate in that skill area as would a native speaker would at one grade beyond their current grade. This student will need advanced instruction to feel continually challenged and not be at risk for underperforming due to boredom. This student could be asked to attend advanced instruction in the Language Lab.
Tracking Students In order to know where a student is at throughout their progression in the program, accurate record keeping will need to be done. For this we can use a language record book. The record book would be used exclusively for the Language Acquisition Program and therefore would not be used to track other classes. It would, however, track a student’s language use in other classes beyond just the mainstream English classes and the Language Lab. In the record, all teachers would record a student’s progress according to the skill areas. There would be a checklist of the appropriate S ∙ K ∙ A for each grade level. As well, there would a place for comments regarding the student’s performance in all three sections of the LAP: mainstream English classes, mainstream content classes, and the Language Lab. These records would follow the students to the next grade.
Mainstream English Classes Basic Description The mainstream English classes are where all students get their first opportunity to acquire the language. Here, all students are taught at the same (grade) level. The needs of the entire class are placed above the needs of the individual. What that means is that most classes will follow a middle tempo as teachers do not want to hold the entire class back just for one or two lacking students and usually are unable to press ahead into higher level language for those few that are advanced.
2
Goal The goal of the mainstream English classes is to bring all students to the successful mastery of the grade‐appropriate skills, knowledge and application (S ∙ K ∙ A). Specific details regarding what is grade appropriate can be found on the grade level checklists found in each student’s record book.
Student Identification & Tracking Mainstream English teachers will be responsible for tracking each of their student’s language progression throughout the Language Acquisition Program from grade seven through twelfth. They will keep standard records on each of their students recording each aspect of that student’s progress, according to the skill. Along with tracking the students, mainstream English teachers will be responsible for identifying both underperforming students and those that would be considered advanced and referring them to the Language Lab for either individual remedial training or advanced instruction, depending on the student.
Teaching Methods A standard practice is to provide instruction, practice, knowledge testing, and then practical application testing for each of the portions of content. By doing it this way, each student will be forced to demonstrate their understanding, beyond just filling in a blank on a prepared test. Obviously, this will not work for every portion of content, but should be used as often as possible. If done this way, the methods for the mainstream English classes would run congruently to the methods used in the Language Lab.
Mainstream Content Classes Basic Description In the mainstream content classes, students have their greatest opportunity to excel or fail at their acquisition of the language. They only receive an hour a day in the actual practice of English, but they continue to receive five to six further hours of instruction each day in English. However, for students to be successful and to receive the most real opportunity, then every class that is taught in English must be seen as a language acquisition class. In order for the Language Acquisition Program as a whole to be successful, all teachers must work together.
Accountability To begin with, students must be held accountable for their use of English (within the five skill areas) in all classes. When they write reports, of course these must be graded on content for the majority, but they must also be graded on “how” they write. An 80/20 approach is proposed, where 80% of the student’s grade is based on the content and 20% is based on their use of the English language, primarily grammar. It is not good enough just have the right ideas; they must also be able to communicate them. Content teachers should refuse to accept assignments that are written poorly, without showing revision and consideration pertaining to language usage. If a student continually makes mistakes and does not seem to be improving on their own, then the content teacher should refer the student to the Language Lab using the referral form that will be provided. The student can then either receive one‐time specific instruction or else be included as a Language Lab Learner full time.
Training There is a need to bring specific instruction to students during the non‐English content classes regarding how to use the language specifically in that content area. For example, a science teacher may want their students to regularly write lab reports. Lab reports are to be written using a specific style of writing, yet most likely will not be a style of writing that is automatically taught in the mainstream English class. For this reason the English teacher will need to assist the content teacher with specific instruction concerning that area of writing (or other skills) by giving that instruction during the content teacher’s period. This can be accomplished during open periods or through the use of occasional substitutes. By approaching language acquisition in the content areas as well, beyond the mere English classes, the students will continually have the opportunity they need for practice and application. By providing specific training, both the content teachers and the
3
students in the content class will have a better understanding and practice of how to communicate in that specific way. This will be ever beneficial to the student later in the workforce when they will need to communicate a specific way, per their job requirements. They will already have had received that special instruction and so will be able to repeat the process easily.
Tracking Tracking checklists will be provided to these teachers that give a general description of the skill areas and how to score their students. Training will be given as well to help those teachers to implement this practice. These scores will be recorded in the students LAP records under “Language Usage in Content Areas.” There will also be a section of the record that allows for the content teachers to record general comments about the student’s ability, usage, and progress.
Continuing Education Finally, it is very important that all teachers continually observe and improve their own language use to ensure any incorrect usages are corrected and demonstrated properly to the students. Students only work with the native English speaking teachers once or twice a day, while spending the majority of their in‐class time with non‐native speakers. That means the majority of their learning of English through observation and absorption is done with teachers that are, in a sense, English language learners themselves. By quality checking their own language use, non‐native English speaking teachers can help their students learn what is proper, in the proper way.
Language Lab Basic Description The Language Lab is a program that will run alongside the standard English classes, but not with the intent of overtaking or replacing it. It is meant to supplement those learners whose language ability is not to the point that they are able to function successfully in the mainstream classroom. Again, the students will not be taken out of the mainstream class, but instead would receive extra outside assistance through the Language Lab.
Goal The goal of the Language Lab is three‐fold: ‐ ‐ ‐
to bring all Language Lab Learners (L3) to a sufficient mastery of the basic skills required to function well in their mainstream classes, taught primarily in English to aide students classified as L3 in the successful completion of their normal, mainstream assignments; to provide extra assistance to students not classified as L3 with specific language skill difficulties (such as when just one or two students continue to struggle with verb tense or pronouns after the class as a whole as move on to other subjects).
Student Identification Students will be referred to the Lab through testing and/or teacher observation throughout each academic year, but mostly at the beginning of each academic year. Based on the score the students received, according to the S∙K∙A scoring guide, they will be assigned to the Language Lab one, two or all three days per week. Students will be identified for the Language Lab based on evaluation and observation in the four skill areas: reading, writing (including grammar), listening, & speaking). Preference will be given to those students in the incoming class (7th grade) and the outgoing class (12th grade), as well as those students found lacking in multiple skill areas. Identification of Language Lab Learners (L3) will occur throughout the academic year with the focus & final decisions begin made within one month of the end of the year, prior to the start of the next academic session. Incoming students will be identified in 6th grade where possible and through individual observation & evaluation by the Curriculum Coordinator(s) with guidance provided by the Language Lab Coordinator(s). The Language Lab is an extra‐assistance program that will be available three days per week. Students with a score between five and eight will attend all three days, those that score between nine and eleven will attend two of the three days, and those students that score between twelve and fourteen will attend one day. Students that score fifteen and above will not be
4
required to attend. However, teacher input is the deciding factor. Even if a student scores a three (standard) in all skill areas, they still may need to attend at least one day if that is determined by the teacher. As well, there is an option for students that score above average (four) in one or more skill areas to be sent to the Language Lab for advanced instruction. These students will be referred to as Language Lab Learners (L3) and form the core of the Lab.
Group Size The Language Lab will be available to up twenty‐five students. The average per class group size should be about five students.
Methodology Students will work through binder set of individual materials assigned to them based upon their S∙K∙A needs. This material will be self‐paced and designed in such a way that they are able to learn (instruction), gain confidence (practice), prove initial mastering (test), and then demonstrate ability (practical application).
Teachers The teacher’s assigned to the Lab can be free flowing between all of the students or assigned to a subsection (per skill area needs or grade level). They will work with small groups of four to seven students, depending on the number of students needing remediation in each of the skill areas.
Exit It is important to not try and push and students out of the program. It is better to just accept the fact that there will be some students that will need remediation for multiple years. That is alright. The goal must be to bring all students to proficiency, even if they are in the program their entire school career.
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LANGUAGE ACQUISITION PROGRAM A Three‐Tiered Approach
In the Language Lab students will be given the remedial and advanced language instruction that they will need, based upon the skill areas.
In the mainstream English classes the needs of the entire class are placed above the needs of the individual student.
Language Lab
Mainstream Content Classes
In the mainstream content classes students have their greatest opportunity to excel or fail at their acquisition of the language.
Mainstream English Classes
LANGUAGE ACQUISITION PROGRAM Skills ∙ Knowledge ∙ Application
R E A DI N G
1
2
3
4
This student is unable to read at their grade level.
This student sometimes reads at their grade level.
This student reads at their grade level.
This student reads beyond their grade level.
They lack the basic vocabulary to comprehend grade‐appropriate texts.
They possess the basic vocabulary to comprehend grade‐appropriate texts.
They possess most of the vocabulary to comprehend grade‐appropriate texts.
They possess advanced vocabulary to comprehend grade‐appropriate texts.
They do not understand what they read.
They understand some of what they read.
They understand most of what they read.
They understand almost all of what they read.
This student writes at their grade level.
This student writes beyond their grade level.
They use complex sentence and paragraph structures properly to communicate effectively much of the time.
They use complex sentence and paragraph structures to communicate at an advanced level all of the time.
The intent of their writing is understood most of the time.
The intent of their writing is almost always understood.
GRAMMAR / M E C H ANI CS
S P EA KI N G
LI ST ENI N G
WRITING
This student is unable to write at their grade level.
They are unable to formulate correct sentences or use paragraphs correctly to communicate effectively. The intent of their writing is often misunderstood.
This student sometimes writes at their grade level. They use basic sentences and paragraphs correctly, yet struggle with complex sentences and paragraphs. They communicate at a basic level, but not always effectively. The intent of their writing is sometimes understood.
This student listens for comprehension beyond their grade level.
This student is unable to listen for comprehension at their grade level.
This student sometimes listens for comprehension at their grade level.
This student listens for comprehension at their grade level.
They are unable to identify many of the words used by a grade‐level speaker.
They identify some of the words used by a grade‐ level speaker.
They identify the majority of the words used by a grade‐level speaker.
They are unable to combine what they hear and know to form comprehension.
They do not consistently combine what they hear and know to form comprehension.
They consistently combine what they hear and know to form comprehension most of the time.
They consistently combine what they hear and know to form comprehension almost all of the time.
This student is unable to speak effectively at their grade level.
This student sometimes speaks effectively at their grade level.
This student speaks effectively at their grade level.
This student speaks effectively beyond their grade level.
They often mispronounce grade‐appropriate words and confuse basic sentence structure.
They sometimes mispronounce grade‐appropriate words and use basic sentence structure.
They pronounce most grade ‐appropriate words properly and sometimes construct complex sentences.
They pronounce advanced words properly and construct complex sentences.
The use only one device to communicate.
They use only one or two different devices to communicate.
They use several different devices to communicate effectively.
They do not speak with confidence.
They identify many of the words used by advanced speakers.
They use many different devices to communicate effectively. They speak with confidence almost all of the time.
They are generally misunderstood when they speak.
They speak with little confidence.
They speak with confidence most of the time.
They are understood some of the time.
They are generally understood when they speak.
They are almost always understood when they speak.
This student does not understand the basic grammar and mechanics required at their grade level.
This student understands some of the basic grammar and mechanics required at their grade level.
This student understands the basic grammar and mechanics required at their grade level.
This student understands advanced grammar and mechanics beyond their current grade level.
They are unable to identify errors themselves and struggle to comprehend how to correct them, even when it is explained.
They sometimes identify errors themselves; however they do not always take the necessary steps to correct them.
They identify errors on their own most of the time and take the necessary steps to correct them.
They consistently identify errors themselves and take the necessary steps to correct them.
They sometimes need assistance.
They rarely need assistance.
They are in need of constant assistance.
They generally need assistance.
SIGNIFICANTLY BELOW STANDARD
BELOW STANDARD (BASIC)
STANDARD
ADVANCED
LANGUAGE ACQUISITION PROGRAM Quick Identification of Language Lab Learners
Has the student achieved the language standard in each of the Skills ∙ Knowledge ∙ Application areas according to their grade level?
No
Yes
Is the student a non‐native English speaker?
Not a Language Lab Learner
Yes
No
Is their English ability the primary issue?
Not a Language Lab Learner
Yes
No
Language Lab Learner
Not a Language Lab Learner
LANGUAGE ACQUISITION PROGRAM Frequency of Language Lab Continual Need Students (Language Lab Learners)
Zero Days
One Day
Two Days
Three Days
Occasional Need Students (Non‐Language Lab Learners)
Advanced Need Students (Non‐Language Lab Learners)
Remedial
Students that receive multiple ones according to the S∙K∙A scoring guide
Remedial
Students that receive multiple twos or below according to the S∙K∙A scoring guide
Remedial
Standard
Students that receive at least one score below a three according to the S∙K∙A scoring guide
Students whose S∙K∙A scores were all at a three or above but are referred to the Lab for remedial work on just one content area
Students whose S∙K∙A were at a four in any of the skill areas
Advanced
Standard
Students whose S∙K∙A scores were all at a three or above
LANGUAGE ACQUISITION PROGRAM Teaching Methodology ______________________________________
Instruction
The student receives instruction in a self‐directed way through one of the following possible methods: ‐ Reading an explanation ‐ Reading through a website ‐ Reviewing an outline ‐ Reviewing a set of notes ‐ Watching a video clip ‐ Reviewing a PowerPoint ‐ Listening to an audio clip
Practice
The student works through a series of material to practice/review the content until they feel confident with their mastery, such as: ‐ Completing grammar worksheets ‐ Completing a listening guide ‐ Practicing speaking along with audio clip ‐ Reading aloud a portion of text ‐ Completing comprehension questions ‐ Writing rough draft sentences/paragraphs
Testing
The student is required to answer a series of questions and obtaining a certain score relating to the content/skill that they were instructed on and practiced through one of the following possible methods: ‐ Answering oral questions ‐ Taking a short quiz (multiple choice, short answer, etc.)
Practical Application
The student is required to demonstrate mastery of the specified content/skill area through one of the following possible methods: ‐ Writing a short passage showing correct ‐ Listening to a prepared statement, read ‐ usage by a teacher and answering ‐ Creating an outline demonstrating comprehension questions understanding ‐ Preparing a short, impromptu speech
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