AMAZON VALLEY ACADEMY
ENGLISH AS A SECOND OR OTHER LANGUAGE PROGRAM HANDBOOK
Introduction
The aim of this handbook is to outline the functions and responsibilities of the English as a Second or Other Language (ESOL) program of Amazon Valley Academy. Thus, we combine the theological worldview and science and preserve both moralistic attitudes and theoretical points about which advanced writer can tell in more detail (because this is a combination of heavy ideological concepts). The following sections provide detailed information about the various aspects of the program:
-Program Philosophy
-Program Objectives
-Program Description
-Student Placement
-Exit Procedures
Program Philosophy
We believe that the Bible provides the basis of wisdom for the education process and for life. Therefore, the ESOL program is characterized by integration of Biblical truth within the language instruction process.
We believe that God is the Author of language, and that He created diversity of language for the necessary purpose of separating mankind into numerous people groups (Genesis 11). In His mercy, part of God’s redemptive plan is to bring individuals of different tongues together with the ability to communicate regardless of language barriers (Acts 2:1-11; Revelation 5:9-10; Revelation 7:9-12). We believe that a key characteristic of the ESOL program is the opportunity to communicate God’s truth within an international Christian K-12 environment. The goal of the AVA ESOL program is to guide our students to mastery of the English language through the enabling of students; and for the students to express this mastery of the English language effectively, resulting in authentic communication with others in social and academic atmospheres.
Each individual is endowed with a God-given need to communicate with others. Language barriers result in this essential need being unmet. It is the conviction of the AVA ESOL program that each child has the innate need to experience success and to participate actively in the learning process. Our ESOL students need to be re-assured that they will eventually reach the goal of native –like fluency through the combined efforts of their teachers and the students themselves. This fluency will result in academic improvement.
Another basic need we all share is the need to feel a sense of belonging. When students from different backgrounds enter the school, they can be faced with the tremendous challenge of adjusting to a new culture and school setting. As co-workers with the AVA faculty and administration, our responsibilities include modeling and fostering a welcome environment for students of all cultures among our student body.
It is the job of the AVA ESOL department to encourage appreciation of and respect for the wide variety of backgrounds represented at AVA and to promote positive self-worth and mutual respect among our students, based upon Biblical principles (Galatians 3:26-29). We desire to promote within students a continued appreciation for various aspects of their cultural and linguistic backgrounds by providing opportunities for students to express and discuss their heritages during ESOL classes.
Program Objectives
Our ultimate goal is to see students emerge from the program with the confidence and ability to participate successfully in the mainstream classroom and other activities at Amazon Valley Academy.
We share many basic objectives with the school as a whole:
-To develop in our students the necessary learning skills which will enable them to think logically, independently and creatively. With that in mind, instruction includes teaching strategies that access higher order thinking processes (analysis, synthesis and evaluation).
-To teach students to take an active role in the learning process both in the ESOL program and the classroom. Students are therefore expected to:
-Participate actively in class,
-Use every effort to speak in the target language,
-Complete assignments on time.
-To train each student to understand the biblical model of authority and to respond to authority figures with respect and obedience. We also want to foster mutual respect among our students based on the Christian faith.
-To model appreciation and respect for other cultures and prompt students to mirror the same attitude towards the different ethnic and national backgrounds represented in the school community and beyond.
Program Description
Amazon Valley Academy offers instruction in English as a Second or Other Language to students from grades 1-5 currently. ESOL students are enrolled in the ESOL program in order to develop the English language proficiency required for effective participation in regular classes. Generally, students should meet this goal within a reasonable time frame based on their growing proficiency level in English. Students’ ages, initial English abilities, individual needs, cultural backgrounds, interests and learning styles affect English language development.
Depending on language proficiency levels, ESOL students are placed in the Push In program, Pull Out program, or both. Students will be immersed in the mainstream curriculum as much as is reasonably possible. ESOL Push In classes occur daily during the regular English Language Arts block of the classroom. ESOL Pull Out classes take place either while the ESOL student’s peers study Portuguese; or during other classroom periods with the mutual agreement of the Director, ESOL department, classroom teachers and parents.
The AVA ESOL program promotes English language development according to the WIDA (World class Instructional Design Assessment) grade level and proficiency levels in the domains of speaking, listening, reading and writing. Effective ESOL instruction at AVA is facilitated through the collaborative teaching of the ESOL teachers and classroom teachers according to the Push In format. Pull Out English class are offered only to the lowest level ESOL students whose English level does not allow them to fully function in the classroom.
The AVA ESOL department works together with parents and classroom teachers and communicates ESOL student progress quarterly, semi-annually, and additionally as needed. The quarterly meetings occur at parent-teacher conferences each semester, and through quarterly reports about student progress. ESOL quarter reports will be sent from the ESOL department to the home of each ESOL student. The WIDA Model exam of English proficiency will be given at the beginning and end of each school year for a semi-annual extensive evaluation of the English proficiency of all ESOL students. The results of this exam will be communicated to parents in a meeting at the request of the parents.
The AVA ESOL department highly encourages the maintenance of the student’s native language. Research shows that literacy in the native language transfers to new languages. Parents are therefore encouraged to provide opportunities for their children to read and communicate in their native language(s) at home. The student’s success as a language learner hinges on both the parents and student’s commitment and dedication to language development.
The “Push in” Program (5 sessions weekly)
The Push in Program is designed to meet the needs of the intermediate–proficient student. Students remain in the classroom for the mainstream English Language Arts period but receive instruction also from the ESOL specialist. In this way, the student gains additional, necessary assistance from the ESOL instructor while still participating in the mainstream classroom’s language learning experiences, which are designed to enhance their ability to understand basic spoken English, to express ideas in English, and to read and write simple paragraphs. Instruction also focuses on the development of vocabulary required for conversation and participation in mainstream curriculum.
The “Pull out” Program (5 sessions weekly)
The Pull out Program is designed to meet the needs of the non-English proficient. Students are pulled out of Portuguese class; or other classroom periods with the mutual agreement of the Director, ESOL department, classroom teachers and parents. In a class period designed specifically for their English language needs, students participate in language learning experiences, which are designed to enhance their ability to understand basic spoken English, to express ideas in English, and to read and write simple sentences. Instruction also focuses on the development of vocabulary required for conversation and participation in core subjects and elective courses.
Waiver for “Pull out” Program
Parents of students that test in the overall level one (1.0) range may request that their student be pulled from Portuguese class or a special class (Art, Music, PE) in order to take an additional ESOL class. Parents must sign a legally recognized form for this to be permitted.
The Monitored Program
This program is designed to meet the needs of students who are advanced English proficient students and have attained a high English proficiency and have exited the Push in and/or Pull out programs by scoring an overall score of 5.3 or higher according to the WIDA Model Exam. The student’s writing must also reflect satisfactory writing skills according to the standards of students in his/her grade level. ESOL students who are identified as ready to exit the program will terminate ESOL classes either at the end of the first semester (December) or the end of the second semester (June). Monitored students are monitored by the ESOL department quarterly to assess the student’s continual improvement in the classroom. If a student fails to be successful in the classroom, his or her ESOL level will be re-assessed to determine if there is a need for reenrollment in the ESOL program. As a general guideline, a student is expected to exit the ESOL program within a reasonable timeframe according to the individual entrance WIDA level and needs of that student.
Student Placement
The following flow chart shows the procedure for admitting students to the ESOL program:
ESOL Fees
The WIDA Model Exam is given semi-annually in the domains of speaking, listening, reading, and writing, and is used to help identify and track student language progress. Upon receipt of WIDA Model test scores parents are asked to enroll their student into the ESOL program for services, and thereby agree to incur a monthly fee for each ESOL student. Please see AVA’s main office for a list of related fees for ESOL services.
Waiver from ESOL Services
While it is the goal of the AVA ESOL department to serve the language needs of its students, the level and manner to which this service is or is not given to a student is purely at the discretion of the parent. Consequently, parents of all children who are tested are given the option to sign a waiver and have their child excluded from receiving ESOL services at AVA.
Grading Procedures
The ESOL report card is obtained by evaluating the areas of listening, speaking, reading, writing and personal growth. The ESOL grade is included on the student’s school report card.
