VARIABLES INFLUENCING SECOND LANGUAGE ACQUISITION
There are significant variables that affect the length of time required for an ELL to become proficient in academic English. Academic English may be defined as the complex network of language and cognitive skills and knowledge required across all content areas for successful academic performance. Academic English is distinct from basic language skills or the minimal language used to “survive in everyday life.”
These are some contributing variables that affect the rate of English language acquisition for academic purposes:
age upon arrival in the USA;
length of time in the USA;
total years of education in the native language;
whether or not student is bilingually educated;
whether or not student begins education in the second language only;
level of student’s cognitive development and content mastery in native language;
length of time spent learning the English language in isolation without exposure to content;
whether or not student feels stigmatized by being placed in an ESL class; and
negative or low teacher/student expectations
student motivation
Research proves ELLs acquiring cognitive-academic language proficiency may take five (5) to ten (10) years in this developmental process. ELLs mainstreamed in content courses continue to need language support services through a bilingual paraprofessional and the implementation of ESL strategies and methodologies to successfully gain proficiency in academic English. Training for content course teachers assist their understanding of the developmental process of language acquisition and provide guidance in teaching academic skills through sheltered content-based instruction that develops higher-level cognitive-academic skills (Collier, 1995).
Exiting ELLs STATE EXITING CRITERIA Revised December, 2012
Chapter 40. Definitions Related to English Proficiency §4001. Proficient in English A. To be considered English proficient and exit limited English proficient (LEP) status, a LEP student must score as follows. 1.
For grades K-2:
a. two years at composite level V on the English language development assessment (ELDA); or, in the same year; b. at composite level V on ELDA and at grade-level/benchmark/low-risk on a standardized reading assessment, such as DIBELS Next. 2.
For grades 3-8: a.
composite level V on ELDA; or, in the same year;
b. at composite level 4 IV on ELDA and at proficient on the ELA or English language arts state content assessment. 3.
For grades 9-12: a.
composite level V on the ELDA: or, in the same year;
b. at composite level IV on the ELDA and at proficient on ELA or English state content assessment in the most recent academic year. B. Students with disabilities who are unable to meet the above exit criteria after four years or more in LEP status because of their disability, as decided only by consensus of the members of the school building level committee (SBLC), may be exited from LEP status (but will still be required to take statewide assessments). AUTHORITY NOTE: Promulgated in accordance with R.S. 17:10.1. HISTORICAL NOTE: Promulgated by the Board of Elementary and Secondary Education, LR 30:767 (April 2004), amended LR 33:254 (February 2007), LR 34:2552 (December 2008), LR 36:2243 (October 2010), LR 38:3115 (December 2012).
§4003. Making Progress in Learning English A. Making progress in learning English will be demonstrated by a student who moves from the most recent Prior Year ELDA composite level to, in the current year, at least the next higher progress criterion as described below: Prior Year ELDA Level Beginning (Level I) Lower Intermediate (Level II) Upper Intermediate (Level III) Advanced (Level IV) Full English Prof. (Level V)
Progress Criterion Lower Intermediate (Level II) Upper Intermediate (Level III) Advanced (Level IV) Full English Prof. (Level V) or English proficient (Sec.4001-Definition) English Proficient (Sec.4001-Definition)
AUTHORITY NOTE: Promulgated in accordance with R.S. 17:10.1.
The above exiting criteria is established by BESE.
A LEP student exiting the ESL program with full English proficiency is identified Former Limited English Proficient (FLEP). When a student exits from the ESL program, parents/guardians receive written notification explaining that full English language proficiency has been demonstrated by their child. Students attaining proficiency are identified FLEP, exit the ESL program, and are monitored for academic success. The ELL Director mails letters to parents notifying them in the summer that their child has attained English Proficiency and will no longer receive ESL services or accommodations. The ELAD will provide school administrators and ESL teachers with a list of students meeting the state exit criteria. The ESL teacher is responsible for the following: •
document the exit date on the ELL’s folder and cumulative and pocket
Note: ESL teachers do not exit students from the program.
Comment [EA1]: is this her responsibility?
MONITORING
An ELL who has met the exiting criteria is monitored for two years. Administrators should make reports of Monitor Year 1 and Monitor Year 2 student grades. During this transition period, the monitored student is scheduled into content courses for 100% of the school day.
At any time during the two monitored years of transition, if the student is doing poorly and/or
Comment [EA2]: inserted
failing any content courses, the principal and teachers should reassess the student’s progress and make a determination either to reschedule the student for additional ESL assistance or refer the student for other forms of remediation.
If the academic needs of the student are due to difficulties other than English proficiency, a referral to special education is considered.
The ESL teacher, along with the school
administrator and general education teachers, are responsible to pursue an SBLC (School Building Level Committee) referral to determine the appropriate academic instructional needs through formal evaluation.
Comment [EA3]: change to ABIT
Student Progression through the English as a Second Language Program Limited English Proficiency Eligible for accommodations Must take the ELDA Students Accepting Services
Taking ESL Classes
Beginner, Intermediate or Advanced Student
All LEP students must take the ELDA
SCLEP
Standard Curriculum LEP Student has completed the program, but hasn’t achieved the exit criteria
Passes Exit Criteria (Funding Stops) No ELDA required
Monitor 1 No accommodations
Adequate Progress
Monitor 2 No Accommodations
Adequate Progress
FLEP Fully English Proficient
Created 10/07
Students Refusing Services
Refused
Parent has signed Parental Notification Form and refused services.
Exit Criteria Score 5 in all domains of language on the ELDA for one year ~ Score at the proficient (basic) level on LEAP 21/GEE or 40% composite on the ILEAP in all areas tested for 2 consecutive years.
FLEP students have passed the Exit Criteria and been monitored for 2 academic years.
VARIABLES INFLUENCING SECOND LANGUAGE ACQUISITION
There are significant variables that affect the length of time required for an ELL to become proficient in academic English. Academic English may be defined as the complex network of language and cognitive skills and knowledge required across all content areas for successful academic performance. Academic English is distinct from basic language skills or the minimal language used to “survive in everyday life.”
These are some contributing variables that affect the rate of English language acquisition for academic purposes:
age upon arrival in the USA;
length of time in the USA;
total years of education in the native language;
whether or not student is bilingually educated;
whether or not student begins education in the second language only;
level of student’s cognitive development and content mastery in native language;
length of time spent learning the English language in isolation without exposure to content;
whether or not student feels stigmatized by being placed in an ESL class; and
negative or low teacher/student expectations.
Research proves ELLs acquiring cognitive-academic language proficiency may take five (5) to ten (10) years in this developmental process. ELLs mainstreamed in content courses continue to need language support services through a bilingual paraprofessional and the implementation of ESL strategies and methodologies to successfully gain proficiency in academic English. Training for content course teachers assist their understanding of the developmental process of language acquisition and provide guidance in teaching academic skills through sheltered content-based instruction that develops higher-level cognitive-academic skills (Collier, 1995).
EXITING CRITERIA
The following is the exiting criteria as defined by the ELL Administrator’s Handbook (LA DOE, in press 2005). As required by OCR and NCLB, in order for ELLs to be exited from instructional services, they must attain levels of English proficiency in speaking, reading, writing, and comprehension so that they will be able to meaningfully participate in general education classes and reach levels of academic achievement commensurate with that of fully English proficient students. The Louisiana Department of Education has determined the exit criteria. In order to be exited from specialized language programs the identified student must: 1.) score for two (2) years at either the proficient (basic) level on LEAP21/GEE
Comment [EA4]: insert
OR th
at or above the 40 percentile on the IOWA/I-LEAP -and
Comment [EA5]: insert
2.) score for one (1) year at the FULL English proficiency level on the ELDA in listening, speaking, reading, writing and comprehension
In order to exit the program, both criteria must be met.
A LEP student exiting the ESL program with full English proficiency is identified Former Limited English Proficient (FLEP). When a student exits from the ESL program, parents/guardians receive written notification explaining that full English language proficiency has been demonstrated by their child. Students attaining proficiency are identified FLEP, exit the ESL program, and are monitored for academic success. After the student successfully completes two (2) years of grade-level academic achievement, the student will be assigned to attend the district school according to the address of his/her domicile.
Comment [EA6]: Do we want to change this? What about if exit in 5th and 8th grades? Send to ESL site or district site.
Based on recommendation from the Louisiana State Department of Education, the ELAD will provide school administrators and ESL teachers with a list of students meeting the state exit criteria. The ESL teacher is responsible for the following: •
notify the parent/guardian that their child is “exiting LEP status”;
•
notify general education teachers the student has attained English language proficiency and will begin a two (2) year monitoring period;
Comment [EA7]: is this her responsibility?
•
schedule the student appropriately in general education courses (with the principal’s approval);
•
document the exit date on the ELL’s folder and cumulative and pocket
Each written communication is signed and dated by the ESL teacher and a copy of each letter is placed in the student’s cumulative pocket.
Note: ESL teachers may not exit students from the program without prior written approval from the ELAD.
English language learners in kindergarten and first grade are not exited from LEP status
Comment [EA8]: Through 3rd grade
because their level of language proficiency is still difficult to determine. According to NCLB requirements, the student must be assessed in all four (4) domains of language (reading, writing, listening, and speaking) to determine English proficiency. At the end of second grade, the ELLs language proficiency assessment will determine eligibility to exit LEP status.
According to NCLB all students must pass the exit criteria noted above to be eligible to exit LEP status.
This is only possible after two years of I-LEAP or LEAP assessment .
Comment [EA9]: See yellow below
MONITORING
An ELL who has met the exiting criteria is monitored for two years. During this transition period, the monitored student is scheduled into content courses for 100% of the school day. Every nine weeks, the ESL teacher gathers information on the academic performance of the student and records the monitored students’ progress on the back of the ESL teacher’s schedule.
Comment [EA10]: Not true
At any time during the two monitored years of transition, if the student is doing poorly and/or
Comment [EA11]: inserted
failing any content courses, the principal and teachers should reassess the student’s progress and make a determination either to reschedule the student for additional ESL assistance or refer the student for other forms of remediation.
If the academic needs of the student are due to difficulties other than English proficiency, a referral to special education is considered.
The ESL teacher, along with the school
administrator and general education teachers, are responsible to pursue an SBLC (School Building Level Committee) referral to determine the appropriate academic instructional needs through formal evaluation.
Comment [EA12]: change to ABIT
Student Progression through the English as a Second Language Program Limited English Proficiency Eligible for accommodations Must take the ELDA Students Accepting Services
Taking ESL Classes
Beginner, Intermediate or Advanced Student
All LEP students must take the ELDA
SCLEP
Standard Curriculum LEP Student has completed the program, but hasn’t achieved the exit criteria
Passes Exit Criteria (Funding Stops) No ELDA required
Monitor 1 No accommodations
Adequate Progress
Monitor 2 No Accommodations
Adequate Progress
FLEP Fully English Proficient
Created 10/07
Students Refusing Services
Refused
Parent has signed Parental Notification Form and refused services.
Exit Criteria Score 5 in all domains of language on the ELDA for one year ~ Score at the proficient (basic) level on LEAP 21/GEE or 40% composite on the ILEAP in all areas tested for 2 consecutive years.
FLEP students have passed the Exit Criteria and been monitored for 2 academic years.
