Linguistic and Cultural Diversity in the Primary Grades: Home

Facts

• There are 66 identified English language learners (ELLs) in the Scarborough Public Schools (2021-2022).
• Forty-one of those students are receiving services and 25 students are on monitor status.
• There are approximately 25 languages spoken.
• Most ELLs here are immigrants or living here because a parent relocated for a job. Many have been here for a while, and have very good spoken English skills. The primary need is support in academic English. 
• Once they arrive in the US, it may take as long as 7+ years for some ELL’s students to acquire language skills comparable to that of their peers.
• Many new students go through a “silent period” and encounter culture shock. 
• Writing is usually the hardest aspect of the English language for ELLs. 
• Many ELLs  experience social issues, finding it difficult to fit in and find common interests with their American peers. 
• The differentiation between Special Education and language issues is sometimes hard to ascertain. Typically, we do not refer a child  for Special Education if they have been in the U.S for less than two years. Most often, their learning issues are due to lack of English language proficiency, and not a disability. However, if there is an obvious  disability and the student is not making normal academic progress, a referral should be made   to determine eligibility. 
• Most ELLs require some accommodations. Examples include:  test modifications, extended time for tests, no penalty for grammar errors, use of visuals, repeating directions, prepared study guides, taped texts, etc. The  ESL teacher works with the classroom teacher to provide and create modifications. 

ESL Services

1. Direct instruction in the ESL room for content area classes. (Pull out) 
2. In class support for those students with less intense language needs. (Push in)          
3. Support in the ESL room for content area classes (during flex, study hall etc.)

The ESL teacher is responsible for communicating and collaborating with teachers to determine the level of support needed, content being taught, and implementation of classroom modifications. The ESL teacher will also be a resource through the RTI/MDT process, attend parent teacher conferences, and hold annual ESL meetings with parents. In addition, the ESL teacher is responsible for administering the annual ACCESS test to determine English proficiency and to share scores with teachers and parents. 

Please remember that there are many students in our district who are proficient in English, but their parents are not. These parents  are at a great disadvantage, as they are often left out of very important information that affects their child.  The ESL teacher in your building can assist you with obtaining an interpreter and showing  staff ways to use technology to communicate with parents. Please reach out if you know who these families are. If the student is not receiving ESL services, the ESL teacher will not be aware of who these families are. Thank you. 

Eligibility

When any student registers for school, the family fills out a home language survey. If another language other than English is listed, the ESL teacher is informed by guidance/office. The ESL teacher  administers a screener to determine English language proficiency in the areas of speaking, listening, reading and writing. The topics are drawn from state and national academic content standards. 

If the student passes the screener, ESL services are not provided. 
If the student does not pass the screener, an ESL support plan (Annual Plan) is put into place.

Factors determining instructional needs: 

1. Difficulty with English language
2. Length of time in the U.S
3. Cultural differences in education 
4. Level of literacy in first language
5. Scores on standardized tests.
6. Classroom performance and grades
7. Each year in Jan/Feb all ELLs are given the ACCESS test (a State required test for all ELL’s), which like the screener, measures English proficiency in the following four areas:

• Reading. Process, understand, interpret and evaluate written language, symbols and text with understanding and fluency. 
• Writing.  Engage in writing communication in a variety of situations for a variety of purposes and audiences. 
• Listening. Process, understand, interpret and evaluate spoken language in a variety of situations.
• Speaking. Engage in oral communication in a variety of situations for a variety of purposes and audiences.

Important: If you feel a student has “slipped through the cracks” please contact the ESL teacher. Our system of identifying English Language Learners usually works, and we are usually  aware of who they are when they arrive in our schools. Sometimes, however, parents or a sending school have not given clear information. If you feel a student is not able to access the curriculum because of English Language proficiency, please let the ESL teacher know and a screening can take place. 

Exiting the ESL program

When a 4.5 is reached on the ACCESS test, the student is released from ESL services. They are “on monitor” for two years, and during this time they are eligible to receive ESL support if it is directly related to English acquisition skills. 

Please Remember

All ELLs can participate in a content lesson. The key is to modify the language demands of the content to meet student’s proficiency levels.

If there are any questions or  concerns, or you suspect an ELL has not been identified, please contact the ESL teacher in your school. Thank you for helping to support our ELLs. 

This guide was originally created by Liz Gartley, former District Library Services & Instructional Technology Coordinator.