Second+Language+Learners

how to develop a program must follow: 1. **EDUCATIONAL APPROACH**-The district must select a sound educational approach for providing English language development and meaningful program participation for its students. 2. **IDENTIFICATION**- The district is responsible for identifying all students potentially needing ELL services. 3. **ASSESSMENT**- The district is responsible for assessing each identified potential ELL student for English language proficiency. 4. **PLACEMENT INTO ELL PROGRAM SERVICES**- The district is responsible for providing its ELL students with a program of services consistent with its chosen educational approach. 5. **STAFFING AND RESOURCES**- The district is obligated to provide the necessary resources to implement its educational approach. 6. **TRANSITION FROM ELL SERVICES**- The district is responsible for establishing criteria that determine when a student has sufficient English language proficiency to meaningfully participate in the educational program 7. **MONITORING**- The district will ensure that students transitioned from the ELL program have an opportunity to meaningfully participate in the education program. 8. **PROGRAM EVALUATION**- The district will develop evaluation procedures to periodically evaluate and revise, if necessary, its ELL program.
 * Second Language Learners or ELL-English language learners**

** Comprehensible Input- Students who's second language is English are often called English Language Learners (ELLs). There are around two million English-language learners (ELLs) in California and every teacher is obligated to help these students succeed within a mainstream classroom. In California schools, second-language students are usually placed in classrooms where the majority of the students are native-English speakers. The gap between the two students is great and has the potential to progressively become greater as the students advance year by year. Not all language learners are alike and teachers should consider many factors when approaching their English-language learning students. Some factors include: self-esteem, anxiety, attitude, first language, and age. As future teachers, it is important to use visual aids whenever possible to help the ELLs students. Color coding material can also be helpful in keeping material organized. It is also important to remember that if the student does not feel safe in the classroom, they will not be willing to take risks with a new language further reducing the pace in which that student learns. http://thefreelibrary.com/factorsinlearningsecondlanguageandculture-a0138703694 Here are some tips about how to help second language learners in the classroom: 1. Prepare an introduction video or letter in the student's first language telling them what to expect at their new school. This will help the student feel at ease and prepared to start class speaking a second language. Also, once the student does arrive in class introduce him/her pronouncing his or her name correctly. 2. Assign the student a buddy to help him or her in the classroom and with any questions that may arise. 3. Provide the student with an identification card. This card should have the students name, teacher's name, grade and room number in case he or she gets lost. Have the student carry the identification card on them at all times. 4. Give the student a picture of the class and label the names of the students to encourage the second language learner to socialize. Also, label things in the classroom in English. 5. Take time to actually asses the student's language ability. 6. Act out lessons, work in small groups, use visuals, write key vocab. on paper and draw pictures, have images and phrases around the room, use short and simple sentences, and when reading aloud keep it short and check for comprehension often. 7. Be aware of the aspects of culture shock. 8. Type out key phrases and give them to the student to keep on themselves. 9. Try to maintain a fun safe environment in the classroom and keep stress levels low. Students will take risks with language if the classroom feels safe. http://teacher.scholastic.com/products/instructor/second.htm
 * CELDT- California English Language Development Test**
 * A California Language proficiency test that must be given to students whose first language is anything other than English. One of the main purposes of this test is to see how proficient an ELL is in English and test their progress in the language. **
 * http://www.cde.ca.gov/ta/tg/el/celdtfaq.asp

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