The document discusses English as a Second Language (ESL) programs and instruction for students learning English. It explains that ESL students are typically taught English in a separate classroom by a teacher trained in teaching ESL. It also outlines the qualifications students must meet to be placed in an ESL program, such as failing an English proficiency assessment. Additionally, the document provides guidance on effective instructional strategies for ESL students, including using visuals, modeling, and focusing on reading comprehension rather than just pronunciation.

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ESL and the New Teacher
There is so much diversity in the classroom today that it is important to teach all
children correct English. English as a second language (ESL) is a program in which
English language learners are assigned to a mainstream classroom and taught English.
Most commonly the ESL students are taken into a resource type classroom with a teacher
trained specifically to teach ESL for their English lessons. The ESL programs within a
learning team format we are addressing are (1) program purpose, (2) qualification
requirements, (3) instructional requirements, and (4) teacher-specific regulations
regarding implementation.
The program purpose of teaching English in the ESL classroom is to give the student
the tools to improve his understanding of works in all other subject areas. There are
several different programs used to teach ESL Bilingual education programs that provide
academic instruction in the student’s native language while also providing English
instruction to develop their fluency in English. Then there is English as a second
Language ESL this program is usually chosen when there are fewer than twenty students
of the same native background. ESL is the most commonly used program to teach
English. The ESL program has been the most accepted by educators. These ESL students
are usually taken to a separate classroom and given specific instruction by a specifically
trained teacher. Then next program is Immersion also know as submersion. It has been
proven that when a student is immersed in an English language rich, mainstream
classroom with their fluent-English speaking classmates they learn with relative ease.
This is usually done in elementary because the younger students seem to acquire new
languages and words with more ease than the older students. It has been shown the earlier
we begin teaching another language the more fluent the student is able to become. In
response to the immersion program sheltered immersion was created, these are simplified
English only classrooms to make it more accessible and understandable to the English
Language Learners, yet these students have limited contact with their English speaking
classmates. I think the ESL program works the best because the students get a chance to
be in a classroom with other students like them selves who may be struggling with the
language therefore they will feel more of a since of belonging. When they ask for help
they will feel more comfortable because others in the classroom as faced the same
difficulties. ESL students have the double task of learning a new language along with,
new ways acting, thinking and behaving that may correspond to the social norms of the
American ways.
A student must have specific qualifications to be considered for an ESL class. The
primary criterion for determining placement in ESL is an English Language Proficiency
(ELP, or ELLs) Assessment. Students are given this assessment when they enter a public
school. If for any reason they do not pass the ELP or the Ells test, they are placed in an
ESL program. Each year a student in an ESL program will be tested to see if they will
need ESL for the following year. They can also base a decision on academic
performance, teacher’s opinions and observations. The ELLs is a tiered test at 5 grade
levels and it gives more information on the student’s academic language skills. This test
is sometimes used to determine a student’s exit readiness. If you are working with an
English language learning student and they are not presently in an ESL program you
should contact the ESL teacher on campus as soon as possible with your findings. The

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student may have been in a program in an earlier grade and exited too soon, or they may
be new to the country.
The instructional requirements for the benefit of ESL students can be an added help
when working with English language learners. Some of the ELL students will understand
more than they say their listening and reading skills are usually more advanced than their
productive skills such as writing and speaking. Sometimes they may understand what
they hear but yet not able to respond in a way that they felt certain or correct in their
action. As an example if you ask him/her a question and they do not answer out loud,
look for other ways of checking their skills, such as how are they doing their work, is the
completed project what was expected. Where they able to follow complete or partial
instructions, and what is lacking if anything, a portfolio can be a big help in this area.
Understanding academic language and following the instruction to complete a project is
usually harder than just having a conversation. Second language learners often develop
basic interpersonal communication skills before they develop academic or cognitive
language proficiency. (Page 17, Para 4,) even if students seem to be very confident and
competent in their conversations with other students supporting them with their academic
work is important until you have observed or tested their performance ability in a
particular area. Another instructional requirement for ESL is to show or model what work
you would like complete, and what it would look like. ESL students need visual or non
verbal cues to help them to better understand the words and concepts in a lesson. Use
visuals as often as possible to give them a clear perspective. Also we should focus on
reading comprehension not just the pronunciation of the words when reading text aloud.
Using decoding by associating a sound with a particular symbol or letter, this is a
mechanical skill that English language learners students may develop reading fluency
quicker. The comprehension of understanding the letters in the written word is a skill
that needs to be developed by the English language learners.

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REFERENCES
Ryan, K., Cooper, James M., & Tauer, S. (2008) Teaching for student learning:
Becoming a master teacher. New York, NY: Houghton Mifflin. ISBN 13:
978-0-618-43400-8
http://www.aaps.k12.mi.us/huron.international/esl_course_description
http://www.brownsboro.k12.tx.us/index.aspx?NID=167
http://hunt.bsdvt.org/~lwalsleben/quest/kq/qualifyESL.htm