provide students with the skills needed for language acquisition using the latest technology, relevant print and video
materials, and face-to-face instruction and practice.
Instructional materials are regularly evaluated and supplemented to meet needs, interests, and student objectives. Every
effort is made to provide materials that integrate language acquisition with basic skill instruction.
Another characteristic element of the ESOL program is the personalized approach and unique relationships established
between students from multi-cultural backgrounds and languages and the instructors. Group activities that stress verbal
communication skills are interspersed with individual plans of instruction for each student based on needs and goals.
Goals and objectives for ESOL are:
To identify the student’s initial level of language proficiency through the CASAS evaluation.
To diagnose basic language skill needs in reading, writing, speaking, and listening comprehension.
To provide guided practice in speaking and listening activities.
To provide opportunities to utilize ESOL computer programs designed for language acquisition.
To provide educational and social experiences through field trips and in-class activities.
To incorporate cultural awareness and citizenship in class interaction and activities.
To help each student develop a career plan.
Completion time is a variable dependent upon the student’s academic and language proficiency level at time of entry and
personal goal objectives.
Learning materials may consist of print materials, computer assisted instruction, and video and audio series.
Progress is monitored, and the CASAS is used for determining performance gains. Each student who achieves the
highest level of the CASAS will be automatically moved to the advanced level program (ESLA) and follow a prescribed
curriculum for completion of the program.
Instructional Materials
The ESOL classroom is equipped with a wide variety of multi-media materials to meet diverse academic levels, interests,
and learning styles of students. These include textbooks, workbooks, programmed written materials, videos, computer
software, and Internet access. Students are requested to refrain from writing in instructional materials and books.
Provisions for Meeting Individual Needs of Students
Although many group activities are emphasized to encourage oral language usage, an individualized plan of instruction is
prescribed for all students that address individual needs in reading, speaking, writing and grammar.
Student Progress Data
Students are given immediate feedback in group activities. Direct instruction is followed by guided practice.
CASAS is used to measure growth. At intervals throughout the year, the student will retest on the reading and listening
components of the CASAS. This tes
t is designed to measure language gains and level movement.
COMPONENTS OF STUDENT PERFORMANCE STANDARDS
1. LANGUAGE ACQUISITION: This is the primary focus of the ESOL program.
2. BASIC ACADEMIC SKILLS RELATED TO LANGUAGE ACQUISITION: Grammar, sentence structure, reading and
writing skills are taught at the appropriate levels.
3. WORKFORCE READINESS SKILLS: These skills are incorporated within the overall ESOL program.
4. CULTURAL AWARENESS AND CITIZENSHIP: American culture is incorporated within the overall ESOL program. A
Citizenship Unit designed to give a basic understanding of American history and government is taught to all students.
5. BASIC COMPUTER LITERACY: Introductory lessons are provided for the computer competency necessary to
navigate ESOL programs.
English for Speakers of Other Languages - ESOL