ENGLISH AS A SECOND LANGUAGE DEPARTMENT
STATEMENT OF PHILOSOPHY
The English as a Second Language Department offers a curriculum structured to meet the needs of those international students with limited English proficiency. Current linguistic, psychological and educational research offers insight into the process of learning additional languages and the pedagogy that supports second language learning. Language learning takes place in the community and in classrooms. In the school setting several general principles underlie successful language teaching and learning for all students. The Michigan standards for English Language
Proficiency provides an understanding of these principles of language acquisition:
- Language is functional.
Developing accurate and fluent, listening, speaking, reading and writing skills in
English is essential for students to function
proficiently in social situations as well as learn challenging academic content throughout the curriculum.
- Language processes develop interdependently.
The acquisition of language skills (listening, speaking, reading, and writing) occurs simultaneously and interdependently as learners use English effectively in a variety of social and academic settings. This means that English Language Learners (ELLs) need to actively participate in an ESL curriculum that provides learning opportunities that are purposefully designed for the acquisition of English skills.
- Language acquisition occurs through meaningful use and interaction.
English Language Learners (ELLs) must have multiple authentic opportunities to use language, to interact with others as they study meaningful and intellectually challenging content, and to receive feedback on their language use. Qualified teachers in the area of second language acquisition accelerate the process of language learning. English Language Learners (ELLs) need high quality ESL/bilingual instructional programs that are coherent and purposeful, with instruction provided by teachers professionally prepared to teach English to speakers of other languages as well as other subject area content.
- Language acquisition is a long-term process.
Language acquisition occurs over time with learners moving through developmental stages and gradually growing in proficiency. Individual learners, however, move through these stages at variable rates. Rates of acquisition are influenced by multiple factors including an individual’s background, first language background, learning style, cognitive style, motivation, and personality. In addition, socio-cultural factors such as the influence of the English or native language community in the learner’s life may play a role in acquisition. In many instances, learners learn conversation skills related to social language more quickly than they acquire academic skills. Education programs must recognize the length of time it takes to acquire the English language skills necessary for success in school. Language learning is cultural learning. To learn a new language is to learn a new culture. Patterns of language usage vary across cultures and reflect differences in values, norms, and beliefs about social roles and relationships in each culture. General education in U.S. schools often reflects a culture different from that of the ELL. Within a well-designed ESL/bilingual instructional program, ELLs learn to understand cultural differences and expectations for successful participation in the school. For ELLs from diverse cultural backgrounds, the goal is to attain the same high standards as native English-speaking students.
- Native language proficiency contributes to second language acquisition
Literacy in the native language correlates positively with literacy in the second language. The level of a student’s native language proficiency varies. Some ELLs come to the task of learning English and content through English already literate in their native language. Native language literacy can assist these ELLs to construct meaning from academic materials and experiences in classrooms where English is the medium of instruction. However, other ELLs may have had interrupted
schooling or limited literacy development in the native language. These students need instruction focused on sustained literacy development to fully participate in school.
DEPARTMENT OBJECTIVES
• Develop the reading, speaking, writing and listening skills that allow students to function competently in the United States.
• Support and help students adjust to everyday life at the Interlochen Arts Academy.
• Broaden the students’ cultural knowledge through interaction with ideas from a variety of countries including the United States.
• Develop the technological skills that prepare students for the 21st century.
ESL Basic (ESL I)
Target Students: Beginning ESL students
Pre-Requisite if needed: ESL Placement Exam, Interlochen Faculty Placement
Number of times course can be taken: Multiple by instructor permission
Seating prioritiy: none
Credit per semester: 2.0
Meeting Time: daily, plus weekly tutorial
Description:
This course introduces students to basic structures and vocabulary of the English language through the skills of reading, writing, speaking, and listening. Students learn strategies in order to advance their reading, listening, and pronunciation skills. They expand oral comprehensibility and write complete sentences, a standard paragraph, and short content-based essays. They utilize level-appropriate conventions of grammar and punctuation with a minimum of errors.
Objectives:
• To learn to write clear sentences and paragraphs.
• To improve pronunciation skills.
• To develop strategies to improve reading skills.
• To expand listening and speaking skills for academic purposes.
Student Performance:
• Role-plays
• Presentations to the class
• Reading literature and expository texts
• Paired and whole-class discussions
Assessment:
• Quizzes and tests (oral and written)
• Projects and presentations
• Group activities
• Daily assignments
Text/Materials Needed:
• Discovering Fiction: A Reader of North American Short Stories
• Focus on Grammar 2: An Integrated Skills Approach
• Topics from A to Z: Book 2
• Vocabulary Power 1: Practicing Essential Words
ESL Independent (ESL II)
Target Students: Intermediate level ESL Students
Pre-Requisite if needed: ESL Basic/ESL Placement Exam
Number of times course can be taken: multiple by instructor recommendation
Credit per semester: 1.0
Meeting Time: daily, plus weekly tutorial
Description:
This course is an extension of the skills learned previously as a Basic User. It focuses on syntax, continued vocabulary development, reading, listening comprehension, speaking and pronunciation skills, and writing multiple-paragraph compositions that demonstrate organization of ideas, use of a thesis statement, and supportive elements. Intensive grammar instruction that supports academic writing skills is emphasized. This course contributes to skills needed in mainstream classes and universities.
Objectives:
• To learn to write a five-paragraph essay.
• To improve and correct pronunciation skills.
• To strengthen reading skills.
• To expand listening skills for academic purposes and the TOEFL test.
Student Performance:
• Role-playing
• Presentations
• Reading literature and expository texts
• Recording readings and original poetry and/or drama
Assessment:
• One-on-one speaking assessment
• Tests
• Presentations
• Group work and assessment and drama or poetry performances
Text/Materials Needed:
Grammar textbook
Unabridged short stories from British and American literature
Handouts on a variety of contemporary topics
ESL Proficient (ESL 3)
Target students by: English language learners who are advance but require more English support than they would receive in a mainstream course.
Pre-requisite, if needed: ESL Basic, Independent or Placement Exam
Number of times course can be taken: multiple by instructor recommendation
Seating priority: International Students
Credit per semester: 0.5
Meeting time: daily, plus weekly tutorial
Description:
In this course, advanced English language learners discover how to use and extend their vocabulary, grammar, and communication skills more consciously and effectively for academic purposes. This course is similar to a mainstream English course in that students analyze classic literature and write multi-draft essays of various forms. Students participate in whole-class and small-group academic discussions.
Objectives
• To make purposeful choices regarding English grammatical structures and vocabulary.
• To read and analyze classic novels.
• To write academic essays that skillfully analyze, compare/contrast, or explain literature, articles, etc.
• To increase academic/nonacademic verbal communication skills.
Student Performance:
• Analytical essays
• Daily Journal writing and short writing assignments
• Verbally expressing/supporting/refuting/qualifying of opinions during small or large group discussions
• Written and oral communicative grammar activities and assignments
Assessment:
• Demonstration of authentic, natural use of advanced English grammatical structures
• Demonstration of careful analysis of texts/themes through essays, tests, quizzes, and projects
• Demonstration of comprehension of extended reading and lectures
• Skillful communication in academic/nonacademic English
Text/materials needed:
Hinton, The Outsiders
Lee, To Kill a Mockingbird
Orwell, Animal Farm
Steinbeck, Of Mice and Men
Maurer, Focus on Grammar 5: An Integrated Skills Approach
Schmitt & Schmitt, Focus on Vocabulary: Mastering the Academic Word List
.
ESL American Perspectives
Target Students: ESL Basic Students (ESL I)
Number of times course can be taken: 1
Seating Priority: ESL Basic Students (Level I)
Credit per semester: .50
Meeting Time: daily, plus weekly tutorial
Description:
This course is an overview of the state of Michigan and early American history, including Native Americans; American cultural traditions, such as holidays and American family traditions; etiquette and classroom behavior; and character traits, such as honesty and punctuality that are expected of students studying in the United States. In addition, the course considers individualism as an American value, regions of the United States, and the cultures and dialects of those regions.
Objectives:
• To learn about the state where they are residing while studying at Interlochen
• To understand the formation of the American system of government
• To understand the importance of cultural traditions. This understanding will aid in an adjustment to living in the United States.
Student Performance:
• Writing Assignments
• Student Presentations on issues related to the topics
• Reading literature and expository texts
• Group projects incorporating discussion of topics
Assessment:
• One-on-one speaking assessment
• Tests
• Presentations
• Group work and assessment and drama or poetry performances
Text/materials needed:
TBD
ESL Science (Second Semester Only)
Target Students: ESL Basic Students (Level I)
Number of times course can be taken: 1
Seating Priority: ESL Basic Students (Level I)
Credit per semester: .50
Meeting Time: daily, plus weekly tutorial
Description:
This course is designed to give students an introduction to science and math vocabulary. The topics covered in the textbook include an introduction to the scientific disciplines, the scientific method, and an overview of each discipline. The lessons emphasize vocabulary used in each discipline. The class conducts experiments in each section. A workbook supplies vocabulary exercises and practice. The course also includes vocabulary used in mathematics, including general math, algebra, and geometry.
Objectives:
• To learn general scientific vocabulary
• To synthesize previous knowledge and express it in a second language
• To understand and practice the language of science and math.
Student Performance:
• Writing Assignments
• Workbook exercises
• Short experiments
• Group discussions of topics
Assessment:
• Vocabulary quizzes
• Tests on each chapter
• Presentations
• Group work on experiments
Textbooks:
Longman Science
Nadji and Rideout, Transcendental Reading
ESL Modern World History
Target students: Independent students
Pre-requisite: ESL Basic or concurrent placement in ESL Proficient
Number of times course can be taken: 1
Seating priority: None
Credit per semester: 0.5 credit per semester (2 semesters)
Meeting time: daily, plus evening tutorial
Description:
Students explore the development of the modern world by studying the political, military, economic, social-cultural, and technological changes that took place in the 20th century. Emphasis is placed on discussing important events and developments in each region of the world throughout the century.
Objectives:
• To understand how technology and innovations influenced economic development, military conflicts, and global interdependence.
• To understand how acts of aggression caused conflict and conflict resolution.
• To understand how political and social reforms, conflicts, and ideologies redefined cultures and politics throughout the world.
• To understand English academic language relating specifically to history and to produce it in writing and speaking.
• To understand and use strategies that increase English reading and listening comprehension.
Student Performance:
• Participation in class discussions, formal debates, presentations, group projects and simulations
• Careful reading, listening, and writing in English
Assessment:
• Papers, classroom presentations, research projects, participation in various intensive simulations
• Constructive questions and comments in class
• Formal exams, essays, and evidence of reading.
Text/materials needed:
Holt World History: Human Legacy – Modern Era
ESL Government
Target students: ESL Proficient students
Pre-requisite: ESL Independent or concurrent placement in ESL Proficient
Number of times course can be taken: 1
Seating priority: None
Credit per semester: 0.5
Meeting time: daily, plus weekly tutorial
Description:
This course surveys the American government, investigating politics and the process of elections and governing in America. Looking at the Constitution, students examine the principles of American Democracy, including the Bill of Rights, Federalism, Checks and Balances, Separation of Powers, and Judicial Review. The branches of government are considered in depth. In the second semester, students also look at US foreign policy on various global issues, comparative governmental systems, and economics.
Objectives:
• To analyze the historical development of the American governmental system, the US Constitution, and the philosophy behind it.
• To explain the political process and powers of the three branches of government.
• To evaluate US foreign policy through study of various global problems and understand how the economic system functions in the US.
• To understand English academic language relating specifically to history and to produce it in writing and speaking.
• To understand and use strategies that increase English reading and listening comprehension.
Student Performance:
• Participation in class discussions, formal debates, presentations, group projects and simulations
• Careful reading and writing
Assessment:
• Papers, classroom presentations, research projects
• Participation in various intensive simulations, constructive questions and comments in class
• Formal exams, essays, and evidence of reading
Text/materials needed:
TBD
