D018_Task 3_EL Program Proposal_Karvo_Ian (1)

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Western Governors University *

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DO 18

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Linguistics

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Apr 3, 2024

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docx

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1 DO18: Leading Inclusive Schools Task 3: EL Program Proposal Dr. Bryant Robinson Ian Karvo Feb 14, 2024
2 A1: Justification of Need for EL Program West Oak Cove School is a high school composed of grades 9-12 with a total student population of 1,256. The English Language (EL) student population is as follows: Spanish: 25%, Portuguese: 15%, Arabic: 12%, and Mandarin: 8%. A student is considered EL if they are “in the process of acquiring English and have a first language other than or in addition to English” (Zacarian, 2012). According to federal guidelines under the Office of Civil Rights, schools must “have procedures in place for identifying their English learners and complete these procedures within a specific amount of time so that they may notify parents of students that have been identified as English learners” (Zacarian, 2012). For West Oak Cove School to properly service our EL students and implement programs and accommodations for them, we must first identify them as such. Title III of the No Child Left Behind Act (2001) provides the definition of the language instruction that English Learners must receive in instructional programs, which includes “developing and attaining English proficiency” (Zacarian, 2012) and “instructional use of both English and a child’s native language to enable the child to develop and attain English proficiency” (Zacarian, 2012). What this requires is that the school provide instruction in English while also maintaining rigor in the state educational standards. The Supreme Court of the United States has also weighed in by issuing rulings in favor of EL students. Lau v. Nichols (1974) is one such example, where the court ruled that “school districts must take the steps needed to provide ELs with an instructional program in which they can be given equal access to an education” (Zacarian, 2012). Equal access to education, along with equity in education, are foundations with which we justify the need for an EL program at West Oak Cove School. A2: Description of EL Program The proposed EL program for West Oak Cove School would be based upon Dual Language Education programs. Dual Language Education “are for students to develop high levels of oral and written proficiency in English and a partner language, academic content knowledge, and cross-cultural
3 competence” (Sugarman, 2018). The specific Dual Language methodology would be Two-way immersion (or dual immersion), which “include a roughly balanced mix of students who enter kindergarten primarily speaking the partner language and students who enter speaking mainly English” (Sugarman, 2018). Since students at West Oak Cove School are secondary students, we must assume the EL students entered school at kindergarten age using their native language and non-EL students did the same with English language as their primary speaking method. The method to implement this would be the use of a Dual Block ELA class, where Reading and English teachers have an extended period to focus on student achievement. The classes would either be a Classroom ESL, where all students are designated EL and taught by an EL teacher or Co-teaching where a specialist and general education teacher would be present and both EL and non-EL students would be enrolled. Students would be placed in either class based upon the enrollment numbers of the EL designation; for example, at West Oak Cove School, Portuguese, Arabic, and Mandarin students may be better served in the Classroom EL model while the Hispanic students would be better served in a two-way immersion program with a 50/50 mix of native and non-native speaking students. The rationale being the higher number of Hispanic students will be able to assist with one another and are more likely familiar with English than the smaller percentage EL students of the other 3 languages would. The classes would be structured to focus on language proficiency, language integration, and language acquisition. As students’ progress through grades 9-12, they would be enrolled in the appropriate age and grade level course which would continue to build upon the previous year. A student is deemed eligible based upon the overall ACCESS for ELLs WIDA score. This test is broken down into four language domains: Listening, Speaking, Reading, and Writing. Each domain is given a score placing the student at one of the following levels: Level 1 (Entering), Level 2 (Emerging), Level 3 (Developing), Level 4 (Expanding), Level 5 (Bridging), and Level 6 (Reaching) (WIDA, 2023). Students would be placed in the appropriate class based upon this score. The student’s level will help the teacher develop curriculum
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