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American School of Warsaw

American School of Warsaw. ELL Presentation By Mary Niesluchowska , ELL teacher mniesluchowska@aswarsaw.org. A mouse saved her young from an angry cat by barking 'bow wow'. After the cat ran away, the mouse said to her offspring, “ See, children, it pays to know a second language. ”.

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American School of Warsaw

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  1. American School of Warsaw ELL Presentation By Mary Niesluchowska, ELL teacher mniesluchowska@aswarsaw.org

  2. A mouse saved her young from an angry cat by barking 'bow wow'. After the cat ran away, the mouse said to her offspring, “See, children, it pays to know a second language.”

  3. English Language LearnersParent Orientation • Program Objectives • Teachers – Introduction • How do you learn language? • The Inclusion program • How can you help your child? • Question and Answer time

  4. Objectives There are three main objectives of the ELL program: • to make sure that all students become proficient in English and achieve academic success • to provide support for classroom teachers of ELL students • to promote bilingualism and cultural understanding

  5. About the Teachers Mary Niesluchowska • Over 25 years teaching ELL at ASW • Experience in elementary, middle and high school • Speaks English and Polish

  6. TanjaKusanovic • Over 20 years teaching at ASW • Experienced classroom teacher • Speaks English, Croatian, Polish, German, Italian

  7. Sarah Kemme • Over 20 years teaching experience • Speaks Spanish and Portuguese

  8. Lynn Hammond Over 25 years teaching experience in Turkey, Canada, Japan and China.

  9. How do you learn language? Two kinds of language proficiency: Social language • Children can become fluent in social language in one to two years. Academic language • academic fluency takes five to seven or more years. Children learn second language at different rates.

  10. Silent Period • The process of learning a new language is the same as the process we go through when we acquire our first language. English learners typically start with a pre-production, or silent period. Students begin to understand English, but do not yet try to speak it.

  11. Language Acquisition How long does it take to learn English? • Language Background How similar is the home language to English?

  12. Language Acquisition • Home language proficiency • Natural ability to learn languages • Exposure to English • Motivation to learn Everyone is Different!

  13. What does ELL support look like? • INCLUSION – ELL teachers go INTO theregular classroom to work with the ELL students.

  14. Why Inclusion? • Motivation increases when students are engaged in meaningful learning. • They become self confident and responsible for their learning.

  15. In the classroom, communication with fluent and native English speakers allows the authentic use of language and exposure to more complex vocabulary and structure.

  16. Students become full classroom participants. • Students see the connection between English instruction and academic content.

  17. Research shows that students who remain in the classroom and get English support THERE, learn the language faster and at higher levels.

  18. Pullout In grades 3-5, students who are new to English or are beginners will have pullout English support in addition to support in the classroom.

  19. Students who test well and with the agreement of the classroom teacher, will be able to take native language classes or French AND continue to get ELL support in the classroom.

  20. Native Language Literacy in your native language is one of the most important factors for literacy in a second language.

  21. A strong foundation in the first language is linked to successful learning of a second language as well as academic achievement.

  22. Multilingualism poses no special risks for children. Acquiring three or more languages is not significantly different from acquiring one or two languages. Knowing two languages makes it easier to learn a third.

  23. Language mixing is common and short-lived. • Language mixing is a normal phase of bilingual development. It is NOT an indication of language confusion.

  24. Make sure your child continues to develop his/her native language. • Talk to your child in your home language. But speaking is not enough. • Reading and writing in your home language are just as important too. Try to make sure your child takes native language lessons at school or after school.

  25. How can you help your child? • READ! • Read to your child and discuss the books he/she reads. • Continue with native language lessons. • Invite English-speaking friends home to play. • Watch quality films in English. • Limit computer/TV time where there is no language being developed. • Find books in your native language that explain the same subjects your child is learning in English. • READ!

  26. Content in your native language • Books • Internet

  27. Recommended Reading • The Bilingual Edge by Kendall King and Alison Mackay Why, when and how to teach your child a second language PAR 404 KIN • ELL @ ASW website http://www.weebly.com/weebly/main.php (see link on ES teacher webpages)

  28. Read Research shows that reading to your child 10-15 minutes a day is the single most important activity for learning language.

  29. READ!

  30. READ!

  31. READ!

  32. READ!

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