ESOL students receive daily English language instruction from an ESOL teacher. The amount of daily ESOL instruction varies according to the level of English language proficiency with those at the lowest level of English proficiency receiving the most intensive instruction. Beginning and low intermediate ESOL students receive two ESOL classes daily. Advanced students receive one ESOL class daily. The ESOL student population in each level is multi-grade and heterogeneous. ESOL classes provide structured instruction in the acquisition of the English language with specific emphasis on the listening, speaking, reading and writing skills that are prerequisite for success in a rigorous, academic environment.
The goal of ESOL instruction is the development of language proficiency through speaking, listening, reading and writing English. Students develop competency in English, orally practicing correct English grammar as they express social and academic needs and in logically organizing and clearly expressing their ideas in written English. Students explore an understanding of the human experience from a multicultural perspective as they develop reading and writing skills. Students read developmentally appropriate texts representing the genres of narration, poetry, drama and exposition. As students become more fluent with spoken and written English, they increase their familiarity with academic vocabulary and they learn to analyze text and develop critical reading and thinking skills. The development of these language skills and processes also help students prepare for local, state and national assessments.
ESOL students need to be scheduled appropriately in order to provide them the opportunity to acquire the language necessary for their success in school.
Level I students are scheduled into two 45-minute classes per day, five days a week, or its equivalent amount of time per day, for ESOL instruction. In schools where the Academic Language Class is being piloted, level one students should additionally be scheduled into that course one 45-minute period per day. ESOL I students should be scheduled into appropriate math and other content classes as well as the appropriate elective subjects such as art, physical education, music and technology.
Level II students are likewise scheduled into oneo 45-minute class per day, five days a week or its equivalent amount of time per day, for ESOL instruction. Level II students should be scheduled into daily reading classes taught by the school reading instructors. Instruction in reading in the regular environment will enhance language learning in English, as well as develop students’ readiness to take rigorous assessments. ESOL II students should be scheduled into appropriate math and other content classes as well as art, physical education, music and other electives.
Level III students are scheduled into one 45-minute class per day, five days a week or its equivalent amount of time per day for ESOL instruction. In addition, Level III students should be scheduled into daily reading classes taught by the school reading instructors, or they should be placed in regular English classes where reading is a focus of instruction. Instruction in reading in the regular environment will enhance language learning in English, as well as develop students’ readiness to take rigorous assessments. ESOL III students should be scheduled into appropriate math and other content classes as well as art, physical education, music and other electives.
The middle school ESOL curriculum is in the process of being revised based on the MCPS ESOL Framework. This framework has been developed according to the MSDE English Language Proficiency Standards and is aligned with the English Language Arts Voluntary State Curriculum. The ESOL III curriculum is currently in development. Then, back mapping, ESOL II and ESOL I will be revised. Unlike the English /Language Arts Curriculum however, the ESOL curriculum is based on levels of language proficiency rather than grade level. The most current research on second language learning and acquisition identifies some general principles that are the pillars of this curriculum.
Language is functional and it is best acquired through meaningful use and interaction.
Language learning is culture-based, and therefore it follows that the teaching of culture must include the values, norms, and beliefs appropriate to the language.
Language learning is an on-going process. It is affected by the background of each student and progresses at varying rates.
Language processes (listening, speaking, reading, and writing) develop interdependently. Students need learning environments that provide opportunities to practice and develop these skills.
Each ESOL middle school curriculum is presented in four units, each of which covers nine weeks of study and was scaffolded to contribute to the overarching goals of the curriculum. The curriculum is rigorously designed to challenge students to think critically as they acquire and process the language of American English. In addition to the activities constructed to develop language and critical literacy, the curriculum is designed to teach and reinforce the acquisition of all four-language skills: listening, speaking, reading and writing. The incorporation of both literary and expository text provides for extended language development with authentic materials. Teachers explicitly and systematically teach vocabulary and ensure its development as an integral part of the ESOL program. The Language Focus activities are designed to provide ample opportunities to develop and practice language structures in conjunction with the content. Teachers are expected to provide independent reading guidance to students for supplementary reading practice.
Tools have been developed to guide instruction in ESOL 1 And ESOL 2. These charts and resources, called Strategic Monitoring Tools, align the MSDE English Proficiency Standards with the ESOL language targets of these two curricula. The charts show each Common Task, the required language targets for each task, and the aligned English Proficiency Standards. In addition, the charts provide resources to guide instruction in specific areas such as, persuasive language; a framework for teaching vocabulary explicitly; a list of appropriate academic vocabulary; and scaffolding, composing, revising, and editing resources for paragraph writing. Using these monitoring tools can support teachers not only in the appropriate teaching of ESOL but also in preparing students for success on the Maryland School Assessment and other formative and summative assessments.
The Voluntary State Curriculum for English for Speaker of Other Languages (ESOL) as well as the Voluntary State Curriculum for English Language Arts guided the design of the new level 3 curriculum. Each session, assessment, and resource is part of the plan to teach English language development while preparing students for success on the Maryland School Assessment. ESOL 3 and its assessments serve as a system of monitoring both language acquisition and for purposes of preparing students for the Maryland State Assessment.
ESOL Level 1 - Beginners
- All About Me
- The World Around Me
- Welcome to America
- Reflections
ESOL Level 2 - Intermediate
- Hopes and Dreams
- Community
- Discoveries
- Changes and Challenges
ESOL Level 3 - Advanced
- Analyzing Narration and Writing
- Text Structure and Poetry
- The Novel as a Literary Form
- Research
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