English as an Additional
Language (EAL) Handbook
2016-2017
The EAL Team:
Katie Pollet, Claire Greene, and Ruth Druart
2016- 2017 RSHM Goal
“Unity Through Diversity”
Reviewed June 2016
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Page of Contents
Introduction ....................................................................................................................................... 2
Why are we called the “English as an Additional Language” department? ........................................................... 2
Who is on the EAL team?.................................................................................................................................................. 2
What are the types of services EALs receive at Marymount? .................................................................................... 3
What are the procedures determining whether or not students will receive EAL services?............................... 3
How is it determined when EAL services are discontinued for a student? ......................................................... 3-4
What EAL-specific assessments are used to determine proficiency levels and monitor student progress? ... 4
When and how often are our ELLs assessed? .............................................................................................................. 4
What do the student proficiency levels according to LAS Links descriptors mean? ........................................ 4-5
How long does it normally take an ELL to achieve language competence? ........................................................ 5
Are there testing modifications made for ELLs? ......................................................................................................... 5
How does the EAL department communicate with parents and teachers? ........................................................... 5
EAL Terminology/Glossary .......................................................................................................... 6-8
Introduction
In the spirit of Marymount’s mission that “All May Have Life,” the English as an Additional Language
(EAL) department is instrumental in welcoming and supporting children from a wide variety of
linguistic and cultural backgrounds to our school. We aim to support our language learners in the
most inclusive way possible so that all students have access to the curriculum and school life.
We provide our students with language instruction and content support in EAL and mainstream
classes. Alongside classroom teachers, we promote authentic and meaningful language
experiences. EAL and mainstream teachers work together to ensure that students can develop the
language and understand the content of the classroom as well as participate in the classroom
activities. The EAL department determines appropriate learning environments for our students so
that they make continuous academic and social progress, and experience success and autonomy
while developing English language proficiency.
The diversity at Marymount is an asset for teaching and learning. We value the multilingual and
multicultural nature of our students, and we draw on their background knowledge across the
curriculum. We encourage first language* maintenance at home in all four modalities. Research
indicates that skills and development in a child’s first language are transferable and useful to them
when learning an additional language. Maintaining native language and culture enhances
cognitive development as well as language acquisition.
*Words defined in the glossary are shown in bold print the first time they appear. Words may be
defined in the text as well.
Why are we called the ‘English as an Additional Language’ (EAL)
department?
At Marymount, we have a linguistically diverse community. For some of our ELLs*, English may be
a third or even fourth language. ‘English as an Additional Language’ reflects the additive nature of
learning another language, and honors the fact that many of our students speak multiple
languages. ‘EAL’ also reflects the fact that our school community’s working language is English
and that our language instruction is not just in grammar and vocabulary but more fully
encompasses children’s experiences and learning through content, in many subject and extracurricular areas.
Who is on the EAL team?
Katie Pollet works with EAL students in both Middle and Elementary School, and is the EAL
Coordinator for grades 1-8. Ms. Pollet was born in New York City and has her Bachelor’s Degree
in the History of Art from the University of Michigan, Ann Arbor. She has her Masters in Education
in TESOL (Teaching English to Speakers of Other Languages, K-12) from Hunter College in New
York City, and has taught EAL for eight years to students of all ages in New Mexico, New York City,
and Paris. Contact: [email protected]
Claire Greene works with EAL students in the Elementary School. Ms. Greene joined Marymount
Paris in 1992. Born and educated in Kingston Upon Thames in the UK, she then went on to study
at the University of Kent where she obtained her BA Honors Degree in French and Film Studies.
She later returned to Kent to study English language teaching and now has 25 years of teaching
experience in France and in the UK. Contact: [email protected]
Ruth Druart completed her first degree in psychology at Leicester University, and after teacher
training, started her teaching career in Brussels, where she taught English and Science at G.C.S.E.
level. She has been at Marymount for ten years now, and has predominantly been teaching fifth
grade, though she has delved into third and sixth grade as well. She recently completed her
Masters Degree in International Education at Bath University, her field of expertise being Third
Culture Kids and their sense of belonging. Contact: [email protected]
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What are the types of services ELLs receive at Marymount?
Inclusion: Inclusive education means that all students (including our ELLs) learn in ageappropriate, mainstream classrooms and are supported to learn, participate, and contribute in the
classroom as well as in all aspects of school life. Developing and designing lessons and activities
so that all students can learn together is essential. While students learn side-by-side, working on
individual goals and looking at individual strengths, gifts, and expectations is also essential to the
inclusion model. At Marymount, we strive to provide our students with as ‘inclusive’ an education
as possible, and the EAL department is instrumental is supporting this model.
Push-in: Depending on scheduling and student needs, EAL teachers may provide services in the
mainstream classroom. This might involve co-teaching, teaching a mini-lesson, providing the
classroom teacher with EAL strategies for the particular lesson, and/or helping students with their
independent work in small groups or on an individual basis.
Pull-out: Pull-out means that students are pulled from a large-group class and are serviced in a
smaller group or on an individual basis. During pull out sessions, a program is delivered to
students based on their needs. The program focuses on developing students’ four modalities and
may support the work happening in the mainstream classroom and/or focus more on a program
tailored to individual students’ language development.
EAL Parallel program: An EAL parallel program is a program in which EAL students study English in
classes parallel to the mainstream English classes. In the event that the students’ needs would
necessitate a parallel program, a parallel English program could be offered to students by grade
level in grades six, seven and eight. Just like in the mainstream English class, students in the
parallel program are taught a grade-level appropriate curriculum and are assessed with formative
and summative assessments. To support the students in their learning, the teacher uses EAL
strategies that aid and promote language acquisition so that students of varying language
proficiencies can access the content material and develop their language skills simultaneously.
This program is an example of the Sheltered Immersion Model.
What are the procedures determining whether or not students will receive
EAL services?
On a child’s application to Marymount, there is a section the family fills in where the child’s
mother tongue is indicated, language(s) spoken at home are indicated, and English proficiency
levels in the four modalities are indicated. There is also a section to indicate whether or not the
child has previously received EAL support. The admissions office reviews these applications and
then is in contact with the EAL department through the EAL Coordinator so that the department is
made aware of the student population.
The EAL department will monitor students based on the information provided on the application
form and will determine if testing, and eventually services, are needed. The first assessment is the
LAS Links ‘Placement Test,’ which helps to determine the broad language proficiency level and the
amount/type of services needed. Therefore, based on the information provided in the application,
a placement test, file and student records review, classroom teacher commentary about how the
student performs in class, EAL teacher’s observations, and sometimes interviews, the EAL
department makes decisions about services for each student.
How is it determined when EAL services are discontinued for a student?
Direct services: Direct services refer to when ELLs have regular contact with and support from an
EAL teacher. Discontinuing direct services is determined on an individual basis, when it is clear
that the student is able to work independently in the mainstream classroom. Together, EAL and
mainstream classroom teachers will make the decision to discontinue direct services based on: a
students mainstream classroom performance, LAS Links test scores, TC running records, MAP
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tests results, conversations with students and parents when appropriate, and ‘socio-cultural’
adjustment to school life.
Indirect/monitor services: Indirect services refer to when ELLs do not have regular contact with
an EAL teacher, but are ‘monitored’ especially during transitional phases by both classroom and
EAL teachers.
What EAL-specific assessments are used to determine proficiency levels and
monitor student progress?
Brief description of LAS Links: The United States and countries across the globe use LAS Links, an
English language proficiency test that connects language to learning. LAS Links is an
internationally well known, valid, and reliable English language proficiency assessment. LAS Links
is consistently used to meet several requirements, such as identification of EAL students, exit
criteria, and for monitoring the progress of EAL students to ensure students are moving along the
stages of language acquisition. The LAS Links assessment measures speaking, listening, reading,
and writing for K–12. LAS Links provides a measurement of comprehension skills in academic and
social English across each language domain. It blends the assessment of English proficiency with
academic language knowledge, using vocabulary that is needed for success in school.
Source:
http://www.ctb.com/ctb.com/control/productFamilyViewAction?productFamilyId=454&p=produ
cts
When and how often are our ELLs assessed?
In September of each year, new students are given the brief ‘LAS Links Placement Test’ to
determine their incoming levels. The results are used to determine the type and amount of
services the student will need to receive, as well as general areas of strengths and needs.
During the course of the year, students may be given a more in-depth, detailed diagnostic
assessment called ‘LAS Links Form A,’ which is a way for EAL and classroom teachers to identify
more specific areas of strength and need within the four modalities.
Additionally, teachers may choose to administer a brief ‘Benchmark Assessment,’ which checks
student progress in a brief, general way. This may be administered, for example, if an EAL teacher
feels that a student may need to be moved from direct services to indirect services. Students may
also be given an in-depth, detailed diagnostic assessment called ‘LAS Links Form B,” which is a
mirror of Form A and may be used as an ‘exit test’ and a final marker in progress made during the
academic school year.
What do the student proficiency levels according to LAS Links descriptors
mean?
Above Proficient (Proficiency Level 5):
A level 5 student communicates effectively in English, with few if any errors, across a wide range
of grade-level appropriate language demands in the school context. The student commands a
high degree of productive and receptive control of lexical, syntactic, phonological, and discourse
features when addressing new and familiar topics.
Proficient (Proficiency Level 4):
A level 4 student communicates effectively in English across a range of grade-level appropriate
language demands in the school context, even though errors occur. The student exhibits
productive and receptive control of lexical, syntactic, phonological, and discourse features when
addressing new and familiar topics.
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Intermediate (Proficiency Level 3):
A level 3 student is developing the ability to communicate effectively in English across a range of
grade-level appropriate language demands in the school context. Errors interfere with
communication and comprehension. Repetition and negotiation are often needed. The student
exhibits a limited range of lexical, syntactic, phonological, and discourse features when addressing
new and familiar topics.
Early Intermediate (Proficiency Level 2):
A level 2 student is developing the ability to communicate in English within the school context.
Errors impede basic communication and comprehension. Lexical, syntactic, phonological, and
discourse features of English are emerging.
Beginning (Proficiency Level 1):
A Level 1 student may demonstrate little or no receptive or productive skills in English in the
school context.
How long does it normally take an English Language Learner to achieve
language competence?
Language learners develop conversational language skills at different rates. Some learners
experience a non-verbal or silent period that can last more than six months. Many EAL students,
especially young children, begin to speak fluently and with native-like pronunciation very quickly.
However, conversational skills alone are not sufficient in academic settings where a different kind
of proficiency is required. Research suggests that there are two different levels of language ability:
BICS and CALP. BICS refers to conversational fluency, i.e. interacting with peers, participating in
classroom activities, and demonstrating social confidence. However, to be able to learn effectively
in English, language learners must develop CALP. They must be able to use language in order to
reason, hypothesize, discuss abstract ideas, and cope with information presented in school texts.
Academic language is more formal, more abstract, and the vocabulary becomes more specifically
related to the topic. Research indicates that the time English language learners require to become
‘peer competitive’ in academic settings is 4-8 years.
Are there testing modifications made for ELLs?
It is within the role of the EAL teacher to modify or aid the classroom teacher in modifying
assessments, classwork, and/or homework for ELLs if need be. Modifications are made when
necessary to help students be successful in demonstrating what they know and can do.
Modifications can take several forms. One way to modify is to simplify the language of the
assignment by providing easier-to-understand synonyms. Another way might be extending testing
time so that the students are not pressured by the clock and can take time and care. Sometimes
students may test in small groups with the EAL teacher, or their work may be shortened to target
specific information or a specific skill.
How does the EAL department communicate with parents and teachers?
Between EAL teachers and Marymount staff: There are a number of ways in which the EAL
department and staff communicate. The EAL teachers have scheduled planning times with
classroom teachers so that we are in contact on an individual basis and team level with the
teachers we work with regarding a student’s progress, co-planning, etc.
Between EAL teachers and parents: In addition to meeting with parents twice per year during
conference times, EAL teachers are available to meet or be in contact with parents on an
individual basis whenever necessary. Parents receive an EAL report card at the end of each
semester, reporting on their child’s progress.
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EAL Terminology/Glossary:
Activating background knowledge: Call it schema, relevant background knowledge, prior
knowledge, or just plain experience, when students make connections to the text they are
reading, their comprehension increases. Good readers constantly try to make sense out of what
they read by seeing how it fits with what they already know. When we help students make those
connections before, during, and after they read, we are teaching them a critical comprehension
strategy that the best readers use almost unconsciously.
Affective Filter: is a "wall" a learner puts up if his/her anxiety level is high. The lower the anxiety
level, the lower the filter. ELLs must have a low affective filter in order to learn English. The more
comfortable students are in their school environment, the more ready they will be to learn.
Authentic Contexts: Providing a relevant and meaningful context for learning, which promotes
motivation and deeper understanding for students. Considering student's age-related interests,
cultural/community interests, and common experiences students share can help to create an
authentic context.
BICS (Basic Interpersonal Communication Skills): are the language skills needed for everyday
personal and social communication. Language learners must have BICS in order to interact on the
playground and in the classroom. It usually takes students from 1-3 years to completely develop
this social language. BICS are not necessarily related to academic success.
CALP (Cognitive Academic Language Proficiency): is the language associated with native
language literacy and cognitive development. These are the language skills needed to undertake
academic tasks in the mainstream classroom. It includes content-specific vocabulary. It may take
students from 5 to 7 years to develop CALP skills. CALP developed in the first language contribute
to the development of CALP in the second language.
Comprehensible Input: means that the spoken or written message is delivered at the learner’s
level of comprehension. The concepts being taught should not be simplified, but the language
used to present the concepts must be made comprehensible. Basic concepts should be presented
in a variety of ways. Learners will acquire language best when they are given the appropriate
input. The input should be easy enough that they can understand it, but just beyond their level of
competence.
Content Objectives: identify what students should know and be able to do at the end of the
lesson and leads to assessment. They are linked to engaging activities and to the learning
outcomes.
Conversational Fluency: refers to the ability to interact in foreign language conversation.
Conversational fluency only requires a command of the language sufficient enough to convey a
message, be understood, and comprehend the response, i.e. carry on a basic conversation. Errors
in grammar, syntax, or word choice may be made, and the speak may have to plan and think of
what they are saying or how to say it, but it is still considered conversant if one can do this at a
relatively fluid pace with limited pauses/breaks and the other person can comprehend with
minimal difficulty.
Culture Shock: is a normal stage in the acculturation process that all newcomers go through.
Being in a strange place and losing the power to communicate can disrupt a person’s world-view,
self-identity, and systems of thinking, acting and feeling. Students may feel frustrated, angry,
hostile, sad, lonely and homesick. Students may develop physical ailments such as stomachaches
and headaches. They may be devastated by the emotional upheaval caused by moving to a new
culture. They may exhibit behavior such as depression or sleeplessness, or become overly
aggressive or withdrawn.
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Differentiated Instruction: a framework or philosophy for effective teaching that involves
providing different students with different avenues to learning (often in the same classroom) in
terms of: acquiring content; processing, constructing, or making sense of ideas; and developing
teaching materials and assessment measures so that all students within a classroom can learn
effectively, regardless of differences in needs, language, etc.
ELL(s) (English Language Learner(s)): refers to people who are learning English but are not yet
considered proficient.
First language: This term is used to describe the first language to which the learner is exposed.
This may be different from the home language.
Home language: This term is used to describe the language used most frequently in the home.
Language Objective: a process-oriented statement of how students will use English with the
content. Language objectives are lesson objectives that specifically outline the type of language
that students will need to learn and use in order to accomplish the goals of the lesson. Quality
language objectives complement the content knowledge and skills identified in content area
standards and address the aspects of academic language that will be developed or reinforced
during the teaching of grade-level content concepts (Echevarria & Short, 2010).
Mainstreaming: The practice of educating English language learners alongside their Englishspeaking peers in the regular classroom environment. The teacher(s) use/adapt strategies to
support the language learners in this environment, and often these strategies benefit not only the
language learners, but the entire class!
Modifications: Alterations or adjustments made by the teacher (sometimes as suggested or
implemented by the EAL teacher) so that language learners can learn and demonstrate
understanding in a way that reflects their current abilities. Examples of modifications could be
substituting a simpler synonym for a difficult vocabulary word on a content area test, or defining
and emphasizing the five most important vocabulary words in a lesson.
Scaffolding: A scaffold is a supporting framework. Scaffolded learning is a teaching strategy that
helps support students in their learning when they may have difficulties. A goal of scaffolded
learning is to have students use a particular strategy independently.
Sheltered Instruction: Using simplified English in a classroom for students who don't speak
English as a first language. Students do not specifically study English but receive content-based
instruction (such as math, science, or social studies) in simplified English. The language input from
the teacher and textbooks is simplified to make it accessible to these students.
Sheltered Immersion Model: an approach to teaching English language learners which integrates
both language and content instruction. The dual goals of sheltered instruction are to provide
access to mainstream, grade-level content, and to promote the development of English language
proficiency. Instruction does not focus entirely on language development; instead, through
various other topics in the curriculum, English proficiency is achieved.
The Four Modalities: Listening, Speaking, Reading, and Writing
The Silent Period: is a varying period of time during which a newcomer is unwilling to speak in the
second language. Nearly all students go through a silent period. This stage could last for as long
as one year. English language learners should not be forced to speak until they are ready to do so.
Third Culture Kid: A person who has spent a significant part of his or her developmental years
outside their parents’ culture. The experience of being a TCK is unique in that these individuals are
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moving between cultures before they have had the opportunity to fully develop their personal and
cultural identity. The first culture of children refers to the culture of the country from which the
parents originated, the second culture refers to the culture in which the family currently resides,
and the third culture refers to the amalgamation of these two cultures.
TPR (Total Physical Response): A teaching technique whereby a language learner responds to
language input with body motions. Acting out stories or songs, for example, are ways to lower
student anxiety and take away the stress of producing language, while still stimulating right-brain
motor skill activity and teaching language in an interactive way.
Visual Learners: Visual learners learn best when they see, as opposed to aural learners who
respond well to oral instruction. The implication for EAL teaching is that visual stimulation
accompanying lessons may have some benefit for some students.
Sources:
www.everythingesl.net
www.boggleworldesl.com
www.teachervision.com
www.tckid.com
http://www.colorincolorado.org/article/33047/
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Marymount International School, Paris
9
72, boulevard de la Saussaye
92200 Neuilly-sur-Seine FRANCE