KC Carr and Kate Wolff
English Language Learner (ELL) Definition: The term English Language Learner (ELL), as used here, indicates a person who is in the process of acquiring English, whether they are fluent in another language or not. Other terms commonly found in the literature include language minority students, Limited English Proficient (LEP), English as a Second Language (ESL), and culturally and linguistically diverse (CLD).
What is the difference between listening/speaking skills and reading/writing skills? The level of English proficiency needed for daily oral face-to-face communication (listening and speaking) is referred to as Basic Interpersonal Communication Skills, or BICS. It takes most students from two to four years to develop BICS proficiency.
The level of English proficiency needed for academic learning (reading and writing) is referred to as Cognitive Academic Language Proficiency, or CALP. It takes most students from five to seven years to develop CALP proficiency.
Even though your child may be orally fluent in English, he or she may still not be academically prepared to compete in an all English classroom. Our ELL program carefully structures the development of both oral and academic language in a stress-free environment while considering the student's cultural background.
The ML Leadership Team
KC Carr, ELL Teacher, K-5 PYP program, 802-382-1444
Kate Wolff, ELL Teacher, 6-12 MYP/DP programs 802-382-1128
Fernanda Canales, Multilingual Liaison firstname.lastname@example.org
Caitlin Steele, ELL Program Coordinator, 802-382-1276
ACSD's Multilingual Learner Program (ML)
ACSD serves multilingual students currently representing 18 different languages in all. This represents a form of diversity that we value as a learning community. Multilingual Learner teachers, KC Carr and Kate Wolff, have served this small but growing population in ACSD since 2009 and 2010, respectively.
What is the ML program? The ML program of Addison Central School District serves culturally and linguistically diverse students whose native language is not English, who have another language spoken in their home, or who come from an environment where a language other than English has had a significant impact on the individual's level of English language proficiency. The goal of the program is to provide students with the English and academic skillls they need to be successful, active participants in the local community.
The elementary ML program is a content-based, intensive language instructional pull-out model, which utilizes collaboration between the ML certified teacher and the regular education classroom teacher.
The secondary ML program is a combination of a pull-out and content course model. Grade level objectives may be delivered by either the classroom teachers with ML support or through modified instruction.
Why choose ELL services for your child?
- ELL services are provided as an extra support for students by a teacher trained in recognizing and dealing with linguistic and cultural differences.
- Studies show that students who receive consistent ELL services attain proficiency more quickly and perform better academically than those who don't.
- ELL instruction can help prepare students for the type of specialized English needed for reading textbooks and for the type of writing that is required in science, language arts, and social studies coursework.
Federal law mandates that we identify and assess all potential ELL students. In ACSD potential ELL students are identified by at least one of the following:
- Vermont Agency of Education Primary Home Language Survey indicating a language other than English (included in ACSD's common registration form).
- Teacher or parent recommendation.
- Evidence of ELL services from another U.S. school.
- A country of birth other than the U.S.
Potential ELLs are assessed for program eligibility using the WIDA ACCESS screener or prior ACCESS scores.