29.  Who is responsible for the education of ESOL students (students enrolled in English for Speakers of Other Languages)?

If an ESOL (ESL/ELD) student is enrolled in an elementary or secondary program in any public school in California or any other state, ALL teachers, administrators, district administrators, school board members who govern the instructional affairs of the school are responsible.

At the elementary level, English Language Learners (ELL’s/ESL or ESOL students) usually have one teacher who is in charge of the self contained classroom where the ELL’s are placed. The students may have other teachers who may come to the self contained class to provide their programs or who may pull the ELL’s out for instruction. ALL of these teachers, instructional aides, tutors, the principal and other district administrators are ALL responsible for the education of the English Language Learners.

At the elementary level, ELL’s may be part of a large group of students whose teachers team-teach, that is, they work together (instead of separately, like self contained teachers work) and they share the teaching tasks according to their teaching strengths. Students, including ELL’s, are assigned to different teachers in the team for different purposes and at different times within different instructional groups. ALL of these teachers, instructional aides, tutors, the principal and other district administrators are ALL responsible for the education of the English Language Learners.

In middle or secondary schools, teachers teach the subject matters in which they have specialized. History, Art, English, Math, Science, etc. are taught by different teachers. Within a middle or secondary school, some of the content area teachers have additional endorsements and certifications to provide Specially Designed Academic Instruction in English (SDAIE) and/or English-As-A-Second Language Instruction. Most of the teachers in middle and secondary school have ELL’s in their classes. ALL of these teachers, instructional aides, tutors, the Principal and school district administrators are responsible for the education of ESOL students.

Together, at the elementary, middle and secondary levels, together the teachers, instructional aides, tutors, the school Principal and school district administrators MUST WORK COOPERATIVELY AND MUST INTEGRATE THEIR PROGRAMS, to provide for ALL students, including ALL ELL’s, effective and efficient programs that promote high academic achievement and prevent any substantive academic deficits in order for ALL students to be provided equal educational opportunity for academic achievement in the regular school curriculum.

In California, legally compliant programs at the elementary, middle and secondary levels include four instructional components. These components may be taught by the same teacher within a self contained classroom, or by different teachers, depending on the teachers’ certification or endorsement. The important idea here is that ELL’s must be provided four INTEGRATED instructional components:

  1. English Language Development (ELD) / English-As-A-Second Language (ESL), or ESOL.
  2. Specially Designed Academic Instruction in English (SDAIE).
  3. Primary Language (L1) ilnstruction or support.
  4. Multicultural / Positive Sef Image-Positive Self Esteem component woven through the three other components listed above.

Teachers at all levels can modify their instructional, curricular, and organizational practices to provide the most effective and efficient programs for ELL’s

 

 


For more in-depth information, classroom demonstrations, and "coaching" of new and/or experienced teachers, Dr. CARMEN SANCHEZ SADEK offers:

1. Cognitive - Academic Language and Vocabulary Development
2. Cross Cultural Diversity - Multicultural Strategies
3. Effective Instruction for English Learners (L.E.P. students) Parts 1, 2, 3, 4
4. Promoting Academic Success in Language Minority Students
5. Cognitive - Academic Language and Vocabulary Development
6. Oral Language / Literacy Skills / Higher Order Thinking Skills
7. 50/50 Dual Language Programs: design, planning and implementation
8. The Structure of English / The Structure of Spanish
9. Transition: Introduction to English Reading

Web Site Programs for Teachers: Numbers 1, 5, 7, 8, and 9.
Web Site Programs for
Paraprofessionals: Number 3.
Web Site Programs for
New Teachers:
Enhanced Cultural Sensitivity - The Challenge of Students Diversity
Identifying / Responding to Students' Language Needs
Phonemic Awareness: Teaching English phonics to L.E.P. students
Relationship Between Reading, Writing and Spelling
Improving Reading Performance -- Building Oral Language Skills)

Write and e-mail any additional questions you may have, and Dr. CARMEN SANCHEZ SADEK will establish with you, your school or district a Technical Assistance Service Contract. Dr. CARMEN SANCHEZ SADEK will answer all your questions promptly and to your satisfaction.

 

For information and credentials please click on the link below or contact directly:

CARMEN SANCHEZ SADEK, Ph.D.

Educational Consultant, Program Evaluator

National Board for Professional Teaching Standards, Certification (12/2006)

3113 Malcolm Avenue, Los Angeles, California 90034-3406

Phone and Fax: (310) 474-5605

E-mail:  csssadek@gte.net