Educating your child

Teachers of English to Speakers of Other Languages, Inc.

Parent Guide to the ESL Standards for Pre-K—12 Students

by Emily Lynch Gómez

In 1997, the Teachers of English to Speakers of Other Languages (TESOL) association published the ESL Standards for Pre-K—12 Students. Some parents want to know what these ESL Standards mean for their child who is learning English as a second language. How will this document affect their child's education? How can it be used to improve the services the school district offers to their child? Are there negative consequences to implementing these standards? This guide will answer these questions and more for the parents and educators of English as a second language (ESL) students.*

*ESL means English as a second language. ESL is the name of a course for students to learn English as a new language. It is also sometimes the name of a program of studies for these students. In this document we refer to students who are learning English as ESL students.

The following questions are answered in this document. Click on the question for TESOL's response.

What are the ESL Standards?
Who can use the ESL Standards and how?
What can I, as the parent, do to help my child attain the ESL Standards?
What do the ESL Standards say about using a student's native language?
How can the ESL Standards help my child on standardized tests?
How can teachers use the ESL Standards?
How can I tell if my child's teacher is using the ESL Standards?
What is a standards-based curriculum?
How can my school administrator(s) use the ESL Standards?
How are the ESL Standards organized?
What additional resources are available to parents to help their children in school?
How can I order the ESL Standards and other supporting materials?

1. What are the ESL Standards?

The ESL Standards are statements that describe what students learning English as a second language (ESL) should know and be able to do as a result of their ESL classes. They are voluntary national content standards.
They are intended to provide a bridge to specific standards in content areas such as math, science, and social studies, expected of all students in the U.S.
The ESL Standards highlight the special instructional and assessment needs that ESL students may have.
The three broad goals focus on the development of social language, academic language, and sociocultural knowledge. Each goal is followed by three standards describing what students should know and be able to do.
They were developed by ESL teachers and other educators from around the country for use with ESL students in pre-K—12 schools.

See Appendix A to read the ESL Standards.

2. Who can use the ESL Standards?

ESL, bilingual, classroom, and content area teachers can modify their instruction for ESL students by using ideas from the ESL Standards.
Administrators can use the ESL Standards to hold all school personnel accountable for improving the education of ESL students.
Schools, districts and states can use the ESL Standards in their curriculum and assessment development efforts, and for the professional development of teachers.
Colleges and universities can use the ESL Standards to prepare teachers to work with ESL students.
Parents and members of the community can use the ESL Standards as an advocacy tool to improve their children's access to high quality education.

3. What can I, as the parent, do to help my child attain the ESL Standards?

Continue to speak and read to your child in your native language. Read picture books to your child. The local library may have books in your native language. Talk with your child and help him or her develop reasoning skills through your native language. Research on learning a second language suggests that students who learn to read in their native language perform better in school, are more likely to be judged as competent readers in the second language, and transfer the ability to read well in the native language to English.
Remember that you are your child's first teacher. Encourage your child to do well in school. You can have a great impact on your child's success in school, especially if you are supportive of your child's education by visiting the school and keeping in touch with the child's teachers. Attend Parent Teacher Association (PTA) meetings, read information that comes home, and volunteer in the child's classroom. When your child sees that you value education, he or she will also.
Support your child's English language development. Help your child learn English by using a variety of resources in the community, including the library's English language resources, the community center's recreational resources, and of course, the resources available through the school.
Make sure that your child's teacher is familiar with the ESL Standards. All teachers can get good ideas for teaching ESL students from the ESL Standards book. (See question 6 below for more information on this topic.) If your child's teacher is unaware of the ESL Standards, tell him or her how to get a copy. The ESL Standards document is available at www.TESOL.edu/assoc/k12standards/it/01.html or for purchase by contacting TESOL at 703-834-0774. Tell the teacher that ideas for assessing the ESL Standards can also be found in Scenarios for ESL Standards-based Assessment at www.cal.org/eslstandards/scenarios.pdf.

4. What do the ESL Standards say about using a student's native language?

Students who can read in their native language usually learn to read better in English and have better academic achievement than students who cannot read in their native language. TESOL fully supports native language instruction, where possible. TESOL also recognizes the benefits of bilingualism and supports effective bilingual education programs. However, the ESL Standards do not directly provide strategies for native language development. The ESL Standards are intended for use in ESL classes, which are always a part of any well-developed bilingual education program.

In the introduction to the ESL Standards (p. 5, 8), the importance of developing and maintaining the native language is discussed. View the introduction on the web at www.TESOL.edu/assoc/k12standards/it/03.html.

See Appendices B and C for what the ESL Standards say about knowing more than one language.

5. How can the ESL Standards help my child on standardized tests?

ESL students who can meet the ESL Standards will be better able to meet the other educational standards that the school, district, or state requires them to meet.
By improving their English language skills and in particular by meeting the standards for academic language development, students will be better able to acquire the content knowledge that standardized assessments measure.

See Appendix D for more information on this question.

6. How can teachers use the ESL Standards?

Teachers can encourage their school district to develop an ESL standards-based curriculum and assessment system. A curriculum and assessment system that is aligned to the ESL Standards will make the ESL program more uniform. Students and teachers alike will have common expectations of what ESL students should know and be able to do as a result of their ESL classes. A variety of materials are available to help educators use these standards. In particular, see the series entitled Integrating the ESL Standards Into Classroom Practice and Implementing the ESL Standards Through Teacher Education.
Teachers can participate in curriculum development efforts. Such efforts provide excellent professional development opportunities and allow teachers to explore the ESL Standards and standards-based instruction more deeply. When teachers develop curricula, they decide what standards ESL students should meet in specific grades and at specific levels of proficiency in English.
Teachers can initiate professional development activities in their schools using the ESL Standards as a starting point to discuss with other teachers ways to improve the academic achievement of ESL students.
Teachers can use the ESL Standards in their own instructional program.
1. They can implement various instructional strategies found in the vignettes in their classrooms.
2. They can use the descriptors and sample progress indicators to measure the effectiveness of their own teaching. To do so, teachers could develop lessons that provide students with opportunities to perform the activities described in the descriptors and sample progress indicators.
3. Teachers can develop assessments or checklists that measure how well their students are attaining the ESL Standards.

Back to Question 3

7. How can I tell if my child's teacher is using the ESL Standards?

Ask your child's teacher if he or she is implementing the ESL Standards in class. If the school, district, or state has not developed a curriculum that is aligned to the ESL Standards, your teacher can still modify lessons to address the ESL Standards, as discussed in question 6.
Help your child's teacher acquire a copy of the ESL standards so he or she can recognize the importance of this document and utilize it. It can be read and downloaded at www.TESOL.edu/assoc/k12standards/it/01.html.

8. What is a standards-based curriculum?

A curriculum is a road map for teachers that outlines the topics they should be teaching, the goals they should have for student learning, and the resources they should use in their instruction in a specific class. A standards-based curriculum is one that draws from the content or performance standards for that subject area (in this case, the ESL Standards) to describe what the students should be learning in a specific grade or level. Teachers then use the standards-based curriculum to decide on what and how to teach the content in the class. The curriculum often includes skills for students to learn, recommended materials, and instructional and assessment approaches that may enhance the instructional program.

9. How can my school administrator(s) use the ESL Standards?

In the introduction to the ESL Standards, TESOL has described its vision of effective education for ESL students. These statements, found below, can be used by administrators to guide their policy on educating ESL students.

Effective education for ESL students includes native-like levels of proficiency in English.
Effective education for ESL students includes the maintenance and promotion of ESL students' native languages in school and community contexts.
All educational personnel assume responsibility for the education of ESL students.
Effective education also calls for comprehensive provision of first rate services and full access to those services by ALL students.
Knowledge of more than one language and culture is advantageous for all students.

Administrators can take the lead in ensuring that these vision statements are implemented in your child's school. By including some of these ideas in the school's mission statement, for example, principals can encourage all personnel to expect high standards of achievement from ESL students and to share in the responsibility of educating ESL learners. Administrators should recognize that ESL students can contribute to the school community by sharing their language and culture with the English-speaking population. Administrators can use various means to demonstrate the belief that all students benefit from knowing more than one language and culture. See also School Administrator's Guide to the ESL Standards (TESOL, in press) and other resources.

10. How are the ESL Standards organized?

Goals: The ESL Standards are organized under three broad goals focusing on an ESL student's ability to use English for social and academic purposes and to use English in socially and culturally appropriate ways. Nine standards, three per goal, describe what students should know and be able to do.
Standards: The standards are presented in three grade level clusters, pre-K—3, 4—8, and 9—12. The grade level clusters are similar to those used in other national content area standards, such as math or science, and are tied to national testing practices. The standards are explained fully in question 1. See also Appendix A
Descriptors: Each standard in the document is illustrated by descriptors. These descriptors represent behaviors and skills that students are expected to demonstrate when they meet a standard. For example, under Goal 1, Standard 1, "To use English to communicate in social settings: Students will use English to participate in social interactions," one descriptor is "sharing and requesting information." Students who meet Goal 1, Standard 1 must be able to demonstrate that they can share and request information when using English for social purposes.
Sample Progress Indicators: To help teachers in particular, each standard also includes sample progress indicators (SPI). The SPIs are observable, assessable activities that teachers can include in their lesson plans to determine whether or not students are making progress toward meeting a standard. The SPIs are cumulative, so that as the grade level increases, additional SPIs are added to accommodate the uses of English expected of older students.
Vignettes: The vignettes are stories of classroom scenes based on real-life classroom situations. By reading the vignettes, educators can get ideas for instructional strategies to help them deliver standards-based lessons.
Discussion: A discussion section follows each vignette. This section highlights the specific behaviors that the teachers and students demonstrated in the vignette to help students achieve the standard.

See Appendix E to read a sample standard for Goal 2, Standard 2, for grades 4-8 (TESOL, 1997, pp. 87-90).

ESL Goal

ESL Standard

Descriptor

Sample Progress
Indicator

Vignette

Discussion

11. What additional resources are available to parents to help their children?

ESL teachers, the ESL department, and the school counselor are great resources to tell you what is available within your own community to help you get support for your child's education.
Many school districts have a parent information center associated with the student intake center or the central administration offices. Work through the parent center to locate materials for your particular needs.
Join the PTA (Parent Teacher Association). Attend PTA meetings regularly. Request that PTA resources be allocated for services that benefit ESL students.
Involve your child in extracurricular activities at school, the public library, or the community recreational center where they will meet other children and get involved in activities they enjoy, such as sports or clubs. Through participation in such activities, your child will develop friendships with English-speaking peers, and develop a sense of belonging to the community. Your child will practice using English in a fun way.
Look for community-based organizations that may support activities relevant to your language and cultural community.

12. How can I order the ESL Standards and other supporting materials?

The ESL Standards and its companion documents can be ordered by contacting TESOL at 703-834-0774 or www.tesol.org/pubs/catalog/index.html. A list of the ESL Standards and its companion documents follows.

Agor, B. (Ed.). (2000). Integrating the ESL standards into classroom practice: Grades 9—12. Alexandria, VA: Teachers of English to Speakers of Other Languages, Inc.
Irujo, S. (Ed.). (2000). Integrating the ESL standards into classroom practice: Grades 6—8. Alexandria, VA: Teachers of English to Speakers of Other Languages, Inc.
Samway, K.D. (Ed.). (2000). Integrating the ESL standards into classroom practice: Grades 3—5. Alexandria, VA: Teachers of English to Speakers of Other Languages, Inc.
Short, D., Gómez, E., Cloud, N., Katz, A., Gottlieb, M., & Malone, M. (2000). Training others to use the ESL Standards: A professional development manual. Alexandria, VA: Teachers of English to Speakers of Other Languages, Inc.
Smallwood, B.A. (Ed.). (2000). Integrating the ESL standards into classroom practice: Grades Pre-K—2. Alexandria, VA: Teachers of English to Speakers of Other Languages, Inc.
Snow, M.A. (Ed.). (2000). Implementing the ESL standards for pre-K—12 students through teacher education. Alexandria, VA: Teachers of English to Speakers of Other Languages, Inc.
Teachers of English to Speakers of Other Languages, Inc. (1993). The access brochure. Alexandria, VA: Author.
Teachers of English to Speakers of Other Languages, Inc. (1996). Promising futures. Alexandria, VA: Author.
Teachers of English to Speakers of Other Languages, Inc. (1997). ESL standards for pre-K—12 students. Alexandria, VA: Author.
Teachers of English to Speakers of Other Languages, Inc. (1998). Managing the assessment process: A framework for measuring student attainment of the ESL standards. Alexandria, VA: Author.
Teachers of English to Speakers of Other Languages, Inc. (in press). Scenarios for ESL standards-based assessment. Alexandria, VA: Author.
Teachers of English to Speakers of Other Languages, Inc. (in press). School administrator's guide to the ESL standards. Alexandria, VA: Author.

The ESL Standards document is also available at www.tesol.org/assoc/k12standards/it/01.html.

Appendices

Appendix A: The ESL Standards for Pre-K—12 Students

Appendix B: What the ESL Standards say about knowing more than one language

Appendix C: What ESL Standards say about native language proficiency and bilingualism

Appendix D: Helping ESL Students with Assessments

Appendix E: Sample standard for Goal 2, Standard 2, for grades 4-8 (TESOL, 1997, pp. 87-90)

Appendix A: The ESL Standards for Pre-K—12 Students

Goal 1: To use English to communicate in social settings

Standard 1: Students will use English to participate in social interaction.: This means that students should be able to use English to talk to others for social purposes, like to make plans to go shopping or to talk on the phone.
Standard 2: Students will interact in, through, and with spoken and written English for personal expression and enjoyment.: This means that students should be able to use English to read books, watch TV, listen to music, and use technology for fun.
Standard 3: Students will use learning strategies to extend their communicative competence.: This means that students should be able to think about how they learn and use English for social purposes. Then they should be able to apply learning strategies that they use in new situations (e.g., asking a friend to explain a word) so they can learn more English.

Goal 2: To use English to achieve academically in all content areas

Standard 1: Students will use English to interact in the classroom.: This means that students should be able to use English to do things in the classroom, such as get materials for projects, ask permission to change seats, and explain why they were absent.
Standard 2: Students will use English to obtain, process, construct, and provide subject matter information in spoken and written form.: This means that students should be able to use English to learn new concepts in science, math, English, music, and other content areas. They should be able to read and write about different topics and discuss them too.
Standard 3: Students will use appropriate learning strategies to construct and apply academic knowledge.: This means that students should be able to think about how they learn and remember information in content classes. Then they should be able to apply these learning strategies (e.g., grouping similar words and concepts, visualizing a concept to remember new information) to new academic situations so they can learn more English and complete content area work.

Goal 3: To use English in socially and culturally appropriate ways

Standard 1: Students will use the appropriate language variety, register, and genre according to audience, purpose, and setting.: This means that students should be able to use forms of English correctly for different formal and informal situations, such as a job interview, a party, or a doctor's visit.
Standard 2: Students will use nonverbal communication appropriate to audience, purpose, and setting.: This means that students should be able to communicate nonverbally according to the common patterns of behavior in their community (e.g., how and when to look at someone; how close to stand to friends, teachers, and strangers; what hand gestures are considered polite).
Standard 3: Students will use appropriate learning strategies to extend their sociolinguistic and sociocultural competence.: This means that students should be able to think about how they learn what behavior is correct in different social and cultural settings. Then they should be able to apply the learning strategies they use to new situations.

Back to Question 1

Appendix B: What the ESL Standards say about knowing more than one language

Teachers of English to Speakers of Other Languages, Inc. (1997). ESL standards for pre-K—12 students. Alexandria, VA: Author. p. 5

Knowledge of more than one language and culture is advantageous for all students.

Internationalism is the hallmark of modern U.S. education and of the education reform movement, and linguistic and cultural diversity are the hallmarks of internationalism. The challenge of contemporary education is to contribute to students' abilities to live in increasingly diverse local communities and an ever-shrinking world community. Effective education for the twenty-first century must provide first-hand opportunities for students to learn about the cultural diversity around them and to learn world languages. Cross-cultural competence can be fostered by meaningful and long-term interactions with others with different world views, life experiences, languages, and cultures. Language learning can be fostered by interactions with native speakers. This means that, not only should ESL students learn about the U.S. from native English speakers, but native English-speaking students, teachers, administrators, and school staff should learn about the world and its languages from ESL students, their families, and their communities.

See Appendix C to learn what the ESL Standards say about native language proficiency and bilingualism.

Back to Question 4

Appendix C: What ESL Standards say about native language proficiency and bilingualism

Teachers of English to Speakers of Other Languages, Inc. (1997). ESL standards for pre-K—12 students. Alexandria, VA: Author. p. 8

Native language proficiency contributes to second language acquisition.

Because, by definition, ESL students know and use at least one other language, they have acquired an intuitive understanding of the general structural and functional characteristics of language. They bring this knowledge to the task of second language learning. Some ESL students also come to the task of learning English and learning content through English already literate in their native languages. These learners know what it means to be literate-they know that they can use written forms of language to learn more about the world, to convey information and receive information from others, to establish and maintain relationships with others, and to explore the perspectives of others. Literacy in the native language correlates positively with the acquisition of literacy in a second language. In addition, academic instruction that includes the use of ESL students' native languages, especially if they are literate in that language, promotes learners' academic achievement while they are acquiring the English needed to benefit fully from instruction through English. Native language literacy abilities can assist ESL students in English-medium classrooms to construct meaning from academic materials and experiences in English. And, in learning a new language, students also learn more about their native tongue. This means that for ESL learners the most effective environments for second language teaching and learning are those that promote ESL students' native language and literacy development as a foundation for English language and academic development.

Bilingualism is an individual and societal asset.

Acquisition of two languages simultaneously is a common and normal developmental phenomenon and that acquisition of a second (or third) language can confer certain cognitive and linguistic advantages on the individual. To realize these benefits, however, advanced levels of proficiency in both languages are necessary. Therefore, the most effective educational environments for ESL learners are those that promote the continued development of learners' primary languages for both academic and social purposes. In addition, as noted earlier, bilingual proficiency enhances employment possibilities in the international marketplace and enhances the competitive strength of U.S. industry and business worldwide. This means that bilingualism benefits the individual and serves the national interest, and schools need to promote the retention and development of multiple languages.

Back to Question 4

Appendix D: Helping ESL Students with Assessments

Many states now require all students to take standardized tests or assessments, some for grade promotion or high school graduation. Some of these tests are tied to content or performance standards in math, science, English language arts, and social studies. These assessments can be very difficult for ESL students to pass, not because they do not have the ability to perform well, but because they do not have the English language skills to understand the test or respond adequately on it. Also, ESL students may lack sufficient English language skills to acquire the content knowledge that is required for better test preparation. However, by providing guidance to educators on how to best instruct ESL students, the ESL Standards provide a bridge to the content and performance standards on which the assessments are based. Additional information about this topic can be found in Managing the Assessment Process: A Framework for Measuring Student Attainment of the ESL Standards and Scenarios for ESL Standards-Based Assessment.

Back to Question 5

Appendix E: Sample standard for Goal 2, Standard 2, for grades 4-8

Teachers of English to Speakers of Other Languages, Inc. (1997). ESL standards for pre-K—12 students. Alexandria, VA: Author. pp. 87-90

Grades 4-8 Cluster

Goal 2, Standard 2: To use English to achieve academically in all content areas: Students will use English to obtain, process, construct, and provide subject matter information in spoken and written form

Descriptors

comparing and contrasting information
persuading, arguing, negotiating, evaluating, and justifying
listening to, speaking, reading, and writing about subject matter information
gathering information orally and in writing
retelling information
selecting, connecting, and explaining information
analyzing, synthesizing, and inferring from information
responding to the work of peers and others
representing information visually and interpreting information presented visually
hypothesizing and predicting
formulating and asking questions
understanding and producing technical vocabulary and text features according to content area
demonstrating knowledge through application in a variety of contexts

Sample Progress Indicators

take notes as a teacher presents information or during a film in order to summarize key concepts
synthesize, analyze, and evaluate information
write a summary of a book, article, movie, or lecture
locate information appropriate to an assignment in text or reference materials
research information on academic topics from multiple sources
take a position and support it orally or in writing
construct a chart synthesizing information
identify and associate written symbols with words (e.g., written numerals with spoken numbers, the compass rose with directional words)
define, compare, and classify objects (e.g., according to number, shape, color, size, function, and physical characteristics)
explain change (e.g., growth in plants and animals, in seasons, in self, in characters in literature)
record observations
construct a chart or other graphic showing data
read a story and represent the sequence of events (through pictures, words, music, or drama)
locate reference material
generate and ask questions of outside experts (e.g., about their jobs, experiences, interests, qualifications)
gather and organize the appropriate materials needed to complete a task
edit and revise own written assignments
use contextual clues
consult print and non-print resources in the native language when needed

Vignette

Grade Level: 4th-5th combined grades in an ESL class

English Proficiency Level: Mostly advanced beginner/low intermediate

Language of Instruction: English

Focus of Instruction: Language arts

Location: Urban school district in the Northeast

Background

This vignette describes a combined 4th-5th grade ESL/language arts class which is part of the Spanish and Punjabi bilingual programs in an urban school district. The ESL teacher is monolingual and collaborates with bilingual teachers in planning lessons. The majority of the students are native Spanish speakers and nine are native Punjabi speakers from India. Most are at the advanced beginner/low intermediate level with some recent arrivals from the Dominican Republic. A unit on Native Americans was recently completed and a follow-up lesson on traditional stories, storytelling, myths, and legends presented. It is the middle of the school year.

Instructional Sequence

Ms. Johnson introduces the lesson by holding up a picture of a night sky filled with stars. She initiates a class discussion through questions like: "Tell me about this picture." "What do you think of when you see this?" "Have any of you seen a night sky with so many stars?" She gives students time to respond and allows some students to translate for new arrivals.

The teacher next holds up a picture of a coyote, writes "coyote" on the board while saying it, and the class repeats. More discussion about this picture ensues. Students share their knowledge of coyotes and other similar animals. One student from Guatemala describes a time when a coyote rampaged chickens on his uncle's farm. Ms. Johnson affirmed the students' responses and explains that this animal is a small wolf. "Besides Guatemala," she asks, "where do you think coyotes live?" Juanita, a beginner, responds, "My country, Mexico." The teacher agrees and adds, "Coyotes usually live in southwestern lands of North America." She uses a map to show the U.S. states where coyotes live and points out Mexico and Guatemala too.

At this point Eduardo, a special needs student with a behavioral disorder, begins to make loud coyote noises to get attention. Having taught Eduardo in the program for two years, Ms. Johnson knows it is best for the class if she ignores his behavior. She moves to another activity and asks the students to recall the land features found in those Southwestern areas and has some students draw pictures of the features on the board. She calls on Eduardo to draw a plateau and praises him for his positive contribution. Other students find the symbols on the map that refer to desert and prairie.

The teacher introduces a Native American story, "The Night Sky," by writing the title on the board and explains it is a myth passed from generation to generation among Native American Indians. Myths often explain how something in nature, like the sun, moon, and stars, came into existence. The teacher explains that Native Americans used animals as heroes who acted in extraordinary or unusual ways, such as creating the sun, moon, and stars. The students are already familiar with vocabulary concepts (e.g., myths, nature, existence) which they studied in their native language.

Ms. Johnson then asks students to share myths from their cultures about animals or nature. One student from the Dominican Republic tells a myth to her classmate in Spanish, who in turn interprets it in English. It is about a man and woman who had a child and divided it into two children by magic. When the children died later in life, their spirits roamed the island seeking to be reunited. Another student shares a myth about an owl, and a third about a tiger in India.

The teacher next directs students to listen and look at the pictures. As she reads the story aloud, she regularly points to the pictures to help with vocabulary and concept development. At times, she writes key words on the board. Afterward, she distributes copies of the story. Student triads read the story together. A strong student is placed in each group to support the oral reading process.

Juanita is seated with Sudesh, an intermediate level student from India. Ms. Johnson places Eduardo with two students who consistently model appropriate classroom behavior and with whom he has worked well before. Students then retell the story as a class while the teacher records their comments and ideas on the board. As a group, the class reviews the sentences on the board and organizes the story chronologically. Some students recognize gaps and add information. At other points, the teacher asks comprehension questions to elicit more of the plot. She praises the students for their active participation.

As the period draws to a close, the teacher asks the student groups to underline new vocabulary words in the story. These words are shared as a class and one student is selected to add them to the class list on the bulletin board that is generated with each new thematic unit. For homework, Ms. Johnson assigns the first step of a research project. Students are told to ask their parents, relatives, or neighbors about myths from their native culture which they will write and illustrate over the next week. The myths will then be published as a class book. Newer students are paired with more capable others for assistance.

Discussion

read a story and represent the sequence of events (through pictures, words, music, or drama)
use contextual clues
consult print and non-print resources in the native language when needed
research information on academic topics from multiple sources

The cooperative setting and peer support aided all levels of proficiency in a comfortable, social atmosphere. The recent arrivals were comfortable questioning and sharing ideas with classmates who spoke their native language. Their cognitive abilities were not curtailed because they were able to think and express themselves in their native language if necessary, yet they witnessed their ideas become transformed into English. The teacher's use of non-verbal pictorial cues enabled all students either to connect with their own background schema or associate the visual concepts to the printed words and phrases.

The collaborative efforts of the ESL and bilingual teachers reinforced the Native American theme and also aided in the students' cognitive development. Through collaboration across the ESL and bilingual classrooms, the students became familiar with new concepts prior to the actual lesson. This created a pleasant environment and lessened anxiety levels.

In previewing the story, the teacher used pictures and words written on the board to prepare the students for the reading. Encouraging the students to tell myths from their culture demonstrated her interest and respect for their heritage. The teacher recognized and was comfortable with the need for some students to speak in their native language as an intermediary step to becoming more proficient in English. She effectively included a student with a behavioral disorder in the lesson through positive reinforcement, selective attention, careful grouping, and peer modeling techniques. Ms. Johnson also linked the setting of the story with social studies concepts (i.e., land features, map legends) that the students had already studied and used this occasion to review some of them. Throughout this pre-reading phase, students were able to verbalize their prior knowledge and make connections to the new lesson. This preview activity helped the students get more meaning from context as they read the story later.

The teacher's oral presentation of the story provided a language model for the students. The group activity gave all students practice reading aloud with peer support and also helped develop their pronunciation skills. The retelling activity provided more reinforcement of the connection between the written and spoken word while at the same time establishing a common academic task, sequencing a story. The vocabulary activity was another cooperative task that benefited the bilingual students.

Finally, the creation of the class book of legends and myths will enable the students to relate their cultures with the Native American Indians'. They will involve their family network to research their project which will foster the home-school connection. The beginning level students will be paired to write their stories, perhaps relating them in their native language and then having their partner translate the stories into English. In both of these activities, the ESL students will be assisted by more knowledgeable others and be able to work with non-print as well as print sources to complete their task.

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Teachers of English to Speakers of Other Languages, Inc.

Parent Guide to the ESL Standards for Pre-K—12 Students

by Emily Lynch Gómez

1. What are the ESL Standards?

2. Who can use the ESL Standards?

3. What can I, as the parent, do to help my child attain the ESL Standards?

4. What do the ESL Standards say about using a student's native language?

5. How can the ESL Standards help my child on standardized tests?

6. How can teachers use the ESL Standards?

7. How can I tell if my child's teacher is using the ESL Standards?

8. What is a standards-based curriculum?

9. How can my school administrator(s) use the ESL Standards?

10. How are the ESL Standards organized?

11. What additional resources are available to parents to help their children?

12. How can I order the ESL Standards and other supporting materials?

Further Reading

Appendices

Appendix A: The ESL Standards for Pre-K—12 Students

Goal 1: To use English to communicate in social settings

Goal 2: To use English to achieve academically in all content areas

Goal 3: To use English in socially and culturally appropriate ways

Appendix B: What the ESL Standards say about knowing more than one language

Knowledge of more than one language and culture is advantageous for all students.

Appendix C: What ESL Standards say about native language proficiency and bilingualism

Native language proficiency contributes to second language acquisition.

Bilingualism is an individual and societal asset.

Appendix D: Helping ESL Students with Assessments

Appendix E: Sample standard for Goal 2, Standard 2, for grades 4-8

Descriptors

Sample Progress Indicators

Vignette

Background

Instructional Sequence

Discussion