PYP ESL Programme

The language support programme  (ESL) is for students who come from a background where English is not the mother tongue. This has been scaffolded to meet the diverse stages of language development of each individual student.  It recognises that language learning passes through stages and encompasses 4 components of language learning;

Oral language – listening and speaking
Visual language – viewing and presenting
Written language – reading
Written language – writing

Implementation;

The ESL Programme will be structured under 3 levels

1  - Intensive Support (withdrawal)
2  - In class language or withdrawal support across all areas to develop English language usage (immersion)
3 – In class support in the context of the class learning (group support/team teaching)
The process of language learning for ESL students is consistent with the PYP beliefs about language learning.

“The learning process simultaneously involves learning language—as learners listen to and use language with others in their everyday lives; learning about language—as learners grow in their understanding of how language works; and learning through language—as learners use language as a tool to listen, think, discuss and reflect on information, ideas and issues (Halliday 1980).” PYP Language Scope and Sequence Document p 1

Access to the ESL Programme

Students will be assessed, on arrival at school, and/or at the commencement of the school year by the ESL teachers. Initial placement will meet the needs as determined by this initial assessment.
Students will move though the phases or exit the programme at the discretion of the ESL teachers working in consultation with the homeroom teachers.

Levels of the Programme;

1  - Intensive Support (withdrawal)
For student new to English language. Students from across grade levels will be withdrawn from class for intensive language support. The aim of this programme is to develop a base of language that will enable the student to function adequately within the school. The language at this is not related to classroom units of work.  The duration of the withdrawal time will be dependent on the number of ESL students in the school at that time and the needs and progress of the individuals.

Articulation:

  • Small groups of students
  • Withdrawal from diverse class lessons.
  • Focus on developing an initial functional level of language to support assimilation to school.
  • Students grouped according the level of support needed.
  • Intensive language development focus

2  - In class/ withdrawal  language support to develop English language usage (immersion, withdrawal)

The ESL teacher will work with individual students within the classroom or with groups withdrawn from the classroom, depending on the needs of the individuals. This will be in the context of literacy support and language development. This can be a part of the literacy programme and follow the literacy strands of the classroom at a level commensurate with the ESL student’s needs across the 4 language strands. It may also be for support in other learning areas – eg literacy in numeracy, contextual learning, reading for meaning etc. This withdrawal is not in place of the child taking their place in class literacy programme, which should follow the transdisciplinary or disciplinary context of the PYP. 

Articulation:

  • Individual and/or group focus.
  • Development of language skills to support class integration across the curriculum.
  • Focus on team planning between ESL and grade/class teachers.
  • Students may be from one class or across the grade.

3 – In class support in the context of the class learning (group support/team teaching)

The final phase of ESL support, the ESL teacher will work in the classroom with a group of students – in a team teaching situation. The team teaching take place across curriculum areas with the ESL teacher and the class teaching assuming shared responsibility for the lesson delivery

Articulation:

  • Focus on in class, learning context support
  • Team teaching – ESL class room teacher working in collaboration
  • ESL teacher may work with a group of students – not just the ESL student.
  • Support across the disciplines using the PYP transdisciplinary model.