English Language Learners

Focus of the ELL Program

 Focus One

All students enrolled in the ELL instructional program will learn English through the provision of appropriate ELL instructional techniques and methods. In addition, the ELL students' acquisition of English Literacy will be enhanced when appropriate opportunities for social and classroom interaction are provided.

Focus Two

The ELL student learns Basic Interpersonal Communication Skills (BICS). This provides the student with a formula for self-confident expression, the ability to cope successfully with daily situations, and a meaningful involvement in school activities.

Focus Three

As the ELL student receives appropriate instruction in English, he/she will begin to develop Cognitive Academic Language Proficiency (CALP). CALP is defined as a knowledge of English that enables the student to have meaningful involvement in the LCS curriculum and an ability to gain, integrate, and use knowledge in order to be a positive and productive member of the school community and beyond.

Focus Four

The ELL Teacher serves as support to the ELL students, their teachers and through the building principal, as the LCS liaison with the ELL students’ parents and community. Through this support, the ELL student will be given opportunities to share his/her culture and pride in his/her home language with other students. By sharing, the student will develop an understanding of and respect for the cultures of others.

Focus Five

The goal is that the ELL student will be mainstreamed as quickly as possible so that he/she can actively participate in the total school environment.

Instructional Levels

These levels of English Acquisition determine English instruction for Lynchburg City Schools.

Pre-Literacy:

Student demonstrates very limited or no proficiency in English. This student may understand and use simple, short utterances. This student is not able to converse in English in simple social situations. This student lacks formal education and/or may have experienced interrupted schooling; therefore, the student has not acquired the skills necessary for reading and writing in his/her native language or English.

Beginning:

Student demonstrates limited proficiency in English. This student may use patterned expressions when he/she speaks. This student can participate in simple conversations and respond to routine classroom procedures. This student has acquired some skills necessary for reading and writing, but has not yet acquired a level of English sufficient to read and write.

Intermediate:

Student demonstrates some proficiency in English. This student may understand and use basic sentence patterns when he/she speaks. This student can converse in social situations with some repetition and hesitation and may begin to demonstrate the ability to participate in class discussions of limited content area topics. This student may read and write, but is confused by complex structures and technical language. This student cannot meet passing requirements independently in the mainstream classroom.

Advanced:

Student demonstrates English proficiency in social situations and some proficiency in classroom situations. This student can understand and use complex sentence structure in conversation, but demonstrates some difficulty with content area topics. This student may read and write, but needs assistance with content area class work and therefore, does not yet meet passing requirements independently in the mainstream classroom.