Program Description
The instructional program provided by the Montoursville Area School District will be developmental in approach. The student will be taught, in English, at their level. Depending on the needs of the student, the ESL teacher will provide the services of one to three hours daily. We also will utilize our Title I program, Instructional Support Team, and any volunteer translators we can engage. Carefully planned instruction aligned with the Pennsylvania State Standards and planned instruction with classroom teachers, will be utilized in helping those students reach their ESL goals.
All ESL students will be able to participate in any or all extracurricular programs that are offered by the school including music, art, and sports activities. Vocational Education, Business and Academic related curriculums will also be available.
Program Goals
- To develop pupil competency in understanding, speaking, reading and writing English.
- To provide educational experiences that will prepare pupils to complete high school and to enter institutions of higher education and/or the world of work.
- To orient pupils and their parents to the school and the community.
- To enhance pupils’ sense of self-worth by highlighting contributions made by their ethnic group to society.
Language Proficiency Levels
An ESL/ESOL program is organized on six basic instructional levels as shown below.
Entering – At this level, English language learners process, understand, produce or use
- specialized or technical language reflective of the content area at grade level
- a variety of sentence lengths of varying linguistic complexity in extended oral or written discourse as required at the specified grade level
- oral and written communication of English comparable to that of English proficient peers
Beginning – At this level, English language learners process, understand, produce or use
- the technical language of the content areas;
- a variety of sentence lengths of varying linguistic complexity in extended oral or written discourse, including stories, essays, or reports;
- oral or written language approaching comparability to that of English proficient peers when presented with grade level material
Developing – At this level, English language learners process, understand, produce or use
- specific and some technical language of the content areas;
- a variety of sentence lengths of varying linguistic complexity in oral discourse or multiple, related paragraphs;
- oral or written language with minimal phonological, syntactic, or semantic errors that do not impede the overall meaning of the communication when presented with oral or written connected discourse with occasional visual and graphic support
Expanding – At this level, English language learners process, understand, produce or use
- general and some specific language of the content areas;
- expanded sentences in oral interaction or written paragraphs;
- oral or written language with phonological, syntactic, or semantic errors that may impede the communication but retain much of its meaning when presented with oral or written, narrative or expository descriptions with occasional visual and graphic support
Bridging – At this level, English language learners process, understand, produce or use
- general language related to the content areas;
- phrases or short sentences;
- oral or written language with phonological, syntactic, or semantic errors that often impede the meaning of the communication when presented with one to multiple-step commands, directions, questions, or a series of statements with visual and graphic support