The English Language

Learning Program
For parents

Diana Sorobey: ELL Program Coordinator

E-mail: diana.sorobey@teacher.cis.edu.vn
Website: https://ellcisvietnam.weebly.com
 3:00-4:00 pm
4 lessons per
week
CIS English Language Learning

with ELL
support

unconditional

Initial assessment successful? Begin school mainstream class 8:30-3:00

*students in grades 4-8 may be admitted with ELL after school support
The after school ELL Program at CIS Until ELL students meet
the success criteria for
3-4 pm promotion from ELL, they
Tuesday-Friday cannot join clubs or
with CIS teachers teams (when times
conflict)

who takes ELL classes?

grade 4-8 students
joined CIS in a later grade
English proficiency assessed at
Grade 4 Grade 5-6 Grade 7-8

STEP 1-3 STEP 3-4 STEP 4

*students assessed below these levels cannot be admitted; if above these, no ELL is required
After school ELL support
Admissions Criteria at our school

Students given direct instruction

Small after-school classes just for ELLs allow teachers to target in vocabulary and grammar skills
skills needed. Students can interact with each other in this safe remember and apply these with
environment to experiment and get feedback. ELLs need to be 40% more accuracy than
taught grammar, vocabulary, reading strategies, and writing
students who learn on their own
(Angulo, et. al.)
skills. Classroom teachers teach curriculum and mainstream
students already know
formula for success
TIME PARTICIPATION

HARD WORK SELF-REFLECTION

MOTIVATION SPEAK OFTEN

POSITIVE ATTITUDE READ

ENGAGEMENT FAMILY
SUPPORT

TEAMWORK
 Trained Teachers
All CIS staff have at least a Part 1 Additional Qualification in Teaching English Language Learners
*When teachers are not equipped to respond to their needs, English Language Learners fall
through the cracks (Miles, 2014).

Teachers in Professional Learning Communities study trends and get results. Many ELL-related PD
opportunities are provided throughout the academic year.

According to STEP, A Guide for Users (2015), High-yield strategies for ELLs include
Full Inclusion in class
PROS CONS

Normal status and May not understand

experience (without a lot of what
possible stigma of teachers say
needing extra help) (Angulo, et. al.)
Make friends with daydream/misbeha
fluent speakers and ve due to lack of
learn from them understanding

Our students meet admissions

criteria based on STEP of language

Teachers work together with ELL

department to set a program
when more support is needed
In-class support: collaborative
and flexible
Language learners, especially in higher grades, must catch up. For teachers to ensure no one falls through the
cracks is hard work. The learning resource team includes an ELL coordinator,
MART and LRT who collaborate with homeroom teachers on interventions
when students need support. The agenda of the support teacher is guided by discussion with the classroom
teacher. Support teachers may work with your child and her teacher to help differentiate the lesson content
to her level. They may also help your son or daughter find tools to complete his/her work independently.

Fu, Houser and Huang (2007) felt empowered and became better teachers when they planned and taught
lessons together. They discussed the language AND content needs and made a plan to address both in the
class. This is the way forward in teaching English Language Learners.
Be bilingual
Students are encouraged to speak English with
teachers and classmates because school is a natural
English context. Translation, brainstorming and
research in first language is encouraged. English
Language Learners are smarter than they can express.
At home, speak and read in the language thats
comfortable and part of your identity. Literacy skills
transfer and it is harmful to your childs identity and
learning to encourage forgetting first language and
culture.
References.
Angulo, E., Angulo, N., Mendoza, C., Galvan, R. & Southworth, R. English Language Learners and the Benefits of
Sheltered Content Instruction in Vocabulary Development. California State University

Fu, D. , Houser, R. and Huang, A. (2007), A Collaboration between ESL and Classroom Teachers For ELL
Students Literacy Development, Changing English, Vol. 14, No. 3

Kamyanetz, Anya. (2016), 6 Potential Benefits of Bilingual Education, 5 Million Voices, Available at:
http://www.npr.org/sections/ed/2016/11/29/497943749/6-potential-brain-benefits-of-bilingual-education

Miles, J (2014) Lost in Transition? The Impact of Early Inclusion on the Transitional High School Experiences
and Distal Academic Outcomes of ELLs., University of Calgary

STEP, A Guide for Users (2015), Edugains, Available at

http://www.edugains.ca/resourcesELL/Assessment/STEP/STEPUserGuide_November2015.pdf