FAQ

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Frequently Asked Questions
These are the answers to the questions most frequently asked by ISB teachers.

ESL Questions and Answers

Q.: What can I do with a beginner while the class is engaged in complex, language-based classroom activities?
A.: A sheltered immersion model is based on the belief that students at any level of language proficiency should be involved in learning language and content of the mainstream classroom. This presents a great challenge for teachers and students, and requires differentiated instruction supported by curricular documents and materials. When students feel part of a learning community, they are under constant pressure to participate in learning; they are daily challenged to extend their language skills in order to communicate for meaningful purposes. Language learners at early stages of language proficiency are not able to understand verbal explanations or express their knowledge through language, but can understand the main concepts through hands-on activities, visuals and through learning in collaborative contexts. They are able to relate to pictures and charts, interpret simple words and phrases, make connections; they can learn content specific vocabulary and begin to use it purposefully; they can perform simple tasks appropriate for their stage of language development: pointing, repeating, answering specific questions, sorting, matching, labeling, reconstructing texts, etc. Learning language through content in the mainstream classroom enables students to perform increasingly complex linguistic tasks. ESL and mainstream teachers can make use of collaborative planning time to plan for differentiated instruction and materials for a wide range of language learners. At the same time, as grade-level teams are working on units of study, they can make provisions for students at different levels of language proficiency in terms of visual materials, leveled books, dictionaries, tiered activities, assessments, homework adaptations, etc. This will ensure access to the curriculum for all.

Q.: Are there any guidelines for tutoring ESL students?
A.: Generally, ESL teachers do not recommend tutoring for ESL students, especially for younger children, unless they are experiencing academic difficulties. In reality, however, many parents hire tutors. Some feel that kids will learn faster this way. Some want their children to receive grammar instruction. Some are working full time and hire tutors to supervise their children in completing their homework. How much is it helping? It probably depends on whether the tutor’s efforts are tuned in to the school expectations and aimed at reinforcing what students are learning in class. If that happens, children are able to review and reconstruct the content, practice skills that they need. The downside of tutoring is that some students become dependent on tutors and rely on them to complete their homework. Theoretically, for tutoring sessions to be more effective, it would be helpful to offer training for tutors. After school activities and Summer School are great options for ESL students who need to sharpen communication skills. Extending writing and reading comprehension skills will require, in addition, a more focused one-on-one or small group intensive work.

Q.: How will you teach a big class with students of mixed abilities if you didn’t have any support?

A.: Every classroom here at ISB has students from various linguistic and cultural backgrounds, with diverse educational and family backgrounds, learning styles and abilities. It is always a challenge for a teacher to make sure that all students not only make progress in learning the content, but also continue to develop language skills. Teachers need to differentiate instruction in the classroom in many different ways in order to scaffold and promote students’ cognitive growth, oral language development, reading and writing skills. They need to make content comprehensible for all students