Framework for Alternative Language Program

This KnowledgeBase archive includes content and external links that were accurate and relevant as of September 30, 2019.

Alternative language programs cover a variety of programs that serve English language learner (ELL) students. Such programs involve more than just a curriculum designed to help students with limited English proficiency learn to speak and understand English. They require a holistic effort addressing the needs of students, their families and the community, while blending it into the fabric of the whole school district. It is guided by an overall vision or purpose and is nurtured by attention to the relationships between and among the students, families and community.

The framework offered defines issues associated with a holistic approach to ELL program development. It is by no means being presented as an all-inclusive list, but as one that addresses the "top of the mind" issues.

Creating a Vision - Defining the purpose for the program

An example is offered from the Omaha Public Schools in Omaha, Nebraska.

"The English as a Second Language Program responds to the needs of English Language Learners in an effort to provide optimal educational opportunities for them. The program provides a specialized approach in instruction that develops the students' abilities to read, write, speak and understand English and prepare them to participate fully in the curriculum of the school system. The program strives to encourage maintenance of the students' first language and pride in the cultural heritage of each student."

School District

Within the school district, the ELL program should be looked at in a holistic way. Important elements to consider include:

• School Board - The support of the local school board is an integral part of establishing and supporting the mission of the alternative language program. It is essential to help the school board understand the issues surrounding programs for ELL students. Some strategies to consider when working with the school board include:
  • Provide the school board information that demonstrates the need, points out program successes and ways to improve the program.
  • Summarize research in the field to support/outline the various programs and strategies to address the needs established in the baseline data.
  • Consider including the school board in professional development or conduct a separate workshop for the school board on topics that will help them understand the programs/strategies to meet your established goals and vision.
  • School visits are another approach that can help. Set up special school visits in districts that have successful programs that you are considering adopting. There may also be national conventions that include schools visits to allow board members to observe exemplary programs in action. As part of the national convention, they may also have the opportunity to visit with other professionals in the field.
     
• Staffing - There are a number of staffing issues which the district staff and principals will address. They include:
  • recruiting ELL teachers
  • assigning ELL teachers as the number ELL students fluctuate among the district's schools
  • hiring bilingual support staff within the schools. (Paraprofessionals are more easily employed. However, a district may also want to include bilingual support at other job classifications, including secretarial support, custodians, transportation and food service.)
     
• Guidebooks - It is useful to have written guidebooks available to staff covering relevant program policies and procedures and cultural issues related to the nationalities served.
   
• Evaluation
   
• Food Service
   
• Transportation
   
• Sports Teams - Coaches may need support in understanding the different cultures of ELL student athletes. Many students come from cultures that do not have athletics as part of school activities. When ELL students want to become involved with sports teams, the coach, a counselor or the ELL teacher may need to make a home visit to let the parents and the student know the expectations. Some parents are wary of allowing their children to travel with the team or may expect them to come home directly after school. Often, the reassurances that the coach is directly supervising the student will allay their concerns.
   
• Staff Development - Staff development applies to all staff, not just teachers. Everyone in the school will need training about their role and in understanding the new cultures of students.

Community

The community is important from two perspectives. One is working with the local residents who may now be interacting with people of different cultures for the first time. The second is the new foreign-born residents who are immigrating to the community. The indigenous community members have their uncertainties, fears and lack of knowledge of their new neighbors. The immigrants possess their own fears and uncertainties about their new communities. They have different cultural behaviors and probably speak little or no English.

ELL Students

• Addressing curriculum needs -When addressing curriculum needs, it is important to understand ELL students' needs and interests change and evolve as they grow older. For example, at the elementary level teacher interaction is with the student and family members. In contrast, at the secondary level most teacher interactions are primarily with the student. It is the student who determines how they will respond, whether they respond and even if they will stay in school. Even at the secondary level, it is important to involve parents in any way possible, whether it is through parent/teacher conferences or progress notes from school.

• Orientation - When developing orientation programs for new ELL students, it would be helpful to involve former ELL students in planning and delivering the program.

ELL Students' Families

Involving students' families is an important part of assuring student success.

• When dealing with family members with little or no English proficiency, providing forms and notes in their native language is very helpful. When translating, caution should be taken to ensure that the correct phrases are used. In this regard, reliance on Internet-based translation sites or computer software programs should be avoided. When using district translators, accuracy, due to dialect, is sometimes an issue. Some translators do a great job of oral translations, but their translation of written material may not be proficient.

• Parent nights are a useful way to engage family members in school activities. When organizing such events, it is helpful to keep the following in mind:
  • Involve your ELL students as part of the program to encourage family member attendance.
  • Be sure to send home bilingual notes announcing parent nights. In addition, personal contact with the families is also beneficial. This might be a role that home-school liaison staff could fulfill, if you have such staff.
  • Individually greet and say goodbye to attending families.
  • Celebrate the achievements of outstanding ELL students.
  • Survey those attending, asking for input on student programming, adult programming and satisfaction with the current programming efforts.
     
• Involve parents and community members in staff development programs and conferences.

Attending to Relationships

Allocating time and resources to attend to relationships with all stakeholders associated with the ELL program and the communities is critical to program effectiveness.

• Liaison Staff Members - A district with significant immigrant populations might think of having designated liaison staff members for such groups. When doing so, it is important to involve members of the ethnic communities in the selection process. Within each ethnic group, there are subgroups that may not interact well with each other. Selecting a person associated with one subgroup might unknowingly alienate members of another subgroup. The ultimate hiring decision is still up to the district staff. With concerted efforts, liaisons will usually win the confidence of the community.
   
• Involvement of Community Service Organizations - A district with significant immigrant populations might involve other community organizations, such as a YMCA, in after school activities. When doing so, it is important that the collaborating organization's staff be aware of and having training in the cultural dynamics involved with the ELL students. Communication channels between the organization, the school staff and the students' community should be clearly defined and used.

Source:

The content and thoughts for this document were derived from interviews with Mike Shimeall, formerly with Lexington Public Schools, Lexington, Nebraska, and currently Superintendent, South District #1 Public Schools, Wymore, Nebraska, Susan Mayberger, ESL Elementary Supervisor and Shari Koch, ESL Secondary Supervisor, Omaha Public Schools, Omaha, Nebraska. March 2001

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