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Our Approach to ENL Instruction
We strive to synthesize best practices for English Language Learners drawing on research and practices from the SIOP (Sheltered Instruction Observation Protocol) and QTEL ( Quality Teaching for English Learners.
We utilize a variety of scaffolds for ENL instruction which are designated into three categories (Verbal, Instructional and Procedural) based on the principles outlined by SIOP.
Deciding when to use these scaffolds is determined by when in a lesson it would be most beneficial based on the Lesson in 3 Moments Framework described by QTEL. The three moments are as follows:
Moment 1: Preparing the Learner
Moment 2: Interacting with Text
Moment 3: Extending Student Learning
At Flushing High School, we offer a variety of instructional programs for English Language Learners to learn the English Language while earning a high school diploma. The following programs/supports are in place and a description of each support can be found below.
The ENL standalone courses
The Transitional Bilingual Program in Math and Social Studies
Integrated ENL Science
The ENL toolkit
Standalone ENL Instruction
Based on NYSESLAT scores students are also programmed for Stand Alone classes and/or Science/ENL co-taught classesBased on parent selection, native Spanish speaking ELLs are programmed for bilingual Math and Social Studies classes NYSESLAT Levels are: Entering, Emerging, Transitioning, Expanding and Commanding (2 extra years of ENL support). In the ENL stand alone classes students receive explicit language instruction as well as support for their core classes.
The Transitional Bilingual Program in Math & Social Studies
GOAL: The Transitional Bilingual Program in Social Studies and Math is designed to support the acquisition of the English language to Spanish Speaking students while allowing them to learn course specific conceptual skills in their Native Language. Students begin the year with all language modalities of the course including speaking, listening, reading and writing being taught in their native Spanish language and slowly transition into using more English as they learn.
ENL Toolbox
The purpose of this resource is to provide a space that synthesizes best practices for teaching English Language Learners (ELLs) to create a cross curricular common approach for ensuring that our ELLs receive quality instruction that attends to their needs. Drawing on research and practices from the SIOP (Sheltered Instruction Observation Protocol) and QTEL ( Quality Teaching for English Learners) this resource provides clear scaffolds that can be used to support ELL learning.
Co-Teaching ENL Course Supports
FHS Co-Teaching Vision
Co-teachers are utilized thoughtfully and strategically so that students can benefit in many ways, such as:
Students feel safe, valued and believe they can succeed when their co-teachers provide conditions for success. In truly inclusive and culturally responsive classrooms, students learn to place value on difference.
When exposed to the different perspectives, knowledge and skills of each co-teacher, students have a richer learning experience.
With a lower student to teacher ratio, co-teachers have increased opportunity to get to know each student well, to diagnose specific needs and to provide responsive instruction.
When students need support, the teachers are able to provide it using differentiated groupings. Students are not left behind.
Students are challenged to engage in higher levels of learning as they are ready.
Students are engaged in the learning because it is relevant to their interests and needs.
Equitable Roles and Responsibilities in the Co-Taught Classroom
Resources for Establishing the Co-Teaching Relationship
Co-Teaching Models
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