E.N.L. stands for Englishas a New Language (formally known as E.S.L. - English as a Second Language)
It is a research-based English language development program comprised of two components:
Integrated E.N.L.: English language learning support in all subjects (English language arts, math, science, or social studies) frequently within the child’s classroom.
Stand-alone E.N.L.: English language support to acquire the English language needed for success in all subjects in the E.N.L. classroom.
They are a New York State Mandated Service and are a key component of the school day for an ELL
to acquire communicative and academic competence
to provide assistance in achieving English language fluency with educational opportunities that will enable students to develop their individual potential
to help acquire English language proficiency skills necessary to lead productive lives
(1) Entering (Beginner)
•No / little English
(2) Emerging (Low Intermediate)
•Vocabulary is limited, but rapidly improving
•Reads and writes with great difficulty
(3) Transitioning (High Intermediate)
•Has greatly broadened vocabulary skills
•Reads and writes with great difficulty
(4) Expanding (Advanced)
•Able to participate and excel in all classroom and social activities
•Able to read near grade level
(5) Commanding (Proficient)
•Has met the linguistic demands necessary to demonstrate English language proficiency in a variety of academic contexts within the grade level
(BICS) Basic Interpersonal Communication Skills
·social language
·typically develops within 1-2 years
(CALP) Cognitive Academic Language Proficiency
·higher level content area vocabulary
·typically develops within 5-10 years
* Please note that each individual learns a new language at his/her individual pace
·making a closer connection with skills, concepts, and topics being covered in the classroom
·instruction, academic support and assistance through content area & literacy classes
·the utilization of visuals as well as E.N.L. strategies and methods
·learning and practicing helpful school related study and working strategies and skills to assist in both the English language and content area classes
Age: Second language acquisition is influenced by the age of the learner. Children, who already have solid literacy skills in their own language, seem to be in the best position to acquire a new language efficiently. Motivated, older learners can be very successful too, but usually struggle to achieve native-speaker-equivalent pronunciation and intonation.
Competence in the native language: Research strongly suggests that the stronger a child is in his or her native language, the better that child will do in acquiring another language. This is based on the premise that first language competence transfers to the second language. Culture: Children coming form cultures where there is a high value placed on education will perform better than students who come from a culture where poverty and illiteracy rates are high.
Intelligence: Intelligence plays a factor in rate and degree of language development. Students with greater cognitive abilities will make faster progress.
Family Literacy: The parents’ level of education will also be a factor in the child’s success. Can the student’s parents read and write?
Family Support / Involvement: Many times there is a language barrier with students’ parents, so it is difficult for them to help their child at home with homework and studying. Other times parents may be working several jobs to support their family financially, therefore they are not home to help their child with schoolwork. Sometimes there may be an older sibling or relative that may be able to provide some school support at home, but usually the support they are able to offer is minimal.
Prior Schooling: Often, prior schooling is not equivalent to that of the United States. In some cases students come with stronger educational backgrounds, but most come with less than the equivalent. In some cases, children may be lacking several months or years of formal education, which greatly negatively impacts their academic performance and puts them at a huge disadvantage.
Motivation: Intrinsic motivation has been found to correlate strongly with educational achievement. Clearly, students who enjoy language learning and take pride in their progress will do better than those who don’t. Is the student willing and motivated to learn the English language? Does the student put forth an effort in school, such as when learning, speaking, or carrying our tasks?
Personality: Since learning a new language is a social process, the more outgoing a student is, the more he or she will produce and receive input form others. Introverted or anxious learners usually make slower progress.
Experiences: Learners who have acquired general knowledge and experience are in a stronger position to develop a new language than those who haven't.
•Scoring at the Commanding/Proficient level on the N.Y.S.E.S.L.A.T.
•Scoring at the Expanding/Advanced level on the N.Y.S.E.S.L.A.T. AND 3 or above on the NYS English Language Arts (E.L.A.) assessment in the same year
•An alternative method of assessment will be used to determine language proficiency for ELLs with disabilities (pending approval)