ESL teachers have the opportunity create programs that can help develop socially and pedagogically aware teachers and improve the English Language skills and awareness of culture of the students. The way that each school and administration set up their program can vary due to the level of education, number of ELLs, cultural and language demographics, and resources and funding. Further, program models can vary by the type of language instruction takes place in, whether instruction is individual focused or for a group, and what level of education is taking place. It is up to the ESL Teacher Specialist to evaluate what program would be best for their school and the implement it.
Available in English as a Second Language Learners: A Guide for ESL Specialists pages 28-32.
Once a ESL program has been established at a school, it is important that consistent evaluation of the aims and practices stay current and valuable to the students. BC schools are complex communities that change due to numbers of students and demographics. Therefore, ESL programs need to adjust then these factors change. To identify when and what changes need to be made, consistent feedback from students, parents, school administration and classroom teachers will help ESL teacher specialists determine if their program is successful or needs to be adjusted. Further, after changes have been made, it is important to follow up and make sure that students are feeling positive effects from the changes. Challenges can also arise when programs are limited by the amount of staffing, technology, or support they receive.
Below is a sample proposal to school administration of what changes could be made to the ESL model used at a school. It is important to be direct and have evidence when pointing out flaws in an ESL program, as well as offering solution to such problems, so that administration can support change without worrying that there is no solution to the problem.
Below is a sample proposal to school administration of what changes could be made to the ESL model used at a school. It is important to be direct and have evidence when pointing out flaws in an ESL program, as well as offering solution to such problems, so that administration can support change without worrying that there is no solution to the problem.