English as a Second Language (ESL) is an instructional model to help English Learners (ELs) do just that—learn English. It comprises a variety of instructional strategies and techniques to develop proficiency in the four language domains: Listening, Speaking, Reading, and Writing. Eleven ESL teachers and eight ESL tutors serve our district, providing instruction in the basics, for those who speak little or no English, as well as more advanced lessons for those who speak more English. Approximately two dozen classroom teachers are also trained in the SIOP method of sheltered content instruction to better support beginning and intermediate level ELs in grades 1 through 8.
Our population of English Learners continues to grow. In 2004, the number of students served by our program was 62. In 2012, we began the school year with 325 ELs. This year we are serving over 850 active EL students and monitoring the progress of over 200 former ELs. These students attend school at all three of our campuses, from kindergarten through the 12th grade.
They come from many different countries throughout the world. These include: Benin, Cambodia, China, Colombia, Congo, the Dominican Republic, Ethiopia, Gabon, Ghana, Guatemala, India, Mexico, Micronesia, Nepal, Nigeria, Peru, Rwanda, Senegal, Togo and Vietnam. Many of the students were actually born in the United States but live in homes where languages other than English are spoken. About 63% speak Spanish and 7% speak Nepali, while the remainder speak over 20 different languages, including French, Twi, Fulani, Awakateko, Swhaili and Pohnpeian. Some of them speak English with a high degree of proficiency; others are just beginning to learn the basics.
Research shows that it takes second language learners two to three years to learn basic interpersonal communicative skills (BICS) and five to seven years to achieve cognitive academic language proficiency (CALP) if they have had two to three years of first language schooling in their native country (Jim Cummins, 1981). If the student has not had schooling in his/her first language, it can take seven to ten years or more to attain CALP (Virginia Collier, 1995).
Our mission is to provide English Learners of every background with high-quality instruction in the acquisition of English as a second language (ESL) and sheltered instruction in the mainstream classroom, with appropriate modifications and accommodations to ensure that they develop the English language skills necessary to succeed academically and socially in the United States.
For more information on the Winton Woods City Schools' Plan for English Language Learners, including entering and exiting the ESL program, click here.
The district employs 12 TESOL-endorsed/licensed teachers to teach ESL content following the Ohio English Language Proficiency Standards and 14 ESL tutors, who work with the ESL teachers to support English Learners' development of English proficiency.
One of the teachers, Mr. Giblin, also serves as the District ESL Program Coordinator.
Melinda Anderson (South Campus, grades 1-2)
Agnes Boateng (North Campus, grades 9-12)
Kristina Deal (North Campus, grades 9-12)
Lisa Giblin (North Campus, grades 7-8)
John Miracle (North Campus, grades 9-12)
Erica Salcedo (South Campus, grades 3-4)
Maggie Thaxton (South Campus, grades 5-6)
Rose Yang (North Campus, grades 9-12)
Danielle D'Arcy (South Campus, grades 5-6)
Suzie Bonno (South Campus, grades 5-6)
Jenny Hardy (South Campus, grades 3-4)
Micki Hauer (South Campus, grades 1-2)
JoJo Holland (North Campus, grades 9-12)
Sunitha Jakkula (Early Childhood Campus, grade K)
Nupur Khanna (Early Childhood Campus, grade K)
Melvin Levett (South Campus, grades 1-2)
Michaela Noel (South Campus, grades 1-2)
Jacob Schaefer (North Campus, grades 9-12)
Melissa Shorter (South Campus, grades 1-2)
Kimberly Tenai (North Campus, grades 9-12)
Daycy Walker (North Campus, grades 9-12)
To view forms for this department, please see the Teacher/Administrator Resource page.