English Learners

Our team provides comprehensive language instruction and cultural integration programs to help EL students achieve academic success and thrive in a diverse learning environment.

If you have difficulty understanding English, you may, free of charge, request language assistance services for Dublin City Schools information by contacting the Office of Academics and Student Learning (614) 764-5913 or email us at: dawes_jenny@dublinschools.net

Si usted tiene dificultad para entender el inglés, usted puede solicitar de forma gratuita, servicios de lenguaje para solicitar información acerca de las escuelas de la ciudad de Dublin. Se puede comunicar con la oficina Académica y de Aprendizaje Estudiantil al tel. (614) 764-5913 o por correo electrónico a: dawes_jenny@dublinschools.net

إذا كنت تواجه صعوبة في فهم اللغة الإنجليزية، فيمكنك طلب خدمات المساعدة اللغوية للحصول على معلومات مدارس مدينة دبلن مجانا عن طريق الاتصال بالمكتب الأكاديمي وتعلم الطلاب (614) 764-5913 أو مراسلتنا عبر البريد الإلكتروني على: dawes_jenny@dublinschools.net

もし、英語を理解するのにお困りでしたら、ダブリン学校区インフォメーションの無料言語支援サービスを、Academic and Student Learning局へお電話: (614)764-5913または、email: dawes_jenny@dublinschools.net に連絡し、ご依頼ください。

如果您不懂英語，需要免費語言方面的協助來了解有關Dublin學校的資訊，您可以撥電話 (614)764-5913 給學業及學生學習辦公室（Office of Academics and Student Learning）或者寄電子郵件到: dawes_jenny@dublinschools.net

만약 영어를 이해하시는데 어려움이 있다면 무료로 더블린시 학교 정보에 대한 언어 지원 서비스를 요청하실 수 있습니다. Office of Academics and Student Learning (614) 764-5913 (교무 및 학생처) 로 연락하시거나 이메일 dawes_jenny@dublinschools.net 로 문의하십시오.

About the EL Department

Overview of the English Learner Program

In Dublin City Schools the English Learner Department (EL) has continued to grow each year. We currently rank as the 7th largest EL population in the state of Ohio. These students represent approximately 100 countries and speak over 80 different languages. The top languages currently spoken by the students in the EL program are Spanish, Arabic, Japanese, Korean and Chinese.

Every building offers support for the ELs at their site. Services are determined based on the language proficiency levels and needs of the students. We offer sheltered English instruction at the secondary level and a variety of pull-out and inclusion services at the elementary level. We currently employ 44 teachers to support the needs of the students in our EL program. We have 28 elementary EL teachers providing service to our students and 17 secondary EL teachers that provide sheltered English instruction and resource support for our secondary ELs.

We also offer bilingual aide support to assist our students with learning. We employ 30 bilingual aides that represent the following language groups: Arabic, Chinese, Japanese, Korean, Spanish and Dari/Pashto. The bilingual aide support helps to bridge the communication gap between our students/parents and school staff.

Dublin City Schools EL Data

The 2018-2019 state report card included gap closing results for English Learners in their progress in English Language Proficiency, achievement on the math and ELA assessments, as well as graduation rates. Dublin City Schools ELs exceeded the state baseline in all four categories. To view the gap closing measures on the state report card, visit the Ohio Department of Education website.

English Language Proficiency is measured each year through a state-mandated standardized test, called the OELPA. Dublin City Schools continues to increase the number of students that meet proficiency on the OELPA each year.

This graph shows the OELPA exit rates, trend over the past three years

Who are our English Learners?

Belief Statements

We believe that all students can and must learn at high levels of achievement.

EL refers to the program offered by Dublin City Schools for English Learners (ELs). Dublin City Schools has adopted the term English Learner (EL) for students served in the English Learner Program (EL). The term reflects our beliefs, that all students will learn the English language to a high level of proficiency.

CORE BELIEFS

The Language Learner

Language learners especially need an environment that provides motivation and promotes self-confidence, low-anxiety, and academic risk-taking.
Students learn language and culture best in meaningful settings requiring authentic interactive communication with others at a language level just slightly above their current competency.
English learners become critical thinkers and independent learners in English through a variety of learning experiences.
Proficiency in Basic Interpersonal Communication Skills (BICS/Social Language) does NOT equal proficiency in Cognitive Academic Language Proficiency (CALP/Academic Language).

Student Background

Learners construct meaning by connecting new information to existing knowledge, which varies from culture to culture.
Sociocultural factors such as background, customs, and experiences, contribute to academic performance.
ELs enter our educational system with a wide range of cultural and academic knowledge.
Students without first-language (L1) literacy may require a different time frame and set of strategies to achieve/acquire competence when compared to students with L1 literacy.

Teaching Preparation for Student Learning

Effective EL teachers demonstrate proficiency in general teaching practices and language pedagogy, and native or near-native mastery of English.
EL teachers’ second-language study or bilingualism provides insight into the language learning process and promotes cultural sensitivity.
EL teachers, in particular, must understand students’ diverse background knowledge, learning strategies, and educational goals in order to facilitate learning.
Curricula for ELs must be age and grade-level appropriate, and use math, science, social studies and language arts content as the vehicle for language learning.
In collaboration with classroom teachers, EL teachers must focus on state standards in Language Arts and EL to develop curricula using appropriate, authentic, and grade-level materials.
EL teachers must recognize high-priority content material and make it accessible to students.
EL teachers must provide students with direct, differentiated instruction in learning strategies and academic language.

Instruction

In accordance with state Language Arts and EL Standards, the objective of EL instruction is communicative and academic competence in the domains of listening, speaking, reading, writing, and culture.
Teachers must be explicit about the goals and significance of learning activities and explain assessment rubrics to students.
EL teachers must activate prior knowledge and provide a clear and sufficient explanation of American cultural expectations and discourse style.
Teachers must impart learning strategies that facilitate the development of higher order thinking skills, including but not limited to analysis, synthesis, inquiry, and the development of a discourse style.
Varied motivating classroom activities should include active, hands-on, multisensory methods providing students multiple opportunities to access, comprehend, and retain knowledge.
EL teachers must consistently model thinking processes, learning strategies, linguistic and academic risk taking, and standard language use.

Supporting Student Learning

Because teaching ELs is a job for everyone, not just the EL staff, support for these students requires educating administrators and staff.
Effective teachers willingly reflect on practices and adapt to different learning styles and cultural backgrounds.
EL staff members create essential connections with parents and community through programs which support students’ educational experiences.

Service Delivery Model

Secondary EL Course Overview

Dublin City Schools Philosophy for English Learners

Dublin City Schools values the stories, identities, languages, and life experiences of multilingual learners. We believe students are agents of their own learning. We nurture the linguistic strengths and the cultural wealth that multilingual learners bring. We connect students’ literacy and languages to their present learning purposes and choices.

Instructional Agreements

Among the district’s multilingual students, many also qualify as English Learners per state and federal guidance. The English Learner Program recognizes that students become critical thinkers and independent learners in English through a variety of learning experiences in an environment that increases self-confidence and promotes risk-taking. The English Learning courses help build interrelated target language practices by focusing on objectives for listening, informal and formal speaking, reading comprehension/strategies, writing, vocabulary development, and research skills. English Learners are guaranteed equal access to content area learning and acquire both English language proficiency and content area knowledge concurrently with the support of specially designed instruction.

MS EL Language Arts Beginner 1

MS EL Language Arts Beginner 2

MS EL Language Arts Intermediate

MS EL Language Arts Advanced

HS EL English Studies Beginner (905)

HS EL English Studies Intermediate (906)

HS EL English Intermediate (907)

HS EL English Advanced (908)

HS EL English Transitional (909)

HS EL Resource (910)

HS EL Writing and Content Literacy Skills (911)