Learning English Usa

1. How do you know if you need ESL?

Most applicants to U.S. universities have had exposure to the English language. However, your basic comprehension and grammar may not be sufficient to apply to a U.S. university or college. Ask yourself if:

• You are able to read and comprehend most English texts
• You have a high level of grammatical competence in writing and speaking
• You have a strong command of vocabulary and functional language
• You can follow and understand lectures. If not, a boarding school ESL program would be ideal for you.

2. How should you evaluate an ESL program?

• Development of reading, writing, listening, and speaking skills
• Flexibility in course selection
• Content-based instruction as well as English language classes
• TOEFL preparation and testing
• Individual support and tutoring for both ESL and non-ESL courses
• Motivated and well-trained faculty
• Small student-to-teacher ratio
• Encouragement in expressing ideas and opinions openly
• Focus on study and organizational skills
• Emphasis on time management
• Incorporation of advanced technology in classes

3. What should you look for when choosing a boarding school that offers ESL?

• Equal distribution of international
• students from different cultures
• School-sponsored activities to help integration with American students
• A community where students feel at home, safe, and respected
• Planned multi-cultural events
• A strong guidance system in which students meet individually with an adviser to discuss their personal needs, worries, ideas, and goals
• Opportunities for leadership in student government, clubs, academic areas, and dormitory life.

Questions International students often ask:

Q. How old should I be when I start studying ESL?

Enrolling as early as possible, ideally in your 9th grade year or earlier, will allow you at least 2-3 years of intensive English instruction and at least one year of transition to mainstream courses before applying to a university. Repeating a grade to strengthen your English is often advisable, as long as age does not pose a problem. The longer you wait, the harder it will be to achieve proficiency.  In addition, keep in mind that universities rely heavily on TOEFL and SAT scores for their admission process. The most competitive colleges will also require that you take at least three SAT II tests in the field of your choice. Therefore, the longer you study in America. and practice English in its natural environment, the better chance you have for achieving strong test results.

Q: How do schools decide if I need an ESL program?

Assessment procedures vary from school to school. Most applications will ask you to submit several writing samples on specified topics, usually about yourself. It is important that these essays be your own work, no matter how awkward you think they are. They are a good indication of your writing skills and ability to express your thoughts. You will probably set up a telephone interview with an admissions director or ESL coordinator.  This person will ask you a variety of questions. Listen carefully and ask the speaker to repeat the question if necessary. Try to speak in full sentences but be calm and natural. Some schools might require you to take the SLEP Test (Secondary Level English Proficiency), the Michigan English Language Institute Proficiency tests, the TOEFL Exam, or the SSAT in order to complete the admissions process.

Q: Are academics the only important element of an ESL program?

While academics are the most important element of an ESL program, it is also important that the program focus on student leadership. A good boarding school encourages each student to take on leadership roles. This is accomplished by offering opportunities in dorm proctoring, peer tutoring, peer leading, conversation partners, and community service. Students should also be encouraged to take leadership roles in sports such as team captains or team managers. By taking on a leadership role, students not only become a part of the whole school community, but they are building a strong character that will serve them well in college and beyond.

Technology in the ESL Classroom

Technology has made a huge impact on the teaching and learning of English as a Second Language in the U.S.A. No longer are teachers limited to cassette tapes or CD’s for pronunciation, or handouts or games for practicing skills. Instead they may utilize a multitude of new technology to help students with the difficult transition from their native language to English.

At Solebury School the majority of our ESL classes are centered on an interactive whiteboard which supplements our on-line text books. For example, once a chapter section or story has been assigned and read for homework, the teacher can use an electronic “flip chart” presentation, displayed on a screen in front of the class, that visually emphasizes academic vocabulary and important content from the lesson. The flip chart allows a teacher to hide, reveal, and highlight text and images as necessary to motivate students.

To enhance and complement the teacher’s chart, each student is given an interactive tool . Using these hand held devices, the classmates can record their responses to quiz or test questions, either in an objective (true-false or multiple choice) format or using complete sentences.

The on-line texts are particularly helpful in trying to get a large group of language learners to focus on one element of a lesson together. The format allows a teacher to have better control of a class and maintain continuous eye contact while directing attention to a particular sentence, paragraph, or picture in the text. The online texts also offer practice quizzes and tests, a writing lab and interactive questions, all of which may be sent electronically to the teacher.

A bank of computers in Solebury’s ESL Center enables students to become part of an online community through e-mail, chat rooms, and posting and reading announcements and homework on the school’s web site. Students also use the computers for research because they link to all of the school library’s resources. All homework assignments, essays, and projects are written and edited on the computer. Students save their work either in personal folders, on the server or to a flash/thumb drive.

Special language lab software helps students practice and evaluate English pronunciation, intonation, stress, rhythm, and structure.

Video streaming is another high-tech tool used in the ESL classroom. To introduce or reinforce material visually, teachers download clips or entire videos to make their classroom come alive and spark active participation. Finally, using video cameras to record presentations helps students observe “body language” and strengthen their organizational and oral skills. They are much more apt to accept constructive criticism when they are able to see the mistakes they have made.

Technology has made learning English much more enjoyable. It inspires U.S. teachers to be more creative and encourages students to be more involved in classroom activities. Lessons now come to life as English is used as a vehicle for studying content and learning skills. It is no wonder that ESL students are performing better than ever and are “mainstreaming” (joining classes with native speakers) at a faster rate. Clearly, technology is the key to success in any classroom, and particularly with English language learners.

Before they begin classes at The Bolles School in Florida, new international students whose native language is not English are encouraged to enroll in the school’s four-week Summer ESL Program. They acquire additional proficiency in English and to become acquainted with the American way of life, and also get to know the faculty, students and the school activities. Because Bolles is located near a river, students enjoy swimming and boating in their free time.

In a study skills class, ESL students create personal lists of their own common errors in grammar for reference and correction in future essays. The class uses model essays for study and discussion, and students practice writing longer pieces.

The Williston Northampton School in Massachusetts offers two levels of ESL (Intermediate and Advanced) which students take while studying mainstream courses in other subjects with Americans. The advanced course is taught just like a regular English course, with a focus on literature and essay writing.

Integrating with the American Community

Learning English and learning about American culture can be fun!

At Solebury School, a Conversation Partners Program has been bringing the American and International community together. American partners are paired with international students. Each pair meets twice a week to discuss different topics. Then they each write their impressions in a journal.

In addition to discussions, students often do something fun together, such as listen to music, make ice cream sundaes, or play a game. These activities are so successful that several groups often join together for an off campus activity such as dinner or the movies. This, in turn, allows the international students to become more comfortable speaking and interacting in a group setting, while at the same time meeting new friends. At the end of the year students are given academic credit for successful participation in the program.

Not only have American and international students made lifelong friendships, but the international students join many activities, sit with others at meals and in classes, and speak English consistently.