English as a Second Language

English as a Second Language Program (ESL):

The goal of English as a second language programs shall be to enable limited English proficient students to become competent in the comprehension, speaking, reading, and composition of the English language through the integrated use of second language methods. The English as a second language program shall emphasize the mastery of English language skills, as well as mathematics, science and social studies, as integral parts of the academic goals for all students to enable limited English proficient students to participate equitably in school. All RISD campuses offer ESL services.

Elementary ESL:

Elementary ESL is provided through a content-based model in which students identified as emergent bilingual students are served through English instruction provided by a teacher appropriately certified in ESL, using content-based language instruction methods in reading and language arts, mathematics, science, and social studies. The goal is for emergent bilingual students to attain full proficiency in English in order to participate equitably in school.

Elementary students who have recently arrived to the US and are at beginner or intermediate level of English proficiency receive additional support from additional resources that accelerate English acquisition and development through reading, writing, speaking and listening. These resources include targeted instruction in foundational literacy skills.

Secondary ESL:

Secondary campuses offer ESL services through the pull-out program model in which students identified as emergent bilingual students are served through English instruction using content-based language instruction methods provided by an appropriately certified ESL teacher through English reading and language arts. The goal is for emergent bilingual students to attain full proficiency in English in order to participate equitably in school.

Secondary students who have recently arrived to the US and are at a beginner or intermediate level of English proficiency are clustered in English reading and language arts. Sheltered courses provide recently arrived students:

targeted language development instruction with grade-level content,
scaffolded and culturally responsive strategies to make content comprehensible and
support during the acculturation process.

In addition, students receive additional support from resources that accelerate English acquisition and development through reading, writing, speaking and listening. These resources include targeted instruction in foundational literacy skills.

English as a Second Language