37. We are a High School with an ESL (English As A Second Language) Program ONLY. Our students arrive with no English. What do we do?

You need to offer to ALL your students "equal educational opportunity" and "equal access to the curriculum," access to the core curriculum and all other curricular and extracurricular activities. How do you do that?

The first step is to identify your teachers who have the appropriate state certification, training and experience teaching students with little or no English language skills. Your most qualified/certified/trained teachers should be selected to work with the students they are qualified/certified/trained to teach.

A student with little or no English language skills may have very extensive knowledge and skills in (h)is/er own primary language. Thus, you need to find out exactly how much English and how much content area knowledge and skills through (h)is/er own primary language the student has. Testing (in English and through the Primary Language) and review of the student’s transcripts or records from (h)is/er own country will help ascertain the student’s academic standing.

With a clear picture of the student’s needs and strengths, the student should be placed in a program where the most qualified teachers would offer (h)im/er an INTEGRATED educational program that includes four instructional components:

(1) Daily English As a Second Language instruction fully integrated with all core content area instruction. During ESL (English Language Development/ELD Instruction) the student can be introduced, and can practice and master the English language vocabulary, expressions, reading and writing skills needed to succeed in core content area classes every day.

(2) Daily Specially Designed Academic Instruction in English (SDAIE), taught by the most qualified/certified/trained teachers who integrate their programs with the ESL/ELD teacher. The student should be placed in core content area classes that help (h)im/er CONTINUE TO GROW in (h)is/er knowledge/skills base. NO STUDENT SHOULD BE PLACED IN ACADEMIC CLASSES WHERE THE STUDENT REVIEWS WHAT S(HE) ALREADY KNOWS THROUGH THE PRIMARY LANGUAGE!!!!!. ALL students, English-Only and English Learners can participate together in SDAIE.

(3) Daily instruction through the student’s Primary Language (L1), fully integrated with the core curricular classes the student takes in English. In the L1 class, taught by a fully qualified teacher or trained instructional assistant under the supervision of a teacher, the student continues to grow through (h)is/er own primary language and is introduced and reviews all core content area concepts through L1 to insure full understanding. In some cases, trained tutors or cross-age tutors, or community volunteers who speak the student’s L1 may be brought to insure the student understands.

(4) Multicultural / Positive Self Image & Self Esteem Program. ALL students in the school need to participate in this Multicultural component that helps ALL students develop a positive self image and positive self esteem.

Junior High and High School students with limited or no English Language Proficiency --that is, English Learners or LEP students-- can be effectively and efficiently helped to reach high levels of English language development and academic achievement through a program that includes the four components indicated above.



For more in-depth information, classroom demonstrations, and "coaching" of new and/or experienced teachers, Dr. CARMEN SANCHEZ SADEK offers:

1. Cognitive - Academic Language and Vocabulary Development
2. Cross Cultural Diversity - Multicultural Strategies
3. Effective Instruction for English Learners (L.E.P. students) Parts 1, 2, 3, 4
4. Promoting Academic Success in Language Minority Students
5. Cognitive - Academic Language and Vocabulary Development
6. Oral Language / Literacy Skills / Higher Order Thinking Skills
7. 50/50 Dual Language Programs: design, planning and implementation
8. The Structure of English / The Structure of Spanish
9. Transition: Introduction to English Reading

Web Site Programs for Teachers: Numbers 1, 5, 7, 8, and 9.
Web Site Programs for
Paraprofessionals: Number 3.
Web Site Programs for
New Teachers:
Enhanced Cultural Sensitivity - The Challenge of Students Diversity
Identifying / Responding to Students' Language Needs
Phonemic Awareness: Teaching English phonics to L.E.P. students
Relationship Between Reading, Writing and Spelling
Improving Reading Performance -- Building Oral Language Skills)

Write and e-mail any additional questions you may have, and Dr. CARMEN SANCHEZ SADEK will establish with you, your school or district a Technical Assistance Service Contract. Dr. CARMEN SANCHEZ SADEK will answer all your questions promptly and to your satisfaction.


For information and credentials please click on the link below or contact directly:


Educational Consultant, Program Evaluator

National Board for Professional Teaching Standards, Certification (12/2006)

3113 Malcolm Avenue, Los Angeles, California 90034-3406

Phone and Fax: (310) 474-5605

E-mail:  csssadek@gte.net