GUIDING PRINCIPLES OF THE GUILFORD COUNTY SCHOOLS ESL PROGRAM FOR ENGLISH LANGUAGE LEARNERS

The Guilford County Schools English as a Second Language (ESL) Program for English Language Learners is designed around our school system philosophy that all children can learn. It is the belief of the Guilford County Schools staff that the best ESL Program

 • is tailored to meet the special linguistic, academic, cultural and affective needs of the students

 • provides the ELLs the assistance and instruction necessary to allow them to progress through school at a rate similar to their native English speaking peers

 • makes the best possible use of school district and community resources

PROGRAM GOALS

1. To provide services to English Language Learners which will enable them to become proficient enough in English to function successfully and participate fully in the regular instructional program.

2. To provide support services to assist English Language Learners in becoming a part of the cultural environment of the school and community.

3. To provide opportunities for English language Learners to share their culture with the school and community.

4. To provide families of English Language Learners the opportunity to become an integral part of the Guilford County Schools.

Guilford County Schools will adhere to the guiding principles outlined by the Center for Equity and Excellence in Education (George Washington University) regarding English Language Learners. Thos six principles are as follows:

1. English language learners must be held to the same high expectations of learning established for all students.

2. English language learners must develop full receptive and productive proficiencies in English in the domains of listening, speaking, reading and writing, consistent with expectations of all students.

3. English language learners are taught challenging content to enable them to meet performance standards in all content areas, including reading and language arts, mathematics, social studies, science, the fine arts, health and physical education, consistent with those for all students.

4. English language learners receive instruction that builds on their previous education and cognitive abilities and that reflects their language proficiency levels.

5. English language learners are evaluated with appropriate and valid assessments that are aligned with state and local standards that take into account the language acquisition stages and cultural backgrounds of the students.

6. The academic success of English language learners is a responsibility shared by all educators, the family and the community.