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Introduction
The Challenge
Outside of instilling faith, godly character, and knowledge into our students lives, aiding them in the acquisition of the English
language must be our number one priority. Because all instruction, except for their native language, is done using English, their
success in all courses is dependent greatly upon their comprehension and application of English. Therefore, giving preference
and at times deference to the English needs of our students is of the upmost importance if we intend for them to have success
at all.
The current state of the English department and language support program at SPH does not adequately meet the needs of our
students. From our observations, we can see that language has been taught from the standpoint of English as a first language,
which except for one or two students is not actually the case. Nearly all students at SPH Lippo Cikarang speak English as their
second and sometimes third language. Because of this, we must examine the students and the programs that teach them under
this lens. Basically, we must view all students as English as a Second Language (ESL) learners with each lying somewhere on the
spectrum from absolutely no skills, knowledge, or application (S ∙ K ∙ A) of English to a mastery of the language. Very few are
anywhere near the latter.
How do we improve the language acquisition of our students?
The school has a decision to make. Either we continue in our current program, where each teacher chooses their own materials,
decides standards for themselves, and teaches the content they deem important without any realistic accountability. Or we seek
a drastic change of direction that could possibly bring our students greater ability.
If we stay the course, we know what the outcome will be:
‐ students advancing to the next grade without having come anywhere near mastery of the S ∙ K ∙ A for the courses they
went through
‐ students being thrust into the rigorous demands of the English‐based Diploma Program without the requisite skills to
be successful
‐ students graduating from SPH after having been here for many years and yet still lacking the basic S ∙ K ∙ A for English
However, if we choose not to “do what we’ve always done” and make the necessary changes, all of the above concerns can be
addressed, met, and hopefully done away with. Our students would:
‐ be better prepared for their next grade level because they would be required to first meet the standards for their
current grade level
‐ be better prepared for the rigorous demands of the Diploma Program because they will have mastered the requisite
skills to be successful
‐ be better prepared for life beyond SPH because after studying here for many years, they will have received the basic,
remedial, or advanced instruction needed to be successful
Since all of our students can be classified as ESL students then the entire school must be organized to support that. We cannot
just reorganize a single department or a single grade to meet this challenge. No, the entire school must be reorganized in such a
way that supports the language acquisition of our students. We must go beyond how English taught in English classes, beyond
even how language support is operated. Every class must operate in ways that supports proper language acquisition. Because
our challenge is not an easy one, in order to meet it with success we must welcome change.
Of course, there are often many different approaches to solving a problem, meeting a difficulty. Yet, what must be consistent
for any plan is that there must be a holistic approach. What that means is that even if all the change doesn’t come immediately,
the roadmap for that change must be established prior to implementing the program and adjusted as the implementation
occurs. By doing this there will be a clear guide and direction as to where the program is and where is going.
What follows is a basic proposal for how we can meet the needs of all of our students by approaching each of those needs under
the umbrella of a Language Acquisition Program (LAP).
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Classifying Students
All students need to be properly evaluated and classified according to their language abilities. By doing this we can accurately
gauge what the needs of our students are. We may discover that there are very few students that need remedial help. Or
perhaps that need will be great. There remains the possibility that there will be some students that need advanced instruction.
Or maybe there will be none at all. Each of these discoveries will change the scope of each of the components of the LAP.
A proposed scoring guide has been included that can be used to evaluate each student based on their skills, knowledge, and
application of English (S ∙ K ∙ A) in each of the five division of the English language: reading, writing, listening, speaking, and
grammar/mechanics. The last was included as its own division because without the proper S ∙ K ∙ A in grammar & mechanics,
then none of the other areas will be understood or practiced successfully.
Here is a basic breakdown of how the scores work:
‐ A score of one in any skill area indicates that the student is at the most basic level in their progression of language
acquisition. They have been exposed to the very basics of the language and operate, much like a tourist would in a
foreign country. They string together words to form rough sentences, but have no concrete understanding of the
mechanics of the language. They are unable to understand or do most of the tasks required of them using English. This
student is significantly below the standard and will require the most remedial help. This student would be required to
attend remedial instruction in the Language Lab.
‐ A score of two indicates that the student is below the standard that they should be at for their grade level, but is
progressing. For the most part they can sometimes operate at the standard level and sometimes not. Consistency is
their main challenge. This student also needs much remedial help, but would be considered just “below standard” but
not significantly. This student would be required to attend remedial instruction in the Language Lab.
‐ A score of three indicates an adequate S ∙ K ∙ A, but not yet mastery. This student would be considered the standard
and most students will fall into this category. The key for them is that they are able to communicate and comprehend
effectively most of the time. To score a three is to meet the standard for the grade level. This student would not be
required to attend remedial instruction in the Language Lab
‐ A score of four indicates mastery of the grade level requirements. This student is able to communicate in that skill area
as would a native speaker would at one grade beyond their current grade. This student will need advanced instruction
to feel continually challenged and not be at risk for underperforming due to boredom. This student could be asked to
attend advanced instruction in the Language Lab.
Tracking Students
In order to know where a student is at throughout their progression in the program, accurate record keeping will need to be
done. For this we can use a language record book.
The record book would be used exclusively for the Language Acquisition Program and therefore would not be used to track
other classes. It would, however, track a student’s language use in other classes beyond just the mainstream English classes and
the Language Lab.
In the record, all teachers would record a student’s progress according to the skill areas. There would be a checklist of the
appropriate S ∙ K ∙ A for each grade level. As well, there would a place for comments regarding the student’s performance in all
three sections of the LAP: mainstream English classes, mainstream content classes, and the Language Lab.
These records would follow the students to the next grade.
Basic Description
The mainstream English classes are where all students get their first opportunity to acquire the language. Here, all students are
taught at the same (grade) level. The needs of the entire class are placed above the needs of the individual. What that means is
that most classes will follow a middle tempo as teachers do not want to hold the entire class back just for one or two lacking
students and usually are unable to press ahead into higher level language for those few that are advanced.
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Goal
The goal of the mainstream English classes is to bring all students to the successful mastery of the grade‐appropriate skills,
knowledge and application (S ∙ K ∙ A). Specific details regarding what is grade appropriate can be found on the grade level
checklists found in each student’s record book.
Mainstream English teachers will be responsible for tracking each of their student’s language progression throughout the
Language Acquisition Program from grade seven through twelfth. They will keep standard records on each of their students
recording each aspect of that student’s progress, according to the skill.
Along with tracking the students, mainstream English teachers will be responsible for identifying both underperforming students
and those that would be considered advanced and referring them to the Language Lab for either individual remedial training or
advanced instruction, depending on the student.
Teaching Methods
A standard practice is to provide instruction, practice, knowledge testing, and then practical application testing for each of the
portions of content. By doing it this way, each student will be forced to demonstrate their understanding, beyond just filling in a
blank on a prepared test. Obviously, this will not work for every portion of content, but should be used as often as possible. If
done this way, the methods for the mainstream English classes would run congruently to the methods used in the Language Lab.
Basic Description
In the mainstream content classes, students have their greatest opportunity to excel or fail at their acquisition of the language.
They only receive an hour a day in the actual practice of English, but they continue to receive five to six further hours of
instruction each day in English. However, for students to be successful and to receive the most real opportunity, then every
class that is taught in English must be seen as a language acquisition class. In order for the Language Acquisition Program as a
whole to be successful, all teachers must work together.
Accountability
To begin with, students must be held accountable for their use of English (within the five skill areas) in all classes. When they
write reports, of course these must be graded on content for the majority, but they must also be graded on “how” they write.
An 80/20 approach is proposed, where 80% of the student’s grade is based on the content and 20% is based on their use of the
English language, primarily grammar. It is not good enough just have the right ideas; they must also be able to communicate
them.
Content teachers should refuse to accept assignments that are written poorly, without showing revision and consideration
pertaining to language usage. If a student continually makes mistakes and does not seem to be improving on their own, then
the content teacher should refer the student to the Language Lab using the referral form that will be provided. The student can
then either receive one‐time specific instruction or else be included as a Language Lab Learner full time.
Training
There is a need to bring specific instruction to students during the non‐English content classes regarding how to use the
language specifically in that content area. For example, a science teacher may want their students to regularly write lab reports.
Lab reports are to be written using a specific style of writing, yet most likely will not be a style of writing that is automatically
taught in the mainstream English class. For this reason the English teacher will need to assist the content teacher with specific
instruction concerning that area of writing (or other skills) by giving that instruction during the content teacher’s period. This
can be accomplished during open periods or through the use of occasional substitutes.
By approaching language acquisition in the content areas as well, beyond the mere English classes, the students will continually
have the opportunity they need for practice and application. By providing specific training, both the content teachers and the
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students in the content class will have a better understanding and practice of how to communicate in that specific way. This will
be ever beneficial to the student later in the workforce when they will need to communicate a specific way, per their job
requirements. They will already have had received that special instruction and so will be able to repeat the process easily.
Tracking
Tracking checklists will be provided to these teachers that give a general description of the skill areas and how to score their
students. Training will be given as well to help those teachers to implement this practice. These scores will be recorded in the
students LAP records under “Language Usage in Content Areas.” There will also be a section of the record that allows for the
content teachers to record general comments about the student’s ability, usage, and progress.
Continuing Education
Finally, it is very important that all teachers continually observe and improve their own language use to ensure any incorrect
usages are corrected and demonstrated properly to the students. Students only work with the native English speaking teachers
once or twice a day, while spending the majority of their in‐class time with non‐native speakers. That means the majority of
their learning of English through observation and absorption is done with teachers that are, in a sense, English language learners
themselves. By quality checking their own language use, non‐native English speaking teachers can help their students learn
what is proper, in the proper way.
Language Lab
Basic Description
The Language Lab is a program that will run alongside the standard English classes, but not with the intent of overtaking or
replacing it. It is meant to supplement those learners whose language ability is not to the point that they are able to function
successfully in the mainstream classroom. Again, the students will not be taken out of the mainstream class, but instead would
receive extra outside assistance through the Language Lab.
Goal
The goal of the Language Lab is three‐fold:
‐ to bring all Language Lab Learners (L3) to a sufficient mastery of the basic skills required to function well in their
mainstream classes, taught primarily in English
‐ to aide students classified as L3 in the successful completion of their normal, mainstream assignments;
‐ to provide extra assistance to students not classified as L3 with specific language skill difficulties (such as when just one
or two students continue to struggle with verb tense or pronouns after the class as a whole as move on to other
subjects).
Student Identification
Students will be referred to the Lab through testing and/or teacher observation throughout each academic year, but mostly at
the beginning of each academic year. Based on the score the students received, according to the S∙K∙A scoring guide, they will
be assigned to the Language Lab one, two or all three days per week.
Students will be identified for the Language Lab based on evaluation and observation in the four skill areas: reading, writing
(including grammar), listening, & speaking). Preference will be given to those students in the incoming class (7th grade) and the
outgoing class (12th grade), as well as those students found lacking in multiple skill areas.
Identification of Language Lab Learners (L3) will occur throughout the academic year with the focus & final decisions begin made
within one month of the end of the year, prior to the start of the next academic session. Incoming students will be identified in
6th grade where possible and through individual observation & evaluation by the Curriculum Coordinator(s) with guidance
provided by the Language Lab Coordinator(s).
The Language Lab is an extra‐assistance program that will be available three days per week. Students with a score between five
and eight will attend all three days, those that score between nine and eleven will attend two of the three days, and those
students that score between twelve and fourteen will attend one day. Students that score fifteen and above will not be
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required to attend. However, teacher input is the deciding factor. Even if a student scores a three (standard) in all skill areas,
they still may need to attend at least one day if that is determined by the teacher. As well, there is an option for students that
score above average (four) in one or more skill areas to be sent to the Language Lab for advanced instruction. These students
will be referred to as Language Lab Learners (L3) and form the core of the Lab.
Group Size
The Language Lab will be available to up twenty‐five students. The average per class group size should be about five students.
Methodology
Students will work through binder set of individual materials assigned to them based upon their S∙K∙A needs. This material will
be self‐paced and designed in such a way that they are able to learn (instruction), gain confidence (practice), prove initial
mastering (test), and then demonstrate ability (practical application).
Teachers
The teacher’s assigned to the Lab can be free flowing between all of the students or assigned to a subsection (per skill area
needs or grade level). They will work with small groups of four to seven students, depending on the number of students needing
remediation in each of the skill areas.
Exit
It is important to not try and push and students out of the program. It is better to just accept the fact that there will be some
students that will need remediation for multiple years. That is alright. The goal must be to bring all students to proficiency,
even if they are in the program their entire school career.
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LANGUAGE ACQUISITION PROGRAM
A Three‐Tiered Approach
In the Language Lab students will be given the remedial and
advanced language instruction that they will need, based
upon the skill areas.
Language
Lab
In the mainstream content classes students
have their greatest opportunity to excel or fail
at their acquisition of the language.
Mainstream
In the mainstream English classes the needs of
the entire class are placed above the needs of
Content Classes
the individual student.
Mainstream English Classes
LANGUAGE ACQUISITION PROGRAM
Skills ∙ Knowledge ∙ Application
1 2 3 4
They use basic sentences and paragraphs
They are unable to formulate correct sentences or They use complex sentence and paragraph They use complex sentence and paragraph
correctly, yet struggle with complex sentences and
use paragraphs correctly to communicate structures properly to communicate effectively structures to communicate at an advanced level
paragraphs. They communicate at a basic level,
effectively. much of the time. all of the time.
but not always effectively.
The intent of their writing is often The intent of their writing is understood most of The intent of their writing is almost always
The intent of their writing is sometimes
misunderstood. the time. understood.
understood.
This student is unable to listen for comprehension This student listens for comprehension beyond
This student sometimes listens for comprehension This student listens for comprehension at their
their grade level.
LI ST ENI N G
This student does not understand the basic This student understands some of the basic
GRAMMAR /
M E C H ANI CS
Has the student achieved the language standard in each of the Skills ∙ Knowledge ∙ Application
areas according to their grade level?
No Yes
Not a Language Lab
Is the student a non‐native English speaker?
Learner
Yes No
Not a Language Lab
Is their English ability the primary issue?
Learner
Yes No
Language Lab Not a Language Lab
Learner Learner
LANGUAGE ACQUISITION PROGRAM
Frequency of Language Lab
Continual Need Students Occasional Need Students Advanced Need Students
(Language Lab Learners) (Non‐Language Lab Learners) (Non‐Language Lab Learners)
Three Days
Remedial
Students that receive multiple ones
according to the S∙K∙A scoring guide
Remedial
Two Days
Students that receive multiple twos or
below according to the S∙K∙A scoring
guide
Remedial Standard
One Day
Students whose S∙K∙A scores were all at a Advanced
Students that receive at least one score
below a three according to the S∙K∙A three or above but are referred to the Students whose S∙K∙A were at a four in
scoring guide Lab for remedial work on just one any of the skill areas
content area
Zero Days
Standard
Students whose S∙K∙A scores were all at a
three or above
LANGUAGE ACQUISITION PROGRAM
Teaching Methodology
______________________________________
Instruction
The student receives instruction in a self‐directed way through one of the following possible
methods:
‐ Reading an explanation ‐ Reading through a website
‐ Reviewing an outline ‐ Reviewing a set of notes
‐ Watching a video clip ‐ Reviewing a PowerPoint
‐ Listening to an audio clip
Practice
The student works through a series of material to practice/review the content until they feel
confident with their mastery, such as:
‐ Completing grammar worksheets ‐ Completing a listening guide
‐ Practicing speaking along with audio clip ‐ Reading aloud a portion of text
‐ Completing comprehension questions
‐ Writing rough draft sentences/paragraphs
Testing
The student is required to answer a series of questions and obtaining a certain score relating to
the content/skill that they were instructed on and practiced through one of the following possible
methods:
‐ Answering oral questions
‐ Taking a short quiz (multiple choice, short
answer, etc.)
Practical Application
The student is required to demonstrate mastery of the specified content/skill area through one of
the following possible methods:
‐ Writing a short passage showing correct ‐ Listening to a prepared statement, read
‐ usage by a teacher and answering
‐ Creating an outline demonstrating comprehension questions
understanding ‐ Preparing a short, impromptu speech