English Language Development Program
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As we are getting settled into the school year, I want to take a moment to introduce myself. My name is Ana Cristina Limpic, and I am the new ELD/ALD teacher and EL Site Representative for our school. I am currently working hand in hand with the amazing Mrs. Vidal, who is helping our highest ELLS in ALD 4. I want to share a few of the ways I hope to support you and our students this year. |
An ELD student (English Language Development) is a student who is learning English while also taking regular high school classes. Students in ELD are typically new to the United States anywhere from 0 to 2 years.
An ALD (Academic Language Development) high school student is a student who needs support developing the English language skills used for academic learning in high school. Plus, the student is still in need to pass the ELPAC assessment (English Language Proficiency Assessment). In passing the ELPAC, the student can then be reclassified from "Limited English" to "Fluent English Proficiency" also known as FEP. Students in ALD L2 to L4 have been in the United States for more than 3 years.
An ELD student indicates that they've been in the United States for less than 2 years where as an ALD L3-L4 student has generally been in the United states for more than 3 years.
Overview:
ELD 1 + ALD 1 = 0-12 months
ELD 2 + ALD 2 = 12-24 months
ALD 3 = 2 to 5 years
Gen Ed with ALD Support
*Student removed from ALD when reclassified
ALD 4 = LTEL (Long Term Eng Learner)
Gen Ed with ALD Support
*Student removed from ALD when reclassified
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There are different ways to know if you have a student who is in ELD or both in ELD and in ALD:
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Aeries, go to "Student Data," "Programs," "Language Assessment"
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Aeries, go to "Demographics," and there you can find their "Language Fluency"
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Aeries, go to "Profile," then "Programs" found on the top right.
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Class roster, next to their name you will find their language fluency status.
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Individual English Learner Plans uploaded in Aeries "Student Documents." -Coming soon!
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I am here as a resource for you. If you have questions about an English Learner or RFEP student, need strategies or accommodations, or simply want to touch base about the best way to support a student in your class, please send me an email or stop by room 408. I am always happy to brainstorm and help in any way I can.
See further below for some tips and tools on how to help.
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We will soon have two instructional assistants who will be able to support our English Learners in their classes. They may also be able to assist with language and translation needs. We are working on creating a schedule that allows us to provide support where it is most needed. |
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Every Friday or Every other Friday (depending on the need) during ELD/ALD, students will have dedicated time to work on assignments from their other classes where they need additional support. This may include help understanding directions, academic vocabulary, assignments, or support in their native language.
If you have an EL student who is struggling with a particular assignment, please let me know what they are working on and how I can best support them.
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I am also starting a new program called Yo Te Explico! ("I'll explain it to you!"). This will be an after school academic support program where students whose native language is not English can receive additional help.
My hope is to collaborate with AVID and other students on campus who would like to tutor and support our multilingual students. If you have a student who is especially good at helping or explaining things to others, please encourage them to participate in Yo Te Explico! They can help another student, build connections, and potentially earn community service hours at the same time.
Please also encourage your multilingual students to take advantage of the support being provided to them. One of my goals is to create a schedule so students know exactly when and where they can get help, rather than having to miss important academic content from their other classes.
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With the help of our amazing counselor, Mrs. Mosqueda, we are also beginning to work on implementing Individual English Learner Plans. These will give teachers an easier way to see where a student currently is in their English development, their areas of strenght and need, and ideas for strategies and accommodations that may be helpful in the classroom.
Currently, we only have one student who is a true newcomer and is at a beginning level. Most of our English Learners have more developed English Skills (even if they are not showing them in class). Because of this, I also want to encourage us to continue to challenge our students. Support is important, but so is helping them step outside their comfort zones, become increasingly independent, and learn how to advocate for themselves when they need help.
Finally, I am hoping to collaborate with clubs, teachers, counselors and student groups throughout the year to bring more of our students' languages, cultures, and experiences into our school community.
My hope is that together we can continue building an AGHS Familia where our multilingual students feel that they belong, while also being challenged and supported to succeed.
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Thank you so much for everything you already do for our students. I am excited to collaborate with you this year! Please don't hesitate to email me at ana.limpic@lmusd.org or come visit me in Room 408.
Here are some easy, practical things you can do as a teacher to support a student who is learning the English language:
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Provide Translated Materials: Website, Speech to Speech Translation, Instant Document and Image Translation, Simplifying Instructional Materials, Google Slides, and Canva.
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Allow translation tools when appropriate. A dictionary, translation app, bilingual glossary, or translated instructions can help the student access the curriculum.
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Check for understanding. Instead of asking, “Do you understand?” ask the student to show or explain what they need to do.
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Write directions down. Put assignments, due dates, and important instructions on the board or in the online classroom.
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Use visuals. Pictures, diagrams, examples, charts, and demonstrations can help students understand concepts without relying entirely on English.
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Provide examples. Show the student what a finished assignment should look like before asking them to complete it.
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Give extra processing time. A student may understand the material but need more time to translate the question mentally and formulate an answer in English.
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Pre-teach important vocabulary. Identify 5–10 key words they will need for a lesson and explain them before starting.
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Pair them thoughtfully. A supportive, patient classmate can help with directions and classroom routines. Avoid making the student feel like they are constantly being "helped."
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Don't assume limited English means limited ability. Keep academic expectations high while providing language support.
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Allow different ways to demonstrate knowledge. When appropriate, let the student use drawings, diagrams, labels, short answers, or oral responses while their English develops.
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Give feedback on a few important language errors rather than every mistake. Too much correction can make a student afraid to participate.
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Learn and correctly pronounce their name. This is a small thing that can make the classroom feel much more welcoming.
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Encourage participation without putting them on the spot. Give them time to prepare an answer before calling on them.
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Celebrate progress. Notice improvements in both their academic work and English, even when progress is gradual.
Overall, Make the language easier—not the learning easier.
For example, instead of changing a difficult history assignment into a much easier assignment, keep the same historical thinking task but provide vocabulary, visuals, sentence starters, and an example.
This can make a big difference for a student learning English.
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Ana Limpic, ELD & ALD L1-L3 Teacher
ana.limpic@lmusd.org
Room 408
Shelby Vidal, ALD L4 Teacher
shelby.vidal@lmusd.org
Room 505
Yusdivia Mosqueda, ELD School Counselor
yusdivia.mosqueda@lmusd.org
Admin/Counseling Office, ext 2036
Shayne MacCuish, ELD Adminsitrator
shayne.maccuish@lmusd.org
Administration Office, ext 2041
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