MultiLingual Learners
Multilingual Learners
As a school district and community, Dedham strives to recognize, embrace and welcome multilingual and non-native English speakers from all cultures. DPS educators continue to enhance the academic and social experiences of incoming students in the district and seek to enrich the relationships with their Multilingual Learner (MLL) families.
All multilingual learners will develop the social and academic English language proficiency that will allow them to meet grade level expectations. Students will be given the necessary amount of English support to help them achieve this goal. All English Language Learners will work toward becoming proficient on the WIDA ACCESS test, as well as meeting grade level expectations. An appreciation of diversity in language and culture and adherence to high expectations will set a positive learning environment.
We want to help your children learn English so they can succeed in school and in life!
Program Description
The Multilingual Learners (MLL) Program consists of two parts- English Language Development and Sheltered English Immersion. English Language Development is taught by the school’s certified ESL teacher in small groups of ML students. Students receive between 45 and 90 minutes of instruction daily, depending on English proficiency level. For the rest of the day, teachers trained in Sheltered English techniques, provide comprehensible student instruction.
Your children receive extra help with English throughout the day.
How It Works
-
Every student entering the Dedham Public Schools is given a Home Language Survey in a language that is comprehensible to him/her.
If the results of the survey indicate a first language other than English, the student is referred to the ESL teacher for language proficiency testing. The district currently administers the WIDA Model test to assess the student’s English in the four language domains of listening, speaking, reading and writing.
In addition to proficiency testing, teachers also look at previous school records, if available.
If the student tests as non-proficient in English, (s)he is enrolled in the district’s Multilingual Learner Program. Service delivery time is determined by the level of proficiency. Students are placed in small groups for direct English language instruction.
-
Parents may inform the district of their intention to have their child “opt out” of language servicing. If the parents do this, the district must inform the parents of the services the student would have received had they remained in the program.
The district must also meet the student’s English language and academic needs, even though they are not part of the program. These students will still be considered MLs (Multilingual learners) and will be assessed annually to determine the student’s English proficiency level. Parents will be notified of the results of the testing.
-
Service delivery hours are based on the overall score that a student receives on the annual WIDA Access test.
In general:
- Students at Levels 1 and 2 will receive 90 minutes of ESL instruction daily.
- Students at Levels 3, 4, and 5 will receive 45 minutes of instruction daily
-
After students enter the program, they are assessed every winter using the ACCESS for MLLs tests. These results will be sent to you before the end of the school year.
-
- Yes, Multilingual Learners must participate in the MCAS or PARCC tests that are scheduled for their grade.
- The only exception applies to English learners who are in their first year of enrollment in a U.S. school.
- First year students are those that enrolled in school in the U.S. after March 1 of the previous school year.
- Schools can decide whether or not to test first year students in the English Language Arts part of the test.
- All multilingual learners, including first-year students, must participate in the Mathematics and Science & Technology tests.
-
It depends! In general, a student is ready to leave the program when he or she scores a 5 on each section of the ACCESS for MLLs tests and when classroom abilities are comparable to those of native English speakers. The decision to exit is made in consultation with classroom teachers, MLL teachers, school administrators and families.
-
ELL teachers continue to follow the progress of former MLLs for four years. If your student is struggling academically, it is possible to reenter the program at any time during those four years.
-
At home, you should speak the language you speak best. For most families, that is the language of their home country. We consider multilingualism to be an asset to students. Students will be not confused by speaking more than one language and, in fact, it is beneficial to their brains.