ESL: English as a Second Language

Notice of Interpretation and Translation

Lake Forest Charter recognizes that both communication and partnership with parents and guardians are vital for the educational success of students. The district is committed to provide quality and professional translation (written) and interpretation (oral) services to families so that they can take an active role in their children’s education. Notice of Interpretation and Translation Services ENGLISH


Lago Carta Bosque reconoce que tanto la comunicación como la colaboración con los padres y representantes son vitales para el éxito académico de los estudiantes. El distrito está comprometido a proporcionar servicios de calidad y profesional de traducción (escrito) y de interpretación (oral) a las familias para que puedan participar activamente en la educación de sus hijos. Anuncio de Servicios de Traducción e Interpretación (Notice of Interpretation)

Hồ Điều lệ rừng nhận ra rằng cả sự liên lạc lẫn sự hợp tác với phụ huynh và người giám hộ là điều tối quan trọng trong sự thành công về học vấn của học sinh. Học khu cam kết việc cung cấp những dịch vụ về phiên dịch (bản viết) và thông dịch (vấn đáp) có phẩm chất và chuyên môn cho các gia đình để họ có thể đóng vai trò tích cực trong việc giáo dục của con cái họ Thông Báo Về Thông Dịch và Phiên Dịch Cho (Notice of Interpretation)

 

 

 

Second-Language Acquisition

A Process, Not an Event

Learning a language is like a roller coaster ride, filled with highs and lows, confusing twists and turns.  Learning a language is like going on a journey. The path is new terrain, filled with surprises.  Learning a language changes your identity; it is like becoming a new person. You have to try new ways of behaving. Sometimes it is comfortable; often it is not.  To help out ESL students succeed in school, we need to provide them with access to comprehensible input in a non-threatening environment for the entire school day.

How do students acquire a second language?

To help our ESL students succeed in school, we need to provide them with access to comprehensible input in a non-threatening environment for the entire school day.

Students acquire a second language when they receive an understandable message. When language contains structures that are only slightly beyond their level, they take in “comprehensible input.” (Krashen) This enables them to make connections from the known to the unknown, moving gradually from the concrete to the abstract. One other condition is essential for language acquisition. The learner must be open to it – free from too much anxiety or fear of failure.

Meaning is negotiated between teacher and learner. The student provides both positive and negative feedback through facial expression and body-language. Teachers need to adjust their language and use everything at their disposal (gestures, pictures, real objects etc.) to ensure they get the message across to the student.