English as an Additional Language
English as an Additional Language (EAL)
Our EAL program is designed to provide students who speak a language other than English with the support necessary to be successful in every aspect of school life. Our goal is for students to acquire English as an additional language while promoting multilingualism and preserving each student’s culture and heritage. We believe, in accordance with modern research, allowing students to have meaningful interaction with others in the language-rich environment of their mainstream content classes provides the best opportunity for them to acquire the English language.
TAS provides a variety of strategies to support each language learner. EAL specialists co-plan and co-teach with the content-area teachers, provide small group support within the classroom, and facilitate stand-alone EAL classes to build the vocabulary and language structures students need to actively participate in their content area curricula. Our aim is to collaboratively ensure the needs of each learner is being addressed.
Progress in the program is assessed at the beginning and end of each academic year. Students are considered for exit from the EAL program when they consistently demonstrate grade level proficiency. EAL specialists and content-area teachers make recommendations to the EAL coordinator based on classroom performance, test scores (MAP, WIDA), and the review of recent student assessments.
Intensive English as an Additional Language (IEAL)
Students requiring more intensive English support are provided a parallel program for their first year of instruction. Elementary students participate in homeroom activities, physical education, art, music, and computing with their grade level peers, but receive individual instruction with EAL specialists during core content area classroom activities.
Middle school students enrolled in IEAL have a similar experience, but participate in mainstream math classes and are transitioned into science much sooner than elementary school. Students, regardless of their native language, have acquired enough prior knowledge at this age to transfer their experiences quicker than their younger peers.