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Newburgh has the most actively engaged curriculum when it comes to ESL students. The correlation between ESL students and the focus on their learning seems to be based on the ESL population. The schools with the lower ESL population do not focus their resources on ESL learning. The schools with a higher one tend to put more emphasis on ESL learning (Newburgh and Middletown v.s. Warwick, Cornwall, and Minisink)

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Florida's policy for ESL students.

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Goshen's policy for ESL students.

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Monroe's policy for ESL learners.

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Minisink and Cornwall, who had low amounts of ESL students only has an ESL program for high school. They can access it through https://schools.asd20.org instead of having it right in their school.

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While Newburgh has more ESL students they also have a more interactive plan for them. Warwick could focus their resources more on ESL students, and be more actively involved with their development.

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In Newburgh which had the highest amount of ESL students have a plan and goals for their students. They created a district wide system. They will create a district wide program that will meet monthly, they review ESL data, they report to the central office who attends conferences relevant to ESL learning. After reviewing the data, they focus on issues that need more attention.

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The school with the least amount of ESL learners is Warwick with 1% and Newburgh has the most with 18%. However Newburgh has 6,827 more students than Warwick. Newburgh has the highest population from my data and Florida has the least with 701 students. Newburgh and Middletown's demographic is different than those of the other schools. Newburgh's two highest student enrollment in regards to ethnicity is African American and Latino as well as Middletown. The other schools' highest population is white. Their location is different as they both are in cities technically as well as Bridgeport is, which had a very high percentage of ESL learners and the others are small towns.

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Middletown

The total percentage of ESL students in this district is 15%. The total number of students in the district is 7,212.

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2024 | MIDDLETOWN CITY SCHOOL DISTRICT - English Language Learners Data | NYSED Data Site

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Newburgh

The total percentage of ESL students in this district is 18%. The total number of students in the district is 10,516.

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2024 | NEWBURGH CITY SCHOOL DISTRICT - English Language Learners Data | NYSED Data Site

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Florida NY

The total percentage of ESL students in this district is 5%. The total number of students in the district is 701.

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FLORIDA UFSD ENGLISH LANGUAGE LEARNERS ENROLLMENT (2023 - 24)

K-12 ELL Enrollment: 35
K-12 Former ELL Enrollment: 28

Data used to generate the Home Languages, English Language Learners Breakdown, and the English Language Learners Programs tables differs from the rest of the report. Students included in the Home Languages, English Language Learners Breakdown, and the English Language Learners Programs were those students who were identified as ELL during the school year. The rest of the report includes students who were ELL as of BEDS day.

HOME LANGUAGES

ENGLISH LANGUAGE LEARNERS BREAKDOWN

ENGLISH LANGUAGE LEARNERS PROGRAMS

ENGLISH LANGUAGE LEARNERS GRADUATION RATE

1. You can do a side-by-side comparison of the same dataset between two or three location and/or years. There are two ways to accomplish this.

1. Use the quick comparisons section for the most common options.

2. Create a custom comparison, by adding this location to the comparison engine using the + button.

2. If you're creating a custom comparison, you'll need to navigate to this report for another location and/or year and use the + icon on that page to add it to the comparison engine.

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2024 | FLORIDA UFSD - English Language Learners Data | NYSED Data Site

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Skip to Content Main content FLORIDA UFSD ENGLISH LANGUAGE LEARNERS ENROLLMENT (2023 - 24) K-12 ELL Enrollment: 35 K-12 Former ELL Enrollment: 28 Data used to generate the Home Languages, English Language Learners Breakdown, and the English Language Learners Programs tables differs from the rest of the report.

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Goshen

The total percentage of ESL students in this district is 4%. The total number of students in the district is 2,762.

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2024 | GOSHEN CSD - English Language Learners Data | NYSED Data Site

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Monroe Woodbury

The total percentage of ESL students in this district is 11%. The total students in the district is 6,319.

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2024 | MONROE-WOODBURY CSD - English Language Learners Data | NYSED Data Site

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Although my school does an excellent job accommodating ESL students with resources and teachers and a separate classroom I believe they could do a better job integrating them. In middle school this was not an issue, but in high school after COVID specifically I think they kept them more isolated from EFL students. They stayed in their own classroom and did not interact with us the whole day. I believe if they integrated the ESL students into EFL classrooms as their English progresses, that would be more beneficial to the students.

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In my senior year of high school, we had a large amount of foreign exchange students attend our school. This was a new experience for us as they program was brought back from when it was cut when I was a child. I had no idea we had a foreign exchange program. At first everyone was talking about them. We wanted to know where they were from and how they liked America. As time went on it was normal for them to be there and I became friends with some of them. My friend lived with one of them from Spain and loved it. They became close and she became part of their family. The countries they were from were Italy, Spain, Portugal, and Sweden. I found this interesting as they spoke languages other than Spanish which is what we were used to with ESL students. I did find it surprising that they were not put into ESL classrooms. They were integrated into our classes, even though some struggled with English. The Spanish girl my friend lived with explained to us at graduation how her English improved being here and being around us.

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I have a memory of my sixth grade class, where there was a student, Luis who was an ESL student. He struggled with English but managed to communicate with EFL students like myself. He was integrated into our class from an ESL class and benefited greatly. He learned from us and we taught him how to pronounce words correctly. I did not realize until this class that I have been around ESL students for years and did not know it. My school never made them feel like an outcast and tried to integrate them they best they could.

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I thought it was interesting how Wilbur Cross school in New Haven offers their mission statement in Spanish and English, whereas my school only offers it in English, even though they are speaking about ESL students who might struggle with English and not understand the program they will be put in.

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Helpful tips from experts who have used these in real time and strategies I have seen in school visits that are effective.

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I offered data from school districts around where I am from and where I have observed in CT. This data shows different demographics so everyone could see the ESL student populations across different schools. My goal for this section was to focus on every district I chose ESL student population and how they accommodate their needs, based on resources, money, location, student engagement and interest.

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This a creation I made for my Educational Psychology midterm. We had to make a creative representation demonstrating how our chosen elements of diversity in development (culture and language) are shaping our stance on teaching and learning. My creative piece depicts the language barriers students and individuals face on a consistent basis throughout the educations system in America. The background consists of a multitude of countries' flags to represent the vast amount of cultural diversity in the schools today. The question mark symbolizes the confusion and challenges students experience in the classroom where their teacher and/ or peers do not speak their native language. Students may question their heritage as if it is a negative aspect of their identities instead of an asset that can be utilized to further their academic success.

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Kaley Haskew_Equity Creation_EDUC  3241 SP25

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This is a tik tok from the Cambridge Center in Massachusetts. This center is for adults, but the struggle they have with saying certain words can relate to how students feel on a daily basis in school.

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#esl #english #efl #englishasasecondlanguage #englishasasasecondlanguage #englishasaforeignlanguage #brasil #brazil #japan #mexico #kazakhstan #adulteducation #fyp #parati #foryou #boston #cambridge 

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@cambridgecenter
#esl #english #efl #englishasasecondlanguage #englishasasasecondlanguage #englishasaforeignlanguage #brasil #brazil #japan #mexico #kazakhstan #adulteducation #fyp #parati #foryou #boston #cambridge
♬ original sound - cambridgecenter

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This blog offers activities and strategies to do and use with ESL students.

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At a school visit for my Explorations in Education class, I observed a class where the teacher did not speak Spanish but had many ESL students. He had other bilingual students explain the work to the struggling ESL students. I did not think this benefited any of the students, as the struggling ESL students were not learning from the teacher. They were at a disadvantage and the students teaching them had to take on a new role which they should not have to.

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In this mission statement from a high school in New Haven, they offer it in Spanish and English for bilingual students and parents.

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This is the policy from my high school in New York on students they feel need to be in an ESL classroom. The students are in a separate classroom with other ESL students the whole day, and are not integrated into a classroom with EFL students while in the ESL program.

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A teacher may have one of the best lessons of all time prepared, but without providing feedback, learner development can only go so far.

Feedback in the context of is providing information to improve English language use.

This information can be grammatical, lexical, or phonetic.

When a dull pencil does not produce fine print, we use a pencil sharpener to get back that fineness.

Feedback in an ESL lesson is the pencil sharpener that hones the skills of your students.

Without it, their English simply becomes dull, lacking, and fails to improve.

Many teachers equate feedback with correction, but they are different.

Correction points out errors, but feedback is meant to assess and provide both positive and negative reinforcement.

Teachers can use feedback to collaborate with their learners and assist them in developing their skills.

Correction simply tells them they are wrong and what the right answer is.

The nice thing about feedback is that it does not always have to be given in an in-your-face manner that may embarrass students, especially those from save-face cultures.

There are a variety of ways feedback can be shared.

Feedback falls into two delivery methods: real-time and delayed which are explained below.

1. Real-Time Feedback

Real-time feedback is providing it as students speak. It can be typed or spoken.

Providing real-time feedback requires skill and should be used when needed.

Teachers who interrupt their student's train of thought can appear as if they are cats waiting to pounce on every word that is not produced perfectly.

This impacts student confidence-having the reverse effect on what we are trying to accomplish in an ESL classroom.

Therefore, teachers will need to learn to address the big stuff and leave the little things for another time.

The following ideas present methods of delivering real-time feedback.

2. Echoing

Echoing is a discreet kind of feedback.

It is a casual activity that happens in many conversations where one person says something, and the other person repeats it.

In teaching, we can use this common conversation behavior to reinforce more accuracy or clarity. It looks something like this:

S: I go to the store last day!

T: Ah, you went to the store yesterday?

T: Ah, I went to the store yesterday (an alternate version using direct speech).

Ideally, the student picks up on it and repeats the new version.

By doing this, we can reinforce the more appropriate forms without interrupting the conversation.

3. Direct Feedback

Direct feedback is the feedback that gets the attention of the students.

It is stopping communication and injecting feedback that is intended for immediate improvement.

Direct feedback looks something like this:

T: We can say: 'I went to the store yesterday.'

T: Remember, we use the past tense when talking about the past

You may want to use this type of feedback sparingly. However, it can be necessary when students repeatedly produce gross issues such as mixing verb tenses.

4. Typed Feedback

This works well in an online classroom or with a large traditional class where a projector screen or a visible monitor is present (I did it when teaching at Samsung).

It is very much like echoing but typing, as much as possible in real-time, what has been spoken in order to show the person another way to say what was spoken (e.g. more practical, more economical, more accurate, clearer, etc.).

5. Delayed Feedback

Delayed feedback requires patience because as teachers, we have an inherent desire to immediately 'correct' issues we encounter.

It allows for more free-flowing conversations that focus on developing fluency and building confidence.

You can tell your students that you will be providing feedback but at the end of the class, after the class, or even in another class.

You can also explain the reasoning behind it for learners who want to know.

The following ideas represent methods of packaging delayed feedback.
Get the best training in how to provide feedback with our 120-hour Advanced TESOL certificate!
6. End-of-Class Feedback

Teachers can wait until the end of the conversation or discussion time to provide feedback. There are two benefits to doing this:

1. Students are not interrupted thus gain more confidence and are permitted time to develop their fluency.

2. Students are given a mini grammar, vocabulary, and pronunciation lesson towards the end of class.

Be sure not to single out specific students.

Treat it as general, overall feedback based on the lesson.

However, this will require you to discreetly write or type notes so as not to throw students off when they are speaking; i.e., seeing you writing whenever they speak, may lead them to be self-conscious and embarrassed.

7. General Feedback for Classes

Teachers can provide general feedback for the entire class. In that sense, everybody is helping each other.

What one person lacks another person may learn from as well.

Be considerate though, and do not name names.

Keep feedback generalized as much as possible and try not to use exact quotes in your feedback so as not to readily identify the class member.

General feedback can be presented in a typed format and displayed on a screen or monitor.

It can also be handwritten on the whiteboard.

It can also be delivered orally without using a screen or monitor. It's your call.

Each method has its merits and demerits.
Read: How to Encourage a Great Discussion in an English Conversation Class
8. Feedback Classes/Tutorials

This is where the teacher creates an entire lesson based on the feedback gleaned from a previous lesson.

She can break the lesson into grammar, lexical, and phonetic components to target the 'actual' needs of the learners instead of perceived needs.

It is a surgical approach versus a shotgun approach.

9. Records Feedback

You can provide feedback through individual student records that each student has access to-a kind of report card.

Take note of learner-specific issues and include them in their grade sheets.

This provides not only personalized but private feedback for each learner.

You can also use this type of feedback to plot individual needs.

10. Reports Feedback

You can provide feedback through class records by jotting the key issues noted in 'today's' class and posting them in a common area.

This provides a record for you to refer to over a period of time to identify patterns and allows the learners to see real areas that need improvement.

Conclusion

Feedback is different than correction and is vital for helping learners acquire the language at a level of proficiency that they need in English-speaking environments.

As such, teachers have options in terms of real-time and delayed delivery that suit different circumstances.

You can adapt them to your needs or for the situation, but at least now you have some options.

Recommended Reading:

Error Correction in TESOL

Is a Conversation Lesson a License to Just Talk?

Related Posts

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10 Ways to Provide Feedback in Conversational English Classes

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Without providing feedback, learner development can only go so far. Here are the 10 ways how to provide delayed feedback in the ESL classroom.

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Five Reasons Why the 70-30 Rule Is Useful In ESL Conversation Classes

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There is a long-standing rule that many veteran ESL teachers know. Here are five reasons why the 70-30 rule is useful In ESL conversation Classes

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The total percentage of ESL students in this district is 2%. The total number of students in the district is 2,989.

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Main content

CORNWALL CSD ENGLISH LANGUAGE LEARNERS ENROLLMENT (2023 - 24)

K-12 ELL Enrollment: 73
K-12 Former ELL Enrollment: 46

Data used to generate the Home Languages, English Language Learners Breakdown, and the English Language Learners Programs tables differs from the rest of the report. Students included in the Home Languages, English Language Learners Breakdown, and the English Language Learners Programs were those students who were identified as ELL during the school year. The rest of the report includes students who were ELL as of BEDS day.

HOME LANGUAGES

ENGLISH LANGUAGE LEARNERS BREAKDOWN

ENGLISH LANGUAGE LEARNERS PROGRAMS

ENGLISH LANGUAGE LEARNERS GRADUATION RATE

1. You can do a side-by-side comparison of the same dataset between two or three location and/or years. There are two ways to accomplish this.

1. Use the quick comparisons section for the most common options.

2. Create a custom comparison, by adding this location to the comparison engine using the + button.

2. If you're creating a custom comparison, you'll need to navigate to this report for another location and/or year and use the + icon on that page to add it to the comparison engine.

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2024 | CORNWALL CSD - English Language Learners Data | NYSED Data Site

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Skip to Content Main content CORNWALL CSD ENGLISH LANGUAGE LEARNERS ENROLLMENT (2023 - 24) K-12 ELL Enrollment: 73 K-12 Former ELL Enrollment: 46 Data used to generate the Home Languages, English Language Learners Breakdown, and the English Language Learners Programs tables differs from the rest of the report.

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The total percentage of ESL students in this district is 2%. The total number of students in the district is 3,451.

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2023 | MINISINK VALLEY CSD - English Language Learners Data | NYSED Data Site

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This is a policy from a high school near my town, where the population consists of more Latino students.

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Bilingual, ENL, and World Languages - Enlarged City School District

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Bilingual, ENL, and World Languages - Enlarged City School District

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At Don Bosco Prep, a private, all boys school in New Jersey, they do not offer ESL programs.

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The total percentage of ESL students is 31%. The total number of students in the district is 19,337.

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This is data from my school district from 2023 of the enrollment of English Language Learners in the school.

The total percentage of ESL students in this district is 1%. The total number of students in the district is 3,689.

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2023 | WARWICK VALLEY CSD - English Language Learners Data | NYSED Data Site