The program was unique for me because my local language is not English. I come from Spain and speak Spanish. However, most ESOL students spoke Spanish in the institution where I learnt. Their second common language is Arabic and then Vietnamese comes third. The other languages included Urdu, Portuguese, Cambodian, and Laotian. ESOL students have limited proficiency in speaking, reading, listening and writing. Being a unique program for many foreign students whose native language is not English, the institution had set goals, objectives, and the specific learning activities that enhanced effective learning. They are discussed as shown below.
The goal of the program for English language learners was to provide instruction so that students could become fully proficient in English and meet the same challenging state academic content. Students’ achievement standards and the state graduation requirements were expected to be met.
The program also aimed at providing the learners with personalized services to ensure success in academic achievement standards and state graduation requirements. These services were offered by competent ESOL teachers. It was the duty of the management of the institution to make sure that the teachers handling the students met their instructional needs.
The ESOL program targeted learners who were aged between 3 and 21 years old. It aimed at making the students to learn to speak, write, and read English language proficiently. The teachers also determined the understanding capacity of the students by making a record while they described something, a place or a person.
The teachers determined the understanding capacity of the students by making a record while learners described something, a place or a person.