ELL/Bilingual Education

  • The ELL/ Bilingual Education program is designed for students whose primary language is one other than English. The goal of the program is to provide students with sufficient English skills to facilitate movement into the mainstream and be able to function in a competitive academic environment.
     
    Placement in the specific courses is based upon the recommendations of the ELL Director, the counselor, teaching staff, and ACCESS results. The ELL class sequence follows the Illinois WIDA Standards for English Proficiency.

    El programa de Educación bilingüe está diseñado para estudiantes quienes el idioma primario sea otro que el inglés. La meta del programa es para proveer a los estudiantes suficientes habilidades en inglés para facilitar el traslado a las clases regulares y funcionar en un ambiente competitivo y académico. La secuencia de las clases de ELL siguen los estándares de WIDA de Competencia en Ingles en el estado de Illinois.
     
    La colocación en los siguientes cursos está basada en las recomendaciones del Director de ELL , el consejero, los maestros, y los exámenes ACCESS.

ESL Levels

  • ESL 1 & ESL 2:

    At this level, students have limited or no understanding of English. They rarely use English for communication. They respond non-verbally to simple commands, statements, and questions. As their oral comprehension increases, they begin to imitate the verbalizations of others by using single words or simple phrases, and begin to use English spontaneously. At the earliest stage, these learners construct meaning from text primarily through non print features (e.g., illustrations, graphs, maps, tables). They gradually construct more meaning from the words themselves, but the construction is often incomplete. They are able to generate simple texts that reflect their knowledge level of syntax. These texts may include a significant amount of non-conventional features, such as invented spelling, some grammatical inaccuracies, pictorial representations, surface features and rhetorical patterns of the native language (i.e., ways of structuring text from native culture and language).

    ESL 3: 

    At this level, students understand more complex speech, but still may require some repetition. They acquire a vocabulary of stock words and phrases covering many daily situations. They use English spontaneously, but may have difficulty expressing all their thoughts due to a restricted vocabulary and a limited command of language structure. Students at this level speak in simple sentences, which are comprehensible and appropriate, but which are frequently marked by grammatical errors. They may have some trouble comprehending and producing complex structures and academic language. Proficiency in reading may vary considerably depending upon the learner’s familiarity and prior experience with themes, concepts, genre, characters, and so on. They are most successful constructing meaning from texts for which they have background knowledge upon which to build. They are able to generate more complex texts, a wider variety of texts, and more coherent texts than beginners. Texts still have considerable numbers of non-conventional features.

    ESL 4: 

    At this level, students’ language skills are adequate for most day-to-day communication needs. Occasional structural and lexical errors occur. Students may have difficulty understanding and using some idioms, figures of speech, and words with multiple meanings. They communicate in English in new or unfamiliar settings, but have occasional difficulty with complex structures and abstract academic concepts. Students at this level may read with considerable fluency and are able to locate and identify the specific facts within the text. However, they may not understand texts in which the concepts are presented in a decontextualized manner, the sentence structure is complex, or the vocabulary is abstract. They can read independently, but may have occasional comprehension problems. They produce texts independently for personal and academic purposes. Structures, vocabulary, and overall organization approximate the writing of native speakers of English. However, errors may persist in one or more of these domains.
  • Veronica Jimenez Winton
    Director of Bilingual Services/Deans Office
    vjimenez@d94.org
    (630) 876-6380
     
    María Escobedo
    Administrative Assistant to Bilingual Director
    mescobedo@d94.org
    (630) 876-6389
     
    Allison Baxter
    Study Skills, ESL 4,
    & Sheltered Health
    abaxter@94.org
    (630) 876-6368

    Emily Brown
    ESL 3, Bridge, Study Skills
    (630) 876-6368

    Elizabeth Govertsen
    ESL 3 & Study Skills
    bgovertsen@d94.org
    (630) 876-6392
     
    Brittany Nelson
    Study Skills
    bnelson@d94.org
    (630) 876-6385
     
    Arabia Patino
    Study Skills
    apatino@d94.org
    (630) 876-6381

    Mark Poulterer
    ESL 1, ESL 2, & Study Skills
    mpoulterer@d94.org
    (630) 876-6591
     
    Maria Salmon
    ESL 4, Bridge, & Study Skills
    msalmon@d94.org
    (630) 876-6390
     
    Curt Treu
    ESL Program Assistant
    ctreu@d94.org

    Rodolfo Mendoza
    ESL Program Assistant
    rmendoza@d94.org
     
    Bob Talbot
    ESL Program Assistant
    rtalbot@d94.org