English as a Second Language (ESL) is provided for students who join UNIS with limited English proficiency. Upon entering UNIS, students who speak a language other than English at home and who are not fluent in English are assessed by the ESL teachers. Evaluation results place a student in beginning, intermediate or advanced ESL classes, or in a full mainstream program at the appropriate grade level. ESL students are part of a regular homeroom with others of their age. They take part, from the beginning, in as many lessons as possible. At the same time, they have regular lessons in English as a Second Language.
On the Manhattan campus, students attend classes with ESL specialists during “group” time while other students are in the foreign language class or with the resource teacher. This provides a separate time and place for these learners to receive language instruction, both social and academic, and support for their mainstream work.
At the Queens campus there is both a combination of extraction and in-class support.
Junior A and Junior One
The aim of beginning ESL is the acquisition of basic English communicative and functional language skills and beginning academic language proficiency. Students learn to communicate about themselves, family, feelings and special interests to function in their environment. They acquire vocabulary through pictures and discussion. Stories, songs and games are used to develop phonics skills. The students learn simple English sentence structures in the affirmative, negative and question forms. Beginning reading and writing skills are taught and practiced.
The focus of intermediate level ESL is on broadening the students’ vocabulary, as well as helping them develop the ability to express themselves in class discussions. Stronger emphasis is placed on reading and writing to facilitate participation in mainstream classes. Reading focuses on graded readers of the appropriate level, with accompanying wordbooks which develop comprehension, grammar and vocabulary skills. Writing activities are focused on free choice, topical events and recount writing. Support is given in content areas when needed.
The aim of advanced level ESL is to bring the students’ communicative, functional and academic proficiency to the level of their Junior School peers. Reading and writing skills are further developed in order to maximize participation in mainstream classes. Reading focuses on graded readers of the appropriate level, with accompanying wordbooks which develop comprehension, grammar and vocabulary skills. Writing activities are focused on free choice, topical events, recount and report writing. Support is given in content areas when needed.
Junior Two, Three and Four
The aim of beginning ESL is the acquisition of basic English communicative and functional language skills and beginning academic language proficiency. Students learn to communicate about themselves, family, feelings and special interests. They acquire vocabulary through pictures and discussion to function in their immediate environment. The students learn simple English sentence structures in the affirmative, negative and question forms. Beginning reading and writing skills are taught and practiced. Cursive writing is introduced and taught as needed.
The focus of intermediate level ESL is on broadening the students’ vocabulary, as well as helping them develop the ability to express themselves in class discussions. Stronger emphasis is placed on reading and writing to facilitate participation in mainstream classes. Reading focuses on graded readers of the appropriate level, with accompanying wordbooks or materials which develop comprehension, grammar and vocabulary skills. Writing activities are focused on free choice, topical events and recount writing. Support is given in content areas when needed.
The aim of advanced level ESL is to bring the students’ communicative, functional and academic proficiency to the level of their Junior School peers. Reading and writing skills are further developed in order to maximize participation in mainstream classes. Reading focuses on graded readers of the appropriate level, with accompanying wordbooks or materials which develop comprehension, grammar and vocabulary skills. Writing activities are focused on free choice, topical events, recount and report writing. Students are encouraged to edit their work to improve grammar and spelling, paying attention to meaning and clarity, correct word order and consistent use of tenses and pronouns. Support is given in content areas when needed.