Department Philosophy

The English for Speakers of Other Languages (ESOL) Department offers a comprehensive program for students whose native language is other than English and/or for those students who have some proficiency in the language but are still not ready for the mainstream English class.

The mission of the ESOL Department is to create amiable and enriching relationships within the classroom setting to build bridges of sharing and understanding. The learning process occurs in a caring environment in which everyone’s experience is valued. The ESOL Department believes that by adapting and updating the curriculum and that by obtaining professional development that promotes optimum teaching, it can better meet individual learning styles and the needs of its students. The ESOL Department’s goal is to make each student a successful English learner who is able to function effectively in social situations and in mainstream classes.

The main focus is on developing all four language skills: listening, speaking, reading, and writing with the object of enabling the students to use authentic English in all areas of life.
ESOL is offered in Grades 1 through 10 at two different proficiency levels: Beginning and Intermediate. In addition, English B is offered to IB Diploma students in Grades 11-12.

Our Faculty

Ana Terife Gil – Department Head, SS Beginning and Intermediate ESOL teacher, English B
Ligia Gorrochotegui – ES Beginning and Intermediate ESOL teacher
Sofia Ivashevsky – ES Beginning and Intermediate ESOL teacher
Paul McCann – English B

Elementary School ESOL Program

In the Elementary School, the ESOL program is a modified version of the classroom Literacy Program. The ESOL program is organized into three English proficiency levels: Beginning, Intermediate, and Advanced. The overall goal is to provide students with the language skills necessary to interact with their peers and teachers and to prepare them for a smooth transition into the mainstream classroom.

English learning and acquisition in the Elementary School is taught in two different ways:

Pull-Out
The “Pull-out” ESOL is a program in which ESOL students are “pulled out” of the mainstream classroom during the Literacy Period for special instruction in English.

Push-In
In contrast with “pull-out” ESOL instruction, is “push-in” ESOL. Here, the ESOL teacher provides instruction to the students by going into mainstream classroom and working with the classroom teacher during the Literacy Period and/or the Unit of Inquiry Period.

Beginner and Low Intermediate ESOL students from Grades 1 to 5 are pulled from their mainstream classrooms in order to attend ESOL classes during their Literacy Period.

High Intermediate and Advanced ESOL students receive in-class support during the Literacy Period and/or the Unit of Inquiry Period. In order for an ESOL student to move into the mainstream classroom as an independent pupil, he/she must demonstrate skills in all four areas of the English language and be performing at grade level.

Because CIC is an International school, the number and level of the ESOL students may vary greatly. Flexibility is a necessary component of the ESOL Department’s philosophy. Change is often needed to meet the specific needs of its students. These changes in the scheduling and grouping are normally announced to the parents at the beginning of each school year.

Secondary School ESOL Program

Beginning ESOL, Ana Terife Gil
Beginning ESOL is a one-year, intensive English course for secondary school students who have never studied English or have a beginning level of proficiency in English. The course aims to develop the English language skills necessary to be successful in mainstream classes. Students receive daily English instruction in the four areas of language development: listening, speaking, reading, and writing. The emphasis of this Beginning ESOL course is on the acquisition of basic English skills that allow students to understand and use the language appropriately in a range of academic and social contexts. The course uses a variety of texts and writing processes to teach reading comprehension and writing skills essential for success in an English academic environment. Speaking and listening skills and the study of grammatical structures are also integrated into the course. Students are integrated in all mainstream classes and receive in-class support when possible. Students in this course are encouraged to attend ESOL summer school.

Intermediate ESOL, Ana Terife Gil
Intermediate ESOL is an English course for speakers of other languages who have already studied English for one to two years and have an intermediate proficiency level. The emphasis of the course is on communication and interaction with the goal of preparing the student to understand the language and use it appropriately in a range of contexts in the cultures where English is spoken. Students continue developing their listening and speaking skills, but special attention is given to reading and writing. This class centers on literature and the writing process to teach skills that are essential in the mainstream English classes. Grammar is embedded in the lessons; but at times specific lessons are devoted to this area when necessary. Some of the activities involved in this class are discussions, oral presentations, reading analysis, and writing. Writing includes narratives texts, descriptive texts, reports, and essays.

DP English B, Paul McCann, Ana Terife Gil
DP English B is an International Baccalaureate course leading to an International Baccalaureate examination. It is a foreign language course designed for Grade 11 and 12 students who have already studied English for two to five years. The main focus of the course is on language acquisition and the development of reading, writing, speaking, and listening skills. These language skills are developed through the study and use of a range of written and spoken material including novels, plays, short stories, poems, magazine and news articles, brochures, interviews, podcasts, films, and music. The course also aims to develop students’ confidence in the use of the language, sensitivity to cultural issues, and ability to communicate ideas clearly.