CURRICULUM GUIDE 2012-2013 copy - The Ethel Walker School

LINGo (Language Immersion for Non-Native Girls)A special course of instruction required for all new international students at The Ethel Walker SchoolAt Walker’s, our international students have come from more than eighteen different countries to pursue scholarship,to be a part of our vibrant and diverse community, and to perfect their spoken and written English. Walker’s offerssupport and instruction through the “Language Immersion for Non-Native Girls” (LINGo) program for studentswhose first language is not English. Participation in LINGo is required for all new international students and isoffered at different levels that are designed to be supportive as well as challenging; not every international studentwill need the same thing. While we do require a minimum level of English proficiency for all applicants, we fullyexpect that students for whom English is not their first language will need help and support in acclimating to life inan American school.OverviewOur international students participate in an English-immersion program that offers a high level of instructionbalanced with structured support to insure these non-native speakers of English advance at every level. Ourapproach allows students to assimilate into life as an American student as they prepare for study in an Americancollege or university. At the same time, each student is valued for what she brings to our community, her rich culturaland national identity, and her gifts and talents as an individual. Rather than a traditional ESL course where studentspractice rote drills and English grammar worksheets or a more modern ELL course that focuses solely on readingcomprehension and writing skills in English, our LINGo program offers a language and cultural immersionexperience.During the summer before coming to Walker’s, each international student will complete a placement test to assessher proficiency in written English. Upon her arrival for orientation, each student will also interview with a facultymember and participate in orientation activities that help us to determine the appropriate level of English languagesupport. At that time, a recommendation will be made about what LINGo class she should enter.• LINGo3 is for students needing the most assistance with English speaking, reading and writing.• LINGo2 is for students who need occasional extra help with English speaking, reading and writing.• LINGo1 is for all international students upon their arrival at Walker’s. Some students may transfer out atthe end of the first semester; others will benefit from remaining in LINGo 1 for the entire year.LINGO 1:Students in LINGo 1 program will enroll in two courses:American Literature and Culture, an English course, explores American culture and literaturethrough challenging but accessible choices of short fiction, drama, novels, and poetry. Eachstudent becomes familiar with the terms and methods for literary analysis which aid discussion andenhance comprehension and enjoyment of texts from the various genres. Throughout the year,each student is supported as she increases her confidence and proficiency in spoken and writtenEnglish. When a student is ready to move up to the next level of coursework, upon the teacher’srecommendation, entry into the next level of the English program is facilitated.Introduction to US History provides an overview of United States history, along with support inessential skills needed for the study of history at higher levels. The primary goal of the class is thestrengthening of analytical and descriptive reading and writing skills. Assessments are designed todevelop reading comprehension, foundations of research and modes of oral and writtenexpression. Writing is a central focus in this course. In each unit, the girls develop a five-paragraphessay comparing and contrasting an element of American history with the same element in theirown nation, utilizing the rich perspective offered by a diverse group of international students. Theclass approaches the content of United States history from a topical, rather than a chronological,perspective.9