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Language Acquisition Program

Language Acquisition Program

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08/30/2010

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LANGUAGE ACQUISITION PROGRAM (LAP)
 
1
 
LANGUAGE ACQUISITION PROGRAM (LAP)
Introduction The Challenge
Outside
 
of 
 
instilling
 
faith,
 
godly
 
character,
 
and
 
knowledge
 
into
 
our
 
students
 
lives,
 
aiding
 
them
 
in
 
the
 
acquisition
 
of 
 
the
 
English
 
language
 
must
 
be
 
our
 
number
 
one
 
priority.
 
Because
 
all
 
instruction,
 
except
 
for
 
their
 
native
 
language,
 
is
 
done
 
using
 
English,
 
their
 
success
 
in
 
all
 
courses
 
is
 
dependent
 
greatly
 
upon
 
their
 
comprehension
 
and
 
application
 
of 
 
English.
 
Therefore,
 
giving
 
preference
 
and
 
at
 
times
 
deference
 
to
 
the
 
English
 
needs
 
of 
 
our
 
students
 
is
 
of 
 
the
 
upmost
 
importance
 
if 
 
we
 
intend
 
for
 
them
 
to
 
have
 
success
 
at
 
all.
 
The
 
current
 
state
 
of 
 
the
 
English
 
department
 
and
 
language
 
support
 
program
 
at
 
SPH
 
does
 
not
 
adequately
 
meet
 
the
 
needs
 
of 
 
our
 
students.
 
From
 
our
 
observations,
 
we
 
can
 
see
 
that
 
language
 
has
 
been
 
taught
 
from
 
the
 
standpoint
 
of 
 
English
 
as
 
a
 
first
 
language,
 
which
 
except
 
for
 
one
 
or
 
two
 
students
 
is
 
not
 
actually
 
the
 
case.
 
Nearly
 
all
 
students
 
at
 
SPH
 
Lippo
 
Cikarang
 
speak
 
English
 
as
 
their
 
second
 
and
 
sometimes
 
third
 
language.
 
Because
 
of 
 
this,
 
we
 
must
 
examine
 
the
 
students
 
and
 
the
 
programs
 
that
 
teach
 
them
 
under
 
this
 
lens.
 
Basically,
 
we
 
must
 
view
 
all
 
students
 
as
 
English
 
as
 
a
 
Second
 
Language
 
(ESL)
 
learners
 
with
 
each
 
lying
 
somewhere
 
on
 
the
 
spectrum
 
from
 
absolutely
 
no
 
skills,
 
knowledge,
 
or
 
application
 
(S
K
A)
 
of 
 
English
 
to
 
a
 
mastery
 
of 
 
the
 
language.
 
Very
 
few
 
are
 
anywhere
 
near
 
the
 
latter.
 
How
 
do
 
we
 
improve
 
the
 
language
 
acquisition
 
of 
 
our
 
students?
 
The
 
school
 
has
 
a
 
decision
 
to
 
make.
 
Either
 
we
 
continue
 
in
 
our
 
current
 
program,
 
where
 
each
 
teacher
 
chooses
 
their
 
own
 
materials,
 
decides
 
standards
 
for
 
themselves,
 
and
 
teaches
 
the
 
content
 
they
 
deem
 
important
 
without
 
any
 
realistic
 
accountability.
 
Or
 
we
 
seek
 
a
 
drastic
 
change
 
of 
 
direction
 
that
 
could
 
possibly
 
bring
 
our
 
students
 
greater
 
ability.
 
If 
 
we
 
stay
 
the
 
course,
 
we
 
know
 
what
 
the
 
outcome
 
will
 
be:
 
 
students
 
advancing
 
to
 
the
 
next
 
grade
 
without
 
having
 
come
 
anywhere
 
near
 
mastery
 
of 
 
the
 
S
K
A
 
for
 
the
 
courses
 
they
 
went
 
through
 
 
students
 
being
 
thrust
 
into
 
the
 
rigorous
 
demands
 
of 
 
the
 
English
based
 
Diploma
 
Program
 
without
 
the
 
requisite
 
skills
 
to
 
be
 
successful
 
 
students
 
graduating
 
from
 
SPH
 
after
 
having
 
been
 
here
 
for
 
many
 
years
 
and
 
yet
 
still
 
lacking
 
the
 
basic
 
S
K
A
 
for
 
English
 
However,
 
if 
 
we
 
choose
 
not
 
to
 
“do
 
what
 
we’ve
 
always
 
done”
 
and
 
make
 
the
 
necessary
 
changes,
 
all
 
of 
 
the
 
above
 
concerns
 
can
 
be
 
addressed,
 
met,
 
and
 
hopefully
 
done
 
away
 
with.
 
Our
 
students
 
would:
 
 
be
 
better
 
prepared
 
for
 
their
 
next
 
grade
 
level
 
because
 
they
 
would
 
be
 
required
 
to
 
first
 
meet
 
the
 
standards
 
for
 
their
 
current
 
grade
 
level
 
 
be
 
better
 
prepared
 
for
 
the
 
rigorous
 
demands
 
of 
 
the
 
Diploma
 
Program
 
because
 
they
 
will
 
have
 
mastered
 
the
 
requisite
 
skills
 
to
 
be
 
successful
 
 
be
 
better
 
prepared
 
for
 
life
 
beyond
 
SPH
 
because
 
after
 
studying
 
here
 
for
 
many
 
years,
 
they
 
will
 
have
 
received
 
the
 
basic,
 
remedial,
 
or
 
advanced
 
instruction
 
needed
 
to
 
be
 
successful
 
Since
 
all
 
of 
 
our
 
students
 
can
 
be
 
classified
 
as
 
ESL
 
students
 
then
 
the
 
entire
 
school
 
must
 
be
 
organized
 
to
 
support
 
that.
 
We
 
cannot
 
 just
 
reorganize
 
a
 
single
 
department
 
or
 
a
 
single
 
grade
 
to
 
meet
 
this
 
challenge.
 
No,
 
the
 
entire
 
school
 
must
 
be
 
reorganized
 
in
 
such
 
a
 
way
 
that
 
supports
 
the
 
language
 
acquisition
 
of 
 
our
 
students.
 
We
 
must
 
go
 
beyond
 
how
 
English
 
taught
 
in
 
English
 
classes,
 
beyond
 
even
 
how
 
language
 
support
 
is
 
operated.
 
Every
 
class
 
must
 
operate
 
in
 
ways
 
that
 
supports
 
proper
 
language
 
acquisition.
 
Because
 
our
 
challenge
 
is
 
not
 
an
 
easy
 
one,
 
in
 
order
 
to
 
meet
 
it
 
with
 
success
 
we
 
must
 
welcome
 
change.
 
Of 
 
course,
 
there
 
are
 
often
 
many
 
different
 
approaches
 
to
 
solving
 
a
 
problem,
 
meeting
 
a
 
difficulty.
 
Yet,
 
what
 
must
 
be
 
consistent
 
for
 
any
 
plan
 
is
 
that
 
there
 
must
 
be
 
a
 
holistic
 
approach.
 
What
 
that
 
means
 
is
 
that
 
even
 
if 
 
all
 
the
 
change
 
doesn’t
 
come
 
immediately,
 
the
 
roadmap
 
for
 
that
 
change
 
must
 
be
 
established
 
prior
 
to
 
implementing
 
the
 
program
 
and
 
adjusted
 
as
 
the
 
implementation
 
occurs.
 
By
 
doing
 
this
 
there
 
will
 
be
 
a
 
clear
 
guide
 
and
 
direction
 
as
 
to
 
where
 
the
 
program
 
is
 
and
 
where
 
is
 
going.
 
What
 
follows
 
is
 
a
 
basic
 
proposal
 
for
 
how
 
we
 
can
 
meet
 
the
 
needs
 
of 
 
all
 
of 
 
our
 
students
 
by
 
approaching
 
each
 
of 
 
those
 
needs
 
under
 
the
 
umbrella
 
of 
 
a
 
Language
 
Acquisition
 
Program
 
(LAP).
 
 
2
 
Classifying Students
All
 
students
 
need
 
to
 
be
 
properly
 
evaluated
 
and
 
classified
 
according
 
to
 
their
 
language
 
abilities.
 
By
 
doing
 
this
 
we
 
can
 
accurately
 
gauge
 
what
 
the
 
needs
 
of 
 
our
 
students
 
are.
 
We
 
may
 
discover
 
that
 
there
 
are
 
very
 
few
 
students
 
that
 
need
 
remedial
 
help.
 
Or
 
perhaps
 
that
 
need
 
will
 
be
 
great.
 
There
 
remains
 
the
 
possibility
 
that
 
there
 
will
 
be
 
some
 
students
 
that
 
need
 
advanced
 
instruction.
 
Or
 
maybe
 
there
 
will
 
be
 
none
 
at
 
all.
 
Each
 
of 
 
these
 
discoveries
 
will
 
change
 
the
 
scope
 
of 
 
each
 
of 
 
the
 
components
 
of 
 
the
 
LAP.
 
A
 
proposed
 
scoring
 
guide
 
has
 
been
 
included
 
that
 
can
 
be
 
used
 
to
 
evaluate
 
each
 
student
 
based
 
on
 
their
 
skills,
 
knowledge,
 
and
 
application
 
of 
 
English
 
(S
K
A)
 
in
 
each
 
of 
 
the
 
five
 
division
 
of 
 
the
 
English
 
language:
 
reading,
 
writing,
 
listening,
 
speaking,
 
and
 
grammar/mechanics.
 
The
 
last
 
was
 
included
 
as
 
its
 
own
 
division
 
because
 
without
 
the
 
proper
 
S
K
A
 
in
 
grammar
 
&
 
mechanics,
 
then
 
none
 
of 
 
the
 
other
 
areas
 
will
 
be
 
understood
 
or
 
practiced
 
successfully.
 
Here
 
is
 
a
 
basic
 
breakdown
 
of 
 
how
 
the
 
scores
 
work:
 
 
A
 
score
 
of 
 
one
 
in
 
any
 
skill
 
area
 
indicates
 
that
 
the
 
student
 
is
 
at
 
the
 
most
 
basic
 
level
 
in
 
their
 
progression
 
of 
 
language
 
acquisition.
 
They
 
have
 
been
 
exposed
 
to
 
the
 
very
 
basics
 
of 
 
the
 
language
 
and
 
operate,
 
much
 
like
 
a
 
tourist
 
would
 
in
 
a
 
foreign
 
country.
 
They
 
string
 
together
 
words
 
to
 
form
 
rough
 
sentences,
 
but
 
have
 
no
 
concrete
 
understanding
 
of 
 
the
 
mechanics
 
of 
 
the
 
language.
 
They
 
are
 
unable
 
to
 
understand
 
or
 
do
 
most
 
of 
 
the
 
tasks
 
required
 
of 
 
them
 
using
 
English.
 
This
 
student
 
is
 
significantly
 
below
 
the
 
standard
 
and
 
will
 
require
 
the
 
most
 
remedial
 
help.
 
This
 
student
 
would
 
be
 
required
 
to
 
attend
 
remedial
 
instruction
 
in
 
the
 
Language
 
Lab.
 
 
A
 
score
 
of 
 
two
 
indicates
 
that
 
the
 
student
 
is
 
below
 
the
 
standard
 
that
 
they
 
should
 
be
 
at
 
for
 
their
 
grade
 
level,
 
but
 
is
 
progressing.
 
For
 
the
 
most
 
part
 
they
 
can
 
sometimes
 
operate
 
at
 
the
 
standard
 
level
 
and
 
sometimes
 
not.
 
Consistency
 
is
 
their
 
main
 
challenge.
 
This
 
student
 
also
 
needs
 
much
 
remedial
 
help,
 
but
 
would
 
be
 
considered
 
 just
 
“below
 
standard”
 
but
 
not
 
significantly.
 
This
 
student
 
would
 
be
 
required
 
to
 
attend
 
remedial
 
instruction
 
in
 
the
 
Language
 
Lab.
 
 
A
 
score
 
of 
 
three
 
indicates
 
an
 
adequate
 
S
K
A,
 
but
 
not
 
yet
 
mastery.
 
This
 
student
 
would
 
be
 
considered
 
the
 
standard
 
and
 
most
 
students
 
will
 
fall
 
into
 
this
 
category.
 
The
 
key
 
for
 
them
 
is
 
that
 
they
 
are
 
able
 
to
 
communicate
 
and
 
comprehend
 
effectively
 
most
 
of 
 
the
 
time.
 
To
 
score
 
a
 
three
 
is
 
to
 
meet
 
the
 
standard
 
for
 
the
 
grade
 
level.
 
This
 
student
 
would
 
not
 
be
 
required
 
to
 
attend
 
remedial
 
instruction
 
in
 
the
 
Language
 
Lab
 
 
A
 
score
 
of 
 
four
 
indicates
 
mastery
 
of 
 
the
 
grade
 
level
 
requirements.
 
This
 
student
 
is
 
able
 
to
 
communicate
 
in
 
that
 
skill
 
area
 
as
 
would
 
a
 
native
 
speaker
 
would
 
at
 
one
 
grade
 
beyond
 
their
 
current
 
grade.
 
This
 
student
 
will
 
need
 
advanced
 
instruction
 
to
 
feel
 
continually
 
challenged
 
and
 
not
 
be
 
at
 
risk
 
for
 
underperforming
 
due
 
to
 
boredom.
 
This
 
student
 
could
 
be
 
asked
 
to
 
attend
 
advanced
 
instruction
 
in
 
the
 
Language
 
Lab.
 
 Tracking Students
In
 
order
 
to
 
know
 
where
 
a
 
student
 
is
 
at
 
throughout
 
their
 
progression
 
in
 
the
 
program,
 
accurate
 
record
 
keeping
 
will
 
need
 
to
 
be
 
done.
 
For
 
this
 
we
 
can
 
use
 
a
 
language
 
record
 
book.
 
The
 
record
 
book
 
would
 
be
 
used
 
exclusively
 
for
 
the
 
Language
 
Acquisition
 
Program
 
and
 
therefore
 
would
 
not
 
be
 
used
 
to
 
track
 
other
 
classes.
 
It
 
would,
 
however,
 
track
 
a
 
student’s
 
language
 
use
 
in
 
other
 
classes
 
beyond
 
 just
 
the
 
mainstream
 
English
 
classes
 
and
 
the
 
Language
 
Lab.
 
In
 
the
 
record,
 
all
 
teachers
 
would
 
record
 
a
 
student’s
 
progress
 
according
 
to
 
the
 
skill
 
areas.
 
There
 
would
 
be
 
a
 
checklist
 
of 
 
the
 
appropriate
 
S
K
A
 
for
 
each
 
grade
 
level.
 
As
 
well,
 
there
 
would
 
a
 
place
 
for
 
comments
 
regarding
 
the
 
student’s
 
performance
 
in
 
all
 
three
 
sections
 
of 
 
the
 
LAP:
 
mainstream
 
English
 
classes,
 
mainstream
 
content
 
classes,
 
and
 
the
 
Language
 
Lab.
 
These
 
records
 
would
 
follow
 
the
 
students
 
to
 
the
 
next
 
grade.
 
Mainstream English ClassesBasic Description
The
 
mainstream
 
English
 
classes
 
are
 
where
 
all
 
students
 
get
 
their
 
first
 
opportunity
 
to
 
acquire
 
the
 
language.
 
Here,
 
all
 
students
 
are
 
taught
 
at
 
the
 
same
 
(grade)
 
level.
 
The
 
needs
 
of 
 
the
 
entire
 
class
 
are
 
placed
 
above
 
the
 
needs
 
of 
 
the
 
individual.
 
What
 
that
 
means
 
is
 
that
 
most
 
classes
 
will
 
follow
 
a
 
middle
 
tempo
 
as
 
teachers
 
do
 
not
 
want
 
to
 
hold
 
the
 
entire
 
class
 
back
 
 just
 
for
 
one
 
or
 
two
 
lacking
 
students
 
and
 
usually
 
are
 
unable
 
to
 
press
 
ahead
 
into
 
higher
 
level
 
language
 
for
 
those
 
few
 
that
 
are
 
advanced.
 

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