English as a Second Language

Gordon ISD is committed to providing a quality English as a Second Language (ESL) Program that differentiates and scaffolds instruction across all content areas according to each student’s level of language proficiency while supporting the affective, linguistic and cognitive needs of the English Language Learner.

Gordon ISD is proud to serve the needs of all language learners. Our mission is to increase student achievement of all English Language Learners by addressing the academic, linguistic, and social needs through our Bilingual and ESL programs that are research-based practices and celebrate the rich diversity of our learners.

Program Goals:

  • Increase Student Achievement of all English Language Learners

  • Increase parent and community engagement of English Language Learners.

Parent Resources

3 years ago

  • Supporting Young Dual Language Learners 
    • The Foundation for Child Development (FCD) has published a new brief in its PreK-3rd Policy to Action Brief series, entitled PreK-3rd: Challenging Common Myths About Young Dual Language Learners: An Update to the Seminal 2008 Report, by Linda Espinosa. The brief discusses commonly held beliefs about the development and learning of young children who are learning English as their second language and provides recommendations to guide policies and practices for these young children.
    • The Summer 2013 issue of the American Educator, published by the American Federation of Teachers (AFT), includes an article summarizing research on effective early education for Dual Language Learners (DLLs). Dual Language Learners: Effective Instruction in Early Childhood, by Claude Goldenberg, Judy Hicks, and Ira Lit, finds that preschool teachers can best educate young children learning their home language and English by using children's primary language where possible, adopting effective practices for building English language skills, and involving families in supporting children's learning.
    • Dual language learners with disabilities are a growing part of the K-12 school population in the US. Available knowledge on how to effectively educate these students and measure their progress is small but increasing.  Impact: Feature Issue on Educating K-12 English Language Learners with Disabilities offers answers to common questions on these topics from experts around the country who are helping schools meet the needs of this growing student population. Published by the University of Minnesota’s Institute on Community Integration, and Research & Training Center on Community Living, this publication is available online at http://ici.umn.edu/products/impact/261/261.pdf or http://ici.umn.edu/products/impact/261. A complimentary print copy is available from the Institute’s Publications Office at icipub@umn.edu.