Language is learned in a variety of methods but they all boil down to two primary functions, experience and time.  Language acquisition occurs through meaningful use, not practice. Language use always occurs in a situation; situations are critical to meaning-making. We acquire language by understanding input containing i+1; that is, by understanding language that contains input containing structures that are a bit beyond the acquirers’ current level.  We acquire structures by understanding messages and not focusing on the form of the input or analyzing it.  We can do this, we can understand language that contains structures we do not “know’ by utilizing context, extra-linguistic information, and our knowledge of the world.

ESL students can be taught cognitively complex tasks where both subject matter and English can be developed simultaneously.  All language skills--listening, speaking, reading, and writing--can be developed simultaneously.  English language development is best accomplished through contextual, meaningful activities that focus on language use over form because language is learned best at the point of communicative need and in the service of other learning.

Learning curricular contents, and learning the language which is the vehicle for this, are best done concurrently and in the mainstream classroom.  In addition, students new to Harare International School receive extra English language development support in the ESL class through contextualized activities which foster the acquisition of listening, speaking, reading, and writing skills.

The elementary ESL program provides instruction in English to non-English speakers and to those children with limited English proficiency.  The goal of the program is for the student to acquire sufficient social and academic skills to be able to function comfortably in English in the mainstream classroom.

Language learning is focused on meaningful tasks involving real communication and not on grammatical structures.  This motivates the child to acquire the skills of effective communication by involving them in enjoyable and stimulating situations where language is used for real purpose and is significant to each child.

Students are introduced to basic vocabulary and learning strategies typical of the Elementary classroom setting.  All four language skills--listening, speaking, reading, and writing--are integrated into the program and comprehension is aided by the use of concrete objects, contextual clues, and visual aids.  A positive and accepting environment is maintained and children are not forced to speak until confident enough to do so.  A small-group setting builds confidence and fosters an atmosphere where it is safe to make linguistic errors

The Middle and High School ESL program is designed to develop reading comprehension and writing skills as well as speaking and listening.     Reading is a focus; reading contributes more than direct teaching to vocabulary development, comprehension, writing, and grammar.  Good readers are good writers, and the more children read, the better they read. The ability to write well is a result of extensive and varied reading in which the focus  is understanding the message.  Writing to communicate a message, to develop and clarify ideas, to internalize what is read and to stimulate intellectual growth is also a focus.  Grammar, usage, and mechanics are not a focus; these skills are integrated into the study of literature and student writing.

 The purpose of the ESL class is to promote the acquisition of BICS (basic interpersonal communicative skills) and CALPS (cognitive academic learning proficiency skills) in a non-threatening, stress- free environment.

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