Dr. Nurka L. Nieves
Office of Bilingual/ESL & World Languages
(973) 677-4000 ext. 50504
Bilingual Mission Statement
The mission of the Bilingual Program is to preserve our students' heritage (linguistically and culturally), while expanding their skills and knowledge in order to achieve full integration individually and socially within the mosaic of a global culture.
The Bilingual Program's vision is based on the premise that students are innovative and resourceful learners. They will acculturate into a system that validates and promotes their self-worth while expanding their knowledge into an English environment within our global society. Our students will certainly be able to compete with their peers both near and far.
- Sustain high levels of academic and linguistic proficiency in both English and the home language(s).
- Provide sound pedagogical practices for teaching multilingual students.
- Equip students with a multisensory experience for fluency in all language domains.
- Provide opportunities for social cultural connections within the home-school community.
ESL Mission Statement
Ensure that English language learners receive rigorous curriculum standards and achieve high levels of academic success.
The Orange Public School District provides a research-based ESL program for its students who are identified and assessed as English Language Learners (ELLs). This program will enable ELLs:
- to nurture self-pride and self-identity in each student’s linguistic and cultural heritage.
- to develop proficiency in the English language.
- to reach a level of proficiency in reading, writing, speaking, and listening as outlined in the New Jersey Student Learning Standards.
- to reach a level of proficiency in all content areas.
- Implement and maintain consistent procedures for the ESL identification process.
- Design an ESL program to allow every ELL to achieve academically while becoming proficient in English.
- Provide highly qualified staff.
- Provide appropriately aligned curriculum and frameworks.
- Assess all ELLs annually.
- Provide for parent/family involvement so that they may participate in the education of their ELL(s).
- Establish and administer consistently appropriate criteria for exiting the ESL program.
- Provide equitable access to district programs and services, including special education and gifted/talented education.
World Languages Mission Statement
Our mission is to provide a world-class language education:
- Through the integration of communication, cultures, connections, comparisons, and communities.
- Through the meaningful integration of appropriate technology into teaching and learning.
- By leveraging the linguistic diversity of school communities to enrich language programs.
- By leveraging institutions of higher education and various other resources to strengthen language programs and provide diverse, authentic learning experiences.
Every student will participate with cultural competence in a global economy and pluralistic society through the attainment of high levels of proficiency in at least one language in addition to English. Our vision is grounded in the belief that:
- All students can become multi-lingual/multi-literate.
- Students will engage in globally transformative experiences through language learning.
- Acquisition of more than one language leads to cognitive, academic, economic, health, and social benefits, and supports 21st century skills.
- Acquisition of more than one language is an essential component of a world-class education/experience, and is critical to students’ college, career, and world readiness.
- Strengthen students’ knowledge, skills, and dispositions toward multilingualism.
- Center on Cross-Cultural and Cross-linguistic competencies.
- Concentrate on the demands of language learning for communication purposes with fluency in reading, listening, speaking, and writing.
- Work closely with ACTFL Performance Descriptors for Language Learners and its Core Ideas
- Focus on Language Proficiency Levels assessing students on ACTFL (2012) performance on Interpretive, Interpersonal, and Presentational Modes of Communication, in addition to proficiency in Novice Low, Novice Mid, Novice High, Intermediate Low, Intermediate Mid, Intermediate High, and Advanced Low.