MISSION STATEMENT:    

To effectively educate all students to be active, responsible citizens and master communicators who are self-sufficient and  lifelong learners in a global society.   

PROFICIENCY IN ENGLISH PROGRAM - A Program for All Students

The Proficiency in English Program (P.E.P.), A Program for All Students, is a unique and widely acclaimed educational program designed to provide supplemental assistance to Title I schools in the implementation of their ongoing oral language development programs. Through such a program, we can increase oral language competence and effectiveness. The P.E.P. curriculum aims at helping students to have more to say, and more language to say it with. The program will help teachers of linguistically diverse students to assist their charges better in learning and using standard English proficiently.

P.E.P.  has been, and is, one of the most successful, innovative oral language development programs in existence for linguistically diverse students. The concept of P.E.P.  has received accolades throughout the State of California and has served as a model to various school districts seeking to implement oral language development programs for linguistically diverse students.

BACKGROUND

P.E.P.  was initiated in 1978 by Thelma J. Duncan, a nationally renowned educator in the area of oral language development for African-American and other linguistically diverse students. P.E.P. has grown from 21 to over 50+ schools. The program presently provides services to approximately 3,500 classrooms and 150,000 students. Schools are selected according to the greatest educational need and its language diverse population.

• 21 to 50+ schools

• 15,000 to 150,000 students

• 450 to 3,500 classrooms

WHY P.E.P.?

P.E.P.  is an outgrowth of concerns expressed by parents and staff regarding the inability of many language-diverse students to articulate in standard English usage.  Many students come to the school setting speaking a diverse language system. 

Because of this language difference, they have difficulty in understanding and speaking standard English structures.  This also affects their reading, writing, and spelling skills.  

This language system, which many students bring to the educational setting, is an integral part of their culture.  Most language-diverse students will have a combination of their home language and English language structures within the context of their speech.  

Many language-diverse students are not aware of the linguistic variations of the two language systems.  More importantly, numerous educators responsible for the education of these students are not aware of this language difference.  Therefore, educators must become aware of the language interferences that may hinder their students' academic success.  Educators must become knowledgeable about the different structures of language, as well as to increase the standard English facility for all students.  

P.E.P. OBJECTIVES

• To teach standard English usage to linguistically-diverse students in accordance with  ELA and ELD state standards.  

• To have students develop an awareness of the importance of oral and written communication in our modern, complex society.

• To provide an awareness to staffs of the linguistic needs of language-diverse students.  

• To provide an awareness to parents of the linguistic needs of language-diverse students.  

• To enrich the students' awareness and appreciation of language differences.  

• To create an awareness of situational appropriateness of language.  

• To help students become effective communicators in both their oral and written language.

• To support the Title I commitment to raise the academic achievement level of participating students by expanding their oral language instructional experiences using the  P.E.P.  model.  

• To support the State and District Learning Standards and the local school's consolidated application plan.  

P.E.P. ECLECTIC APPROACH WILL EMPLOY:

1. Techniques and strategies for second language acquisition 

2. "Theme Teaching" throughout all subject areas where appropriate

3. Critical thinking skills

4. Career education ("The World of Work")

5. Vocabulary expansion

6. Instructional assemblies

7. Instructional Oratorical Contest (school site and invitational)

8. African/African-American culture and history

9. History and culture of Latinos, Asians, Native Americans, etc.

10. Language Experience Approach to develop oral and written language 

11. Core Literature/Ethnic Literature

12. Professional development through instructional demonstrations

13. Supplemental Language Activities; Structured Practice/Integrated Oral Language

14. Self-Esteem/Self-Perception/Affirmation and Character Building Skills

15. Economic/Entrepreneurship

16. Current Events

17. P.E.P. Talk (small talk, discussions, debates, etc.) 

EXPECTED RESULTS

After completing the program, the P.E.P. students will be able to:

• Read, write, and speak standard English; applying problem solving and critical thinking skills.

• Use the technology to improve and enhance communication skills and retrieve information.

• Work cooperatively utilizing character building behavior skills; demonstrating interpersonal and social skills.

• Set appropriate goals to make educational, professional, and personal life choices.

• Be responsibly involved in a culturally diverse community and working towards the betterment of society.

P.E.P. Professional Development Responsibilities

• Professional development of schools and district personnel

• Professional development of parents and aides

• Full implementation of P.E.P. strategies into participating P.E.P. classrooms

• Classroom lesson demonstrations

• Oral language development of children through small group interaction

• Development of curriculum materials

• Presentation to schools and community of P.E.P. concepts and philosophy

P.E.P. is:

• A program that accepts the students' home and community language in order to provide continuity to their total language development. 

• A program that provides students the opportunity to maintain their home language while developing proficiency in standard English usage.  

P.E.P. is not:

• A program to discredit culturally diverse students.

• A program to discredit the home language of linguistically diverse students.

• A program to teach black language.

• A program using materials written in black language.

TERRE BUTLER, Ph.D., UNIT COORDINATOR
Proficiency in English Program (P.E.P.)
A Program for All Students
Third Street Annex, Room 605
1320 West Third Street
Los Angeles, California 90017
Telephone: (213) 625-6684
Fax: (213) 250-7757

 

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