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See what people across the country are saying about Imagine Learning English. Then contact us to see how Imagine Learning English can start helping your students!
Click here to see what children, teachers and administrators are saying about Imagine Learning English.
The students are learning English at a rapid rate. I've been told by first grade teachers that last year's kindergarten students entered first grade knowing and understanding more English than in the past, after only three months of using the Imagine Learning software. –Frances, Principal, California
The teachers are really enjoying this program. They are seeing some good progress with their students and that is exciting and rare. –Sara, District ESL Director, Utah
I am happy to report that all of the computers are working perfectly and the parents have been logging in with their own passwords. They love this program. –Ethel, Title 1 Parent Center, Nevada
We first used Imagine Learning English with our limited English proficient (LEP) students during our summer program. The ESL teachers liked it so much that we have expanded Imagine Learning English into our high-population LEP schools for use throughout the year. Even though we don't have final data on the effectiveness of the program, we believe Imagine Learning English will be very effective with our English language learner population. Imagine Learning English complements the other programs well, it totally engages each student, and it is reasonably priced. –Abbott, District ESL Director, North Carolina
I am writing to tell you how wonderful Imagine Learning English has been for my beginning ESL learners. They love the songs and the words they are learning every day. They sing them all day long. They are learning basic English vocabulary and the format has been fun for them to learn. They love the program and are sad when their session ends every day. Thank you! –Kappy, ESL Teacher, Utah
I am very pleased with the way Imagine Learning English is working at [our school]. It allows English language learners to learn and practice patterns of speech in a safe environment where they can gather meaning. So much of what they do has true meaning imbedded into the activity. I'm very pleased with that, and the children look forward to using the program.
I love how Imagine Learning English can give individualized instruction to a large group of students at the same time with minimal support, as opposed to other intervention programs where you have to have groups no larger than six for one teacher.
The teachers working with the children on the program have found the children are improving very much. They like working with the program. –Else, Principal, New York
[Our district] purchased the Imagine Learning software in August 2005. Our special education and ESL departments shared the cost and decided to pilot the software at one elementary school where the needs of students in both special education and ESL programs could be met. The software has been loaded and used since August and we are very pleased with the outcome. Our ESL students have been the primary users to date, but many of our students in special education are accessing the software as reinforcement to other reading programs that they are using. We are currently exploring the idea of extending the program to two more elementary schools next year. –Sheri, Special Education Coordinator, Virginia
After sitting in several student referral meetings last school year, I felt frustrated that we didn't have an array of services specifically for the ELL population at our school. We wanted a program rich in vocabulary building, appealing to children, and tailored to individualized student needs. Imagine Learning English is the answer to our prayers. We knew immediately that this would meet Language Arts and Technology standards and totally captivate our students. It complements and adds a much-needed technological dimension to our current services. We will begin with four computer stations in the ESLL classroom. Our next phase will include purchasing additional computers, increasing our student licenses, and training the K-3 SPED resource teachers on Imagine Learning English. Lastly, our Kindergarten teachers will be using this as one of their classroom student stations. Our Imagine Learning Representative has been totally supportive and sensitive to our circumstances and program needs; I sincerely appreciate working with him. –Karen, Vice Principal, Hawaii
Imagine Learning English has proved to be an extremely beneficial program for my students. It has not only enhanced their learning, it teaches critical computer skills. Furthermore, Imagine Learning English provides a safe environment where my students are not embarrassed for their oral mispronunciation. At the same time, they're learning the nursery rhymes that are needed to be successful in the kindergarten Open Court Language Arts series. Imagine Learning English has become an integral part of my everyday curriculum. –Luz, Kindergarten Teacher, California
Our experience with Imagine Learning English in the county is brief but very positive. We used Imagine Learning English in our ESL Summer School program, where there were non-English speakers of all ages (kindergarten through eighth grade). The children were thrilled when they began their sessions on the computer and the instructions were given in Chinese or Spanish (student's mother language). I think that Imagine Learning English helps the students to build self-confidence. Our kindergarten students enjoy the program very much. But, I found it especially helpful with my non-English speaking third grade students. They just arrived from Mexico in September and we couldn't get them to say a word, not even in Spanish. They were probably culturally shocked. Exposing these kids to Imagine Learning English produced an immediate change in them. They started interacting with other children and one week later, they started talking to the teacher. –Claudia, ESL Teacher, North Carolina
I have been very fortunate to be able to observe the utilization of the Imagine Learning English computer program in the ELL Extension Classroom.
We have used the program since the beginning of the school year, and have seen the children progress in their literacy skills. This program has been very beneficial in applying the fundamentals of literacy. The students have enjoyed the program greatly and love going to the computers every day.
I sat through the program and found it very entertaining and a great asset to our class setting. We serve students that are limited or non-English speakers. This program has been a powerful tool for one-on-one tutoring. I have also observed how this program has received and secured the attention of a few of our students who have difficulty staying focused and on task.
At this point, we (lower and upper ELL classes) are considering using the program to help our upper ELL students. I realize that the program is designed for the lower grade students; however, we feel it would be wonderful for our fourth, fifth, and sixth grade non-speakers to be exposed to the program. We have discussed the possibility and feel that these students would do well, using the computer one-on-one. We plan to arrange for them to use the program on their own in the Extension class. This will enable them to grasp the fundamentals of literacy at their own pace.
Imagine Learning English is a splendid program, not only for ELL students, but I feel for any student that needs some individual assistance. –Yolanda, ELL Extension Educator, Utah
My non-English speaking students use the Imagine Learning computer software 15 minutes a day two to three times per week. Since the beginning of the school year I have seen significant change in behavior and language.
Adrian, in my morning class, engages socially and academically and is succeeding. Before, he would withdraw and disengage from such activities. He seems to be developing confidence and is willing to take risks. I am impressed as he now speaks two to three word phrases in English.
Andrew, in my afternoon class, entered the school year as a behavior challenge. With the support of this program, he too is using more English and actually listens and raises his hand to participate in class.
I am greatly appreciative of having such a resource as a tutorial within my class, and the confidence I see in my students as they now interact with English speaking children as well as continue their primary language. –LeAnn, Title 1 Preschool Teacher, Utah
At the end of school last year we had two new students (sisters) move here from Laos. Neither one spoke a word of English; this was a big challenge for us. At the beginning of this school year, they were still adjusting to school life and were still very shy. After only being on Imagine Learning English for about a week they already love it. The older sister, who is now in the 6th grade, has mental and physical disabilities and had never attended school before. She now repeats words and is beginning to recall some of the vocabulary words.
We are very excited to see our students as they progress in the program. In the short time that we have been on the program we have already seen changes in our students. Students who are normally more quiet and reserved have been a little more vocal. The students love the program and are excited to come to class everyday. Imagine Learning English is fun for the kids and easy for teachers to manage.
The support from the Imagine Learning Team is excellent. They are always right there to answer questions and help with any needs we have. It's great to know that there is a whole team ready and willing to assist whenever they are needed. Thank you! –Ane, ELL Teacher, Hawaii
Bryan was in ESL last year; during that time his language was very limited. This year, using Imagine Learning English, I have seen huge improvements in vocabulary, comprehension, rhyming, and phonics. These areas have improved at a much faster rate than they did last year without the program.
Gilberto came to our class about one month ago with no English skills. In one short month I have noticed huge improvements while using Imagine Learning English. He has a difficult time paying attention during class time, but Imagine Learning English has his full attention. His vocabulary has grown, he participates in the recordings, he has caught up with the other students in the letters and phonics, and his confidence in class has grown.
All of the students enjoy Imagine Learning English. I hear them singing the songs they've learned even after they've left the computer. They enjoy the games and activities and anxiously await their turn each day. –Marianne, ESL Aide, Utah
When we started using Imagine Learning English about six weeks ago, the students were thrilled. I have to say that we gave the students no training on how to use the program. We simply sat them down, put the headphones on them and told them to "abre la puerta"—"open the door." They did, and they haven't stopped learning yet! The program is so engaging that our students actually fight over who gets to work on it! We don't have enough computers to have all of the students in one group working on it every day so they are always disappointed when it is not their turn. As a matter of fact, they are glad when somebody else is absent because it means that a whole group can be using the program at the same time and nobody is left out. Since all of the students are so excited about using the program we have seen some real growth.
During José's time on the computer, we are able to listen to him as he works and chants and sings. When he first began using chanting and singing along with the program he was very hard to understand. When he chanted "Fuzzy Wuzzy" for the first time he sounded like he had a mouthful of marbles! He has continued chanting and singing the same pieces and now his pronunciation is very clear and precise. One of the most difficult things for our students is pronunciation because most native English speakers have very poor pronunciation themselves. As such, it makes it even more difficult for our students because the models they are copying are not accurate. With Imagine Learning English our students are able to hear the correct pronunciation and then copy it much more precisely. In addition, I am noticing increased spoken vocabulary. The evidence of this vocabulary learning is also noticeable on the Imagine Learning reports. And as if that weren't enough, they are constantly exposed to phonemic awareness activities, and they are even working on parts of speech! I am sure that this program will make all of our students stronger language learners next year. –Shawn, ESL Teacher, Idaho
We have been working with Waterford Early Reading Program (WERP) for four years in our county; WERP was originally designed to help native English speakers read in English. We started using it with our ESL/LEP population in one school and the results were noticed shortly by the homeroom teachers. The program is excellent, but it focuses on reading, leaving out the development of the basic communication skills that the ELL newcomers need. Last summer during our Migrant/ESL program we introduced Imagine Learning English (ILE). The main reason we did this was because ILE was designed taking into account those basic needs that the ELL newcomers have. We still have the newcomers using WERP, and I believe that ILE will complement what WERP lacks.
Other reasons for choosing ILE were
- ILE's activities and sequence correlate with North Carolina's SCoE ELD standards.
- It is ideal to use during pull-out services (just like having a TA helping).
- It can be used in the homeroom as well.
- It supports Spanish support for the newcomers, as well as other languages.
- Students can record their voice, and you can listen to them at another time.
- Students advance on their own.
-Juan, ESL Director, North Carolina
My involvement with the Imagine Learning software has been mainly in the set-up and launching. With that in mind, I found this program to be very easily integrated into our building. The Imagine Learning support team installed the software quickly and, as promised, it has had no adverse effect whatsoever on our computer network. The set-up and training for me and the teachers was short and easy to understand. Within a day or two the classes were set up and the software was ready for children to use. When I observed children using this software for the first time, I was impressed with how easily they took to it. It is indeed intuitive and easy to use for students and teachers alike. –Starrett, Tech Director, New York
I am an ESL and Reading Teacher at [an elementary school]. We have been using Imagine Learning English since September 2005. I am very pleased with the program. As my school is under a Reading First Grant we monitor student progress fairly often. There are three student participation efforts I would like to relate to you.
Ruby and Colleen*—Kindergarten
*Names have been changed
Ruby and Colleen both tested at level 1 on the LAS Language test with a level of non-English speaker (5 would be fluent). In our reading literacy test of DIBELS, Colleen scored a 1 on initial sound fluency and 0 on letter name fluency. Ruby scored 0 on both fields. To be on grade level both students should have scored 30 on initial sounds and 27 on letter naming. Thus both girls are categorized as needing intensive intervention and being below grade level.
Imagine Learning English teaches both of these fields with their phonemic awareness lessons and with the alphabet name activities. In the most recent DIBELS test in November, both girls showed excellent improvement in their initial sound fluency. Ruby scored 42 sounds per minute and Colleen scored 41 sounds per minute. This is way above the needed 30 sounds to reach benchmark at the end of the year. Both girls are now out of the intensive category and are at benchmark in this field.
These are excellent results for only being on the program for 6-7 hours total. Both students love the program and are making good progress.
Lucy, Bella, and Julie*—First Grade
*Names have been changed
These students have also tested Level 1 or Non-English Speaker on the LAS test. I worked with them as kindergartners and as first graders. These three girls are very shy girls. Their teachers tell me that they sit in their homeroom class and never say a word or whisper when they have to speak. They also barely sing in music. In my ESL class they are also hesitant and speak softly. Last week I observed the girls doing Imagine Learning English. I was very excited to listen to the girls singing loudly and enjoying themselves. Instead of just saying the one word that they had to record, they were repeating all of the dialogue on the lessons. The individuality of the program with headphones gives them a safe place to speak English. Plus the constant musical input encourages them to sing. I am very pleased with this emotional growth of these shy girls.
Pepe*—First Grade
*Name has been changed
Pepe is a student who also scored a Level 1 on the LAS Language, indicating low English. Pepe has a history from last year of having behavior problems. He is impulsive and fights the desire to do what he wants instead of listening to the teacher. This year he has continued to have behavioral problems both in the class, on the playground, and on the bus.
However, there are two things that Pepe loves. One is reading and the other is music. Thus the colorful characters teaching reading and all the music and the sounds used are extremely appealing to Pepe. He absolutely loves to listen to himself sing.
The program has helped the teachers find a tool for behavior modification for Pepe. In the past he did not respond to disciplinary measures. However, since he does love this program, he can be reminded that he needs to behave to use the program.
Also the strength of Imagine Learning English is that a hyperactive student like Pepe who is impulsive and has trouble sitting still can focus and learn. The pace of the program, the games, the music, the visuals all appeal to a very active student and can keep him motivated to learn. Pepe is doing well academically on the program with scores of 99% on vocabulary, 90% on letters, and 70% on phonemic awareness and conversation.
I am pleased with Imagine Learning English. It is an excellent language program and meets many diverse needs." –Patricia, ESL and Reading Teacher, Oregon
Like many teachers, I do not believe there is anything that substitutes for the one-to-one interaction of teacher and student; however, like many of those in the field of ESL, I know that the need for more one-on-one time is always greater than the time one can manage to squeeze into a day. This harsh reality has left many a teacher and student frustrated. If someone had told me that there would one day be a tool that provided a viable substitute for the essential interpersonal interaction between a student and a teacher to make viable gains in English skills, I would have stood my ground and argued ‘No.' But I have begun to think I may have been wrong.
I have recently been exposed to Imagine Learning English, a new and exciting interactive computer program for the lowest of the ELL (English language learners), our NEPs (non-English proficient), with no, or nominal English skills. My first reaction was one of a casual skeptic, especially when I thought of the cost factor, and I had no monies to expend, and if I did have them I would have felt that I had to fund part-time temporary teachers to work with students. I thought, "Why are they bothering me with this?" But then I saw the graphics flash up on the screen, and my attention was hooked. This was not a dull program, nor a spooky one with odd looking people mouthing sounds. There were bright colorful pictures! The pictures were even of objects my island students would recognize. The pictures moved and the program talked in English and in a variety of languages. I began to pay closer attention to the presentation. I learned that the product had multiple levels to it, that it worked to personalize a student's assessed English language learning needs, and that the corresponding interactions the students would have with the program would relate to their specific needs.
In the following months, I found out more and more about the program, and I was attracted to the representatives and the product as they kept asking things like, "What can we do for you? What will make this product viable for your schools?" When the ELL State Officer for our DOE asked for an alignment with Hawaii's standards, Imagine Learning promptly created one, and it is excellent. Slowly, with the kind and persuasive way of Joel, Imagine Learning's Hawaii representative, a few of the schools I service as a resource teacher began to investigate the product for themselves. And one by one, as Joel worked closely with them to resolve their various technology needs they had to get the product up and running at their schools, a handful have bought a varying number of site licenses for the product.
Then came the first installations and word began to trickle down that this product is truly awesome, and that even before we (the teachers who would guide the process at the school level) were trained in the finer administration features of the tool, students were able to sign on, use the program, and engage. Better yet, students were asking to use it, and there was envy growing by others who were not assigned.
Last Friday we were trained together as a group, and I learned about some more fun features of Imagine Learning English. The program prints out homework for a student, personalized to their needs. Better yet, if the student's home language is in their system support (and there are at least seven on board already), the instructions are in the first language of the home. To teachers who have for years and years struggled with getting parents to assist with homework, this is a true boon. The product rewards the students, too, with certificates and game time!
In our training, we learned about the assessments; we learned how to store records of children moved on or off the sites for whatever reason; we learned how reports on growth could be generated; we learned how we could make reports on specific grade levels and genders. I had not known the tool would produce so much of this data that our increasingly data-driven system requires. But the best was for the end: we got to play with the tool! There were so many options, so many places to go and explore, that our time was up before I got to try all I wanted to. However, I know which features I like best:
- I love the library section with online books. The graphics are awesome! The stories are wonderful, and yet simple enough for a lower student to enjoy and feel they could read alone.
- I was very impressed at the varying ways the basic interpersonal skills and vocabulary items so important to ELL acculturation were introduced, taught and reinforced.
- I liked the real kid actors.
- I know there are more elements to the program I did not get a chance to explore, as time prohibited, but this in itself is reassuring. If I could view, explore, and toy with the whole program, then how could it meet the inquiring minds of students day after day?
On Friday I had my biggest fear about this computer program settled: our students would not get bored; they would not be repeating themselves; they would be engaging in new and exciting activities daily, until they mastered the core content—basic English literacy—that the product producers claim they will. I understand the product is growing to meet the low literacy needs of our other challenging group: intermediate and high school NEP learners. I am excited to see what these elements of the program are, as I am now confident the product is fully worthy of our time and attention.
I am the skeptical educator, loathe to think today's media is the answer to anything, as I am someone who feels we learn best from other people; but I also live and work in a world that is far from ideal. Sometimes the best way is not possible, so we try another way, and sometimes we learn it is equal or better than expected. I have learned that Imagine Learning English is a viable alternative. In closing I will note that if a school has a small ELL population, or only one or two low NEPs and hair is being torn out worrying about how to raise a student's skills to a functional level where the inexperienced teacher can begin to tackle the learning needs within the regular classroom, then this may well be the solution you seek. –Kathryn, District ELL Resource Teacher, Hawaii
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