Download pdf - Instructional Programs for English Language Learners (ELL)

Instructional Program for English Language Learners (ELL)

English Language Learner Programs

uses only English as the

instructional language for

eligible students

enables such students to

achieve English proficiency

and academic mastery of

subject matter content and

higher order skills

including critical thinking

exposed to a learning

environment in which they

participate actively

Phases of EL Instructions

enable children to listen, comprehend, speak, read, write, and analyze and think in

English.

based on a child's English Proficiency

Beginner Intermediate Advance

English Language Learner Programs

• Early-exit Bilingual programs or Transitional Bilingual

• Late-exit Programs or Maintenance Bilingual Education Program

(Developmental)

• One-way Bilingual Education

• Two-way bilingual Programs (Developmental) / Paired Bilingual / Dual

Language Program

Bilingual Education Program

Content-based English as a Second Language (CBESL) Program

• Newcomer Program

• Inclusion or “Pull IN” Model or “Push In” Model

• Pull-Out Program

English as a Second Language (ESL) Program

• Sheltered English Immersion Program

• Structured English Immersion Program

• Submersion Program

Other Program Models


programs that conduct

instruction in two

languages

use the students' home

language, in addition to

English, for instruction

initial literacy in the native

language and include an

ESL component


Students: grouped

according to their first

language

Teachers: proficient in

both English and the

students' home

Two teachers: co-teach

the standards-based

curriculum


• Early-exit Bilingual Programs / Transitional Bilingual

• Late-exit Programs / Maintenance Bilingual Education Program (Developmental)

• One-way Bilingual Education

• Two-way Bilingual Programs (Developmental) / Paired Bilingual / Dual Language Program


maintains and

develops skills in the

primary language

culture while

introducing,

maintaining, and

developing skills in

English

Primary Purpose: to

facilitate the ELL's

transition to an all-

English instructional

program while

receiving academic

subject instruction in

the native language

the extent necessary.Classes: made up of

students who share

the same native

language.

Early-exit Bilingual Programs or Transitional Bilingual


designed to help

children acquire the

English skills required

to succeed in an

English-only

mainstream

Initial instruction: first

language (for

introduction of

reading and for

clarification)

Instruction: phased

out rapidly, most

students

mainstreamed by the

end of first or second

grade

Early-exit Bilingual Programs or Transitional Bilingual


builds upon the student's primary

language skills, develops, and expands

the English language skills of each

student to enable him or her to achieve

proficiency in both languages, while

providing access to the content areas

Goal: to develop full

bilingualism and

biliteracy for English

learners

Difference from early-

exit: amount and

duration that English is

used for instruction as

well as the length of

time students are to

participate in each

program

Late-exit Programs or Maintenance Bilingual Education Program


Students: speakers of the same

primary language, schooled in two

languages

shares many of the features of the

dual language or two-way bilingual

education approach.

One-way Bilingual Education


Class: language minority students from a single

language background + language majority

(English-speaking) students

Instruction: both English and the minority

language

Students: serve as native-speaker role models

for their peers

Teacher: a single teacher who is proficient in

both languages or by two teachers, one of

whom is bilingual.

Two-way Bilingual Programs / Paired Bilingual / Dual Language Program


Elementary schools, middle and high

schools

Goal: to develop language proficiency in

two languages by receiving instruction in

English and another language

Two-way Bilingual Programs / Paired Bilingual / Dual Language Program

Content-based English as a Second Language (CBESL) Program

• makes use of instructional materials, learning tasks, and classroom techniques from academic content areas as the vehicle for developing language, content, cognitive, and study skill

• Medium of instruction: English


used where the student

population represents

many different languages

Students: different

language backgrounds

Teacher: do not need to

be proficient in the home

language(s) of their

students.


designed to teach ELLs

English language skills, which

may include listening,

speaking, reading, writing,

study skills, content

vocabulary, and cultural

orientation

Instruction: English,

little use of native

language

Factors to consider:

• Curriculum Coordination

• Social Integration /

Stigmatization

• Scheduling Issues

• Teaching Facilities


• Newcomer Program

• Inclusion Or “Pull IN” Model Or “Push In” Model

• Pull-out Program


separate, relatively self-contained educational

interventions designed to meet the academic

and transitional needs of newly arrived

intensive ESL instruction and an

introduction and educational

practices

1-2 sems before they enter more

interventions (e.g., English language

development programs or mainstream

classrooms with supplemental ESL

instruction).

Newcomer Program


brings the ESL specialist into classrooms

may assist ELLs with the same lesson that

the rest of the class is doing or modify the

lesson or assignment in some way

assist while the classroom teacher instructs

the whole class by displaying pictures,

keywords, or providing other aids to

comprehension

Inclusion /

“Pull IN” Model /

“Push In” Model


Inclusion /


“Push In” Model

Team Teaching

• EL teacher and the regular

teacher will take turns delivering

lessons with the EL teacher focusing

on providing scaffolding and

addressing more basic skills


Inclusion /


“Push In” Model

Small-Group Instruction

• pull a small group during the

independent work time to

reinforce or re-teach a skill

• teach more basic language

skill or grammar points

• Ideal model


Inclusion /


“Push In” Model

One-on-One Instruction

• sit with the students one-on-

to assess reading and writing

skills during independent

reading time or work time

• is less efficient, but can work for

small EL populations


paraprofessional / tutor: pulls students from

their classes for small group or individual work

Students: small group within the regular

classroom setting; children who need remedial

work

can waste instructional time and that students

will miss class work while they are gone

effective for beginning ELLs who need to

develop “survival” English skills

Pull-Out Program


• Sheltered English Immersion Program

• Structured English Immersion Program

• Submersion Program


used to make academic instruction in English

understandable to ELLs

Students: do not attend classes with

their English-speaking peers, study

the same curriculum as their

speaking peersTeachers: employs ESL methods to make

instruction comprehensible; use physical

activities, visual aids, and the environment to

teach vocabulary for concept development

mathematics, science, social studies, and

other subjects

Sheltered English Immersion Program


Goal: acquisition of English language skills so

that the ELLs can succeed in an English-only

mainstream classroom; full English language

proficiencyStudents: immersed in English or

placed in a sheltered immersion

class where they are taught content

through simplified EnglishTeachers: have specialized training in

the needs of ELLs, possessing either a

bilingual education or ESL teaching

and/or training and strong receptive skills in

the students' primary language

Structured English Immersion Program

Other Program Models does NOT meet the needs of ELLs

sink-or-swim; offers no support,

scaffolding, accommodations, etc. to

facilitate the acquisition of English

Submersion Program