Instructional Programs for English Language Learners (ELL)

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  1. 1. Instructional Program for English Language Learners (ELL)
  2. 2. 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
  3. 3. 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
  4. 4. 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 ProgramOther Program Models
  5. 5. Bilingual Education Program 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
  6. 6. Bilingual Education Program Students: grouped according to their first language Teachers: proficient in both English and the students' home Two teachers: co-teach the standards-based curriculum
  7. 7. Bilingual Education Program 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
  8. 8. Bilingual Education 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
  9. 9. Bilingual Education Program 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
  10. 10. Bilingual Education Program 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
  11. 11. 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
  12. 12. Bilingual Education Program 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
  13. 13. Bilingual Education 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
  14. 14. 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
  15. 15. English as a Second Language (ESL) Program 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.
  16. 16. English as a Second Language (ESL) Program 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
  17. 17. English as a Second Language (ESL) Program Newcomer Program Inclusion Or Pull IN Model Or Push In Model Pull-out Program
  18. 18. English as a Second Language (ESL) 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
  19. 19. English as a Second Language (ESL) 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
  20. 20. English as a Second Language (ESL) Program Inclusion / Pull IN Model / 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
  21. 21. English as a Second Language (ESL) Program Inclusion / Pull IN Model / 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
  22. 22. English as a Second Language (ESL) Program Inclusion / Pull IN Model / 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
  23. 23. English as a Second Language (ESL) Program 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
  24. 24. Other Program Models Sheltered English Immersion Program Structured English Immersion Program Submersion Program
  25. 25. Other Program Models 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
  26. 26. Other Program Models Goal: acquisition of English language skills so that the ELLs can succeed in an English-only mainstream classroom; full English language proficiency Students: immersed in English or placed in a sheltered immersion class where they are taught content through simplified English Teachers: 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
  27. 27. 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