What minimally should be included in any program for ELLs? Why are these components critical? What can result if one or more of these components are left out of a program for ELLs?
Chapter 5 Instructional Models and Programs
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What are the essential components of any instructional models and programs for ELLs?
What is the difference between English as a second language and sheltered instruction?
What are the pros and cons of various English-medium and bilingual education models and programs?
How can educators determine what type of program is appropriate for their context?
Guiding Questions
Introduction
ESSA
Requires schools to provide effective language instruction educational programs
States
Accountable for academic achievement and English language development of ELLs
Identify which program models are eligible for funding
Educators
Determine instructional programs appropriate for their students and school
Consider research, federal and state policies, and the needs, desires, strengths, and characteristics of their students and community
Programs
No one-size-fits-all program appropriate for all students in all schools
Evolving in response to changes in student demographics and advances in our understanding of bilingualism and education
Grants each state the flexibility to identify program models
Evolving Perspectives
Monoglossic perspectives
View monolingualism as the norm
Treat the languages of bilinguals as two separate, distinct systems (two monolinguals in one)
Erase the natural fluid ways bilingual students use their languages in everyday life
Heteroglossic perspectives
View bilingualism as the norm
Treat the languages of bilinguals as co-existing
Realized through translanguaging practices
Teachers can help students draw on all of their linguistic resources as they engage in academic tasks
Essential Components of Effective Programs for ELL Students
| Standards-Based ESL | Standards-Based Content-Area Instruction | Bilingual Strategies | ||
| Pull-Out ESL | In-Class ESL | Home Language Instruction | Sheltered Instruction | The classroom teacher employs a variety of bilingual strategies and techniques during ESL and sheltered-content instruction |
| A teacher trained and certified to work with ELLs pulls students out of the regular classroom for ESL instruction | The classroom teacher is trained and certified to work with ELLs and provides ESL instruction within the classroom | One or more content areas are taught in students’ home languages | One or more content areas are taught in English using sheltered instruction strategies and techniques |
ESL: English language instruction for students who have been identified as ELLs
Also called ELD, ESOL, ENL, or EAL
A separate content area
Has its own curricular materials, time slot within the daily teaching schedule, and a set of ELD/ELP/ESL standards
ELLs at all levels need consistent ESL instruction
Most get stuck at the intermediate and advanced levels, often for several years
Instruction at the intermediate and advanced levels should provide more emphasis on vocabulary and advanced literacy
Essential Components of Instructional Programs for ELLs English as a Second Language
Home language content-area instruction
Ensures that ELLs learn complex academic content and master grade-level content standards
Many of the literacy skills students develop in their home language easily transfer to English
A distinguishing feature of the bilingual education models
Certified bilingual teachers
Appropriate curricular materials in home languages
Aligned with content standards for English speakers
Spanish language development standards (WIDA)
Common Core en Español (CCSSO, CDE, SDCOE)
Essential Components of Instructional Programs for ELLs Content-Area Instruction
Sheltered content-area instruction
Grade-level content-area instruction provided in English but in a manner that makes it comprehensible to ELLs while promoting their English language development
Sheltered
A metaphor for simplifying language without watering down content while protecting ELLs from language demands
Also called Specially Designed Academic Instruction in English (SDAIE) in California and other states
Variation in how sheltered instruction is implemented
Sheltered instruction classes for ELLs exclusively
General education using sheltered instruction for the entire class
Essential Components of Instructional Programs for ELLs Content-Area Instruction
Essential Components of Instructional Programs for ELLs Content-Area Instruction
Sheltered Instruction Observation Protocol (SIOP)
Developed in 1990s by Echevarria, Vogt, & Short
A tool for teachers to systematically plan, teach, observe, and evaluate effective sheltered instruction for ELLs
8 key components and 30 items
Combination of language and content objectives
Content-area teachers share the responsibility of developing ELLs’ English proficiency
Preparation
Building background
Comprehensible input
Strategies
Interaction
Practice and application
Lesson delivery
Review and assessment
Sheltered Instruction Observation Protocol (SIOP)
Critics
Too rigid, behavioristic, and lacking in solid theoretical grounding
SIOP training alone is insufficient to prepare teachers
Teachers need to understand second language teaching, learning, and assessment, as well as sociocultural, historical, economic, and political factors
ELLs need separate ESL instruction in addition to sheltered instruction
State/consortia ELD (or ELP) standards can help teachers differentiate their content-area instruction
Essential Components of Instructional Programs for ELLs Content-Area Instruction
Primary language support
Brief use of students’ home languages
Reflects monoglossic, language-as-resource orientation
Scaffolds or supports to be removed as students progress
Translanguaging
Dynamic language practices of multilinguals
Sociocultural perspective, language-as-resource, holistic view
Translanguaging pedagogy
Teachers make space for translanguaging
Teachers leverage students’ bilingualism for learning
Essential Components of Instructional Programs for ELLs Bilingual Strategies
Essential Components of Instructional Programs for ELLs Difference between ESL and Sheltered Instruction
| ESL Instruction | Sheltered Instruction | |
| Definition | Teaching English to students who are not yet proficient in the language | Making content-area instruction comprehensible to ELLs in English while supporting their English language development |
| Concepts or areas of focus | Listening, speaking, reading, writing, vocabulary, communicative competence | English language arts, math, science, social studies, art, music, physical education, and other content areas |
| Standards | English language proficiency standards | Content-area standards |
| Goal | Communicative competence for social and academic purposes | Content-area knowledge and skills |
| Assessment | State English language proficiency assessment | State academic achievement assessments |
| Classroom-based formative and summative English language proficiency assessment | Classroom-based formative and summative content-area assessments |
Essential Components of Instructional Programs for ELLs Relationship between ESL and English Language Arts
A better approach is to provide a comprehensive ESL program combined with a separate but corresponding sheltered English language arts programs
To be aligned
ESL
ELP standards (Title III)
English as a language for students who are new to the language
ESL teachers are more like world language teachers
Should not be substituted by ELA instruction even if sheltered
English language arts
ELA content standards (Title I)
English as a subject for proficient English-speaking students
Traditionally focused on teaching reading and writing
CCSS for ELA includes explicit language standards and listening and speaking standards
Program Models for ELLs and Other Multilingual Learners
Bilingual programs
One or more content areas is taught in the students’ home language
English-medium programs
All content areas are taught in English using sheltered instruction strategies
Effective English-medium programs use bilingual strategies
Problem: Inconsistency in how programs are labeled in the literature and in practice
Program Models for ELLs and Other Multilingual Learners
Bilingual models
English-medium models
Transitional bilingual education
Developmental bilingual education
Dual language
Bilingual immersion
Heritage language
ESL
Sheltered English immersion
Newcomer programs
Submersion
Pull-out ESL
In-class ESL
| Items | Description | Criticism |
| Target population | ELLs who speak the same home language | Doesn’t work when students speak different home languages |
| Grade span | K-3 | Few learn L2 quickly; May not be available for all grades |
| Language goals | Learn English as quickly as possible to transition to the mainstream | “Language-as-problem” orientation; subtractive bilingualism; remedial program |
| Academic goals | Meet the same grade-level content-area standards as English-fluent peers as soon as possible | May be segregated from interaction from peers in the academic mainstream classes |
| Culture goals | Acculturation to mainstream school and community; assimilation | Deficit view of ELLs’ language and culture |
| Bilingual strategies | Used during ESL and sheltered instruction as needed | Does not aim for full bilingualism or biliteracy |
| Effectiveness | More effective than English-only programs | Less effective than other models of bilingual education |
Program Models for ELLs and Other Multilingual Learners Bilingual Models
Transitional Bilingual Education (TBE)/Early-exit program
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Transitional Bilingual Education (TBE)/Early-exit program
ESL instruction
30-60 minutes a day
Content-area instruction
Initially about 90% in the home language and 10% through sheltered English instruction
Home language instruction decreases rapidly as students are quickly transitioned to sheltered instruction
Program Models for ELLs and Other Multilingual Learners Bilingual Models
Transitional Bilingual Education (TBE)/Early-exit program
Program Models for ELLs and Other Multilingual Learners Bilingual Models
| Items | Description | Advantages |
| Target population | ELLs who speak the same home language | Taught by qualified bilingual teachers |
| Grade span | K-6 | Some are available up to grade 8 |
| Language goals | Bilingualism and biliteracy | Develops home language skills further than in a TBE program |
| Academic goals | Meet the same grade-level content-area standards as English-fluent peers | Prepares ELLs to fulfill societal needs requiring citizens with bilingual skills |
| Culture goals | Biculturalism | Positive sense of cultural heritage and ethnolinguistic identities |
| Bilingual strategies | Used during ESL and sheltered instruction as needed | Home language is viewed as a resource and further developed |
| Effectiveness | ELLs achieve parity with English-speaking peers and become bilingual, biliterate, and bicultural |
Developmental Bilingual Education (DBE)/
Maintenance/Late-exit bilingual education
Program Models for ELLs and Other Multilingual Learners Bilingual Models
ESL instruction
30-60 minutes a day
Content-area instruction
Initially about 90% in the home language and 10% through sheltered English instruction
Home language instruction decreases slowly
Instruction continues in both languages until the end
Developmental Bilingual Education (DBE)/
Maintenance/Late-exit bilingual education
Program Models for ELLs and Other Multilingual Learners Bilingual Models
| Items | Description | Advantages |
| Target population | ELLs who speak the same home language and English speakers who want to learn the language | Taught by qualified bilingual teachers |
| Grade span | K-6 | Available in higher grades |
| Language goals | Bilingualism and biliteracy | Benefits both ELLs and English-speaking students |
| Academic goals | Meet grade-level content-area standards | Prepares ELLs to fulfill societal needs requiring citizens with bilingual skills |
| Culture goals | Biculturalism, cross-cultural understanding, cultural pluralism | Develops sociocultural competence |
| Bilingual strategies | May be used for ELLs and English-speaking students | Home language viewed as a resource and a valuable asset |
| Effectiveness | All students reach or exceed grade-level expectations and become bilingual and biliterate with strong cross-cultural communication skills |
Dual language bilingual education/
Two-way/Dual language immersion
Program Models for ELLs and Other Multilingual Learners Bilingual Models
Content-area instruction
50/50 model: 50% in the home language of ELLs and 50% in English
90/10 model: Initially 90% in the ELLs’ home language and 10% in English; instruction evens out gradually to 50/50 as students move up in grade level
Dual language bilingual education/
Two-way/Dual language immersion
Program Models for ELLs and Other Multilingual Learners Bilingual Models
Dual language bilingual education/
Two-way/Dual language immersion
An enrichment program for all students
Theoretically, ELLs and non-ELLs are on an equal footing
Program variations
Translanguaging is becoming more accepted and valued
Unequal distribution of ELLs and English-speaking students
The Gómez and Gómez Dual Language Enrichment Model
Challenges
Difficult to develop programs in other languages than Spanish
Privileged status of English; language and power relations
Dual language programs must develop “critical consciousness”
Program Models for ELLs and Other Multilingual Learners Bilingual Models
| Items | Description | Advantages |
| Target population | Language minority students who have little to no proficiency in the target language; English speakers who want to learn a world language | Addresses the varied needs of English speakers (e.g. high-demand world languages, indigenous languages) |
| Grade span | K-6 (May extend to 8 or higher) | Available in higher grades |
| Academic goals | Meet grade-level expectations | Prepares students to fulfill societal needs requiring citizens with bilingual skills |
| Culture goals | Biculturalism; cross-cultural understanding and communication skills | A key component for helping to preserve indigenous languages |
| Bilingual strategies | May be used as needed | Can easily be converted into two-way programs to include ELLs |
| Effectiveness | Language minority students and language majority students reach or exceed grade-level expectations and become bilingual, biliterate, and cross culturally competent |
Bilingual immersion programs/One-way dual immersion
Program Models for ELLs and Other Multilingual Learners Bilingual Models
ESL instruction
30-60 minutes a day (only if program includes ELLs)
Content-area instruction
Initially about 90% in the non-English language
Instruction evens out gradually to 50% in English and 50% in the non-English language as students move up in grade level
Bilingual immersion programs/One-way dual immersion
Program Models for ELLs and Other Multilingual Learners Bilingual Models
| Items | Description | Advantages |
| Target population | Heritage language speakers who have varying levels of proficiency in their heritage language | Both ELL and non-ELL students who want to maintain their home or heritage language |
| Grade span | Pre-K-12, and college/university | Available in all grades |
| Language goals | Broaden linguistic repertoire with attention to the standard variety and literacy in that language | Builds on students’ knowledge and values varieties of heritage language |
| Academic goals | Meet the grade-level content-area standards related to world language learning or language arts standards | Prepares students to fulfill societal needs requiring citizens with bilingual skills |
| Culture goals | Biculturalism; cross-cultural communication skills | Can be operated by community-based organizations |
| Program features | A separate subject in school; out-of-school programs; foreign language courses at college or university | ELLs can use to fulfill world language study requirements for school |
| Effectiveness | Students typically make much faster progress and attain higher levels of proficiency in the target language than traditional foreign language students |
Heritage/Community language program
Program Models for ELLs and Other Multilingual Learners Bilingual Models
| Items | Description | Criticism/Drawbacks |
| Target population | ELLs | ELLs are viewed as mainly the responsibility of the ESL teacher |
| Grade span | K-6 (In secondary schools ESL is provided as a separate class period) | Elementary students miss out on their regular classes |
| Language goals | Help students attain proficiency in English | Hard to coordinate ESL instruction with classroom instruction |
| Academic goals | Help students gain the English proficiency needed to understand content-area instruction | In isolation; does not enable ELLs to achieve parity with English-speaking peers |
| Culture goals | Acculturation to mainstream school and society; assimilation | Students may feel stigmatized by need to be pulled out |
| ESL instruction | 30-60 minutes a day (Bilingual strategies may be used as needed) | Some schools offer only 2 or 3 days a week due to a shortage of ESL teachers |
| Effectiveness | Pull-out ESL in isolation does not enable ELLs to achieve parity with English-speaking peers; it is, however, an integral part of effective sheltered English programs when ESL is not provided in the classroom |
Pull-out ESL instruction/ESL withdrawal classes
Program Models for ELLs and Other Multilingual Learners English-Medium Models
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In-class ESL instruction
Provided by the trained regular classroom teacher
ELLs don’t miss anything in class by being pulled out
Teachers can coordinate their ESL instruction to prepare ELLs for specific content-area lessons
Teachers take full responsibility for the education of all their students
Teachers can tailor language and content objectives for ELLs
Teachers can coordinate interactions between ELLs and non-ELLs in the classroom that will further assist ELLs in learning English
Program Models for ELLs and Other Multilingual Learners English-Medium Models
Pull-in ESL/Push-in ESL
ESL teacher goes into the regular classroom to work with the classroom teacher and ELLs
ESL teacher can be treated more like a paraprofessional rather than a fellow teacher
ESL and classroom teachers need to collaborate in a co-teaching model
ESL courses in secondary grades
Typically provided with one or two course periods
Must be taught by a certified ESL teacher who has a curriculum to follow and materials to use
ESL and general education teachers can coordinate
Program Models for ELLs and Other Multilingual Learners English-Medium Models
Sheltered (Structured) English immersion/Self-contained ESL classrooms/Specially Designed Academic Instruction in English (SDAIE)
| Items | Description | Characteristics |
| Target population | ELL (but class may also contain non-ELLs) | Classroom teachers should be certified |
| Grade span | K-12 | In secondary schools sheltered subject areas are provided separately |
| Language goals | Help students attain proficiency in English | Classroom teacher provides daily ESL and sheltered content-area instruction. Teachers should also use ample bilingual support to make English instruction comprehensible |
| Academic goals | Meet the same grade-level academic standards required for all students | |
| Culture goals | Acculturation or assimilation | |
| Content-area instruction | All subjects taught in English through sheltered instruction | |
| Effectiveness | More effective than pull-out ESL in isolation but not as effective as bilingual program models |
SEI = ESL + SI + BLS
Program Models for ELLs and Other Multilingual Learners English-Medium Models
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Newcomer programs
| Items | Description | Characteristics |
| Target population | ELLs who recently arrived to the US and have little to no English proficiency and/or limited former schooling. | May be at a separate school, or a special class within a school (part or whole day) |
| Grade span | Any grade level, pre-K-12 | 1-2 years (intensive ESL instruction) |
| Language goals | Help learn enough English to participate in a SEI in a year or two | Students acquire beginning English skills and strengthen home language literacy skills |
| Culture goals | Acculturation to mainstream school and society | Guide students’ acculturation to US schools |
| Content-area instruction | Sheltered instruction uses the content areas for vocabulary and other English language skills development, with a focus on beginning skills in English reading and writing | – Some programs may also include home language content-area instruction – Tend to lack a focus on content-area instruction and are expensive to operate |
| Effectiveness | Programs vary widely, but overall research shows they are effective in meeting the unique needs of newcomer ELLs |
Program Models for ELLs and Other Multilingual Learners English-Medium Models
Submersion (sink or swim)
Placing an ELL in a mainstream classroom where there is
No ESL instruction
No sheltered instruction
No use of bilingual strategies
Doing nothing at all for ELLs
Very common, even though it is in violation of federal law
Good mainstream teachers with ELLs can obtain training and transform their classrooms into SEI classrooms
Program Models for ELLs and Other Multilingual Learners English-Medium Models
Submersion or SEI?
Many SEI classrooms are submersion in disguise
Indicators of a submersion classroom include:
Textbooks, materials, in-class assignments and homework are identical to those used in mainstream classrooms.
The teacher cannot identify the ELLs or their level of English language proficiency.
The teacher is unable to identify or describe each ELL’s languages and cultures.
The teacher makes little to no effort to modify his or her speech to make it more comprehensible for the ELLs.
Content-area lessons lack language objectives.
Program Models for ELLs and Other Multilingual Learners English-Medium Models
Typology of Program Models for ELLs
Typology of Program Models for ELLs
A single elementary school may have several models
Ex: An ESL specialist pulls out ELLs from bilingual, SEI, and mainstream classrooms
At the secondary level, ELLs typically have
1 or 2 periods of stand-alone ESL
Combination of bilingual, sheltered content-area, and mainstream
ESL and classroom teachers need to work collaboratively and engage in co-teaching
Share ideas and resources with members of the same grade-level teams and help look over ELLs’ work
Move beyond “my students/your students” to “our students”
ESL specialists take on leadership roles in terms of curriculum, instruction, and assessment
Collaboration among ESL, Bilingual, Sheltered English Immersion, and Mainstream Teachers
Must be determined by teachers and administrators considering
The characteristics and needs of ELLs
The desires of their parents and community
The current and potential resources of the school
The local, state, and federal policies
Bilingual teachers and resources are not readily available in some languages (e.g., Somali, Maay, Karenii)
Schools should provide the strongest ELL program possible for as many students as possible
Potential bilingual teachers can be recruited from the community and certified with training and support
Determining the Most Appropriate Instructional Programs for Your School
All programs for ELLs must ensure that ELLs learn both English and academic content through ESL instruction and content-area instruction.
The teaching of content areas may be provided through home language instruction or sheltered instruction or a combination of the two.
Schools should also use bilingual strategies as much as possible, especially in English-medium programs.
Summary
The appropriate models for a school must be determined by teachers and administrators working collaboratively to study the characteristics and needs of the ELLs and other multilingual students, the desires of their parents and community, and the resources of the school.
Co-teaching models enable mainstream, ESL, SEI, and bilingual teachers and specialists to work collaboratively to address ELL student needs.
Summary
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