instructional programs for english language learners (ell)
TRANSCRIPT
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
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
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
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
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
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
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
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
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
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
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
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.
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
English as a Second Language (ESL) Program
• Newcomer Program
• Inclusion Or “Pull IN” Model Or “Push In” Model
• Pull-out Program
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
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
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
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
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
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
Other Program Models
• Sheltered English Immersion Program
• Structured English Immersion Program
• Submersion Program
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
Other Program Models
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