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
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<
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