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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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