Some English Language Teaching Models

1. ENGLISH
LANGUAGE
TEACHING
MODELS
M E D I N A , P R E C I O U S J O Y O . , I I I - B E E

2. OUTLINE
1. ENGLISH-ONLY MODELS
- STRUCTURED IMMERSION PROGRAMS
- SHELTERED INSTRUCTION PROGRAMS
2. BILINGUAL MODELS
- DUAL LANGUAGE PROGRAMS
- ONE-WAY DEVELOPMENTAL BILINGUAL
- TWO-WAY DEVELOPMENTAL BILINGUAL
- TRANSITIONAL BILINGUAL PROGRAM
3. PULL OUT MODEL
4. PULL IN MODEL
5. TEACHING MODEL

3. •The effectiveness of various program models
for language minority students remains the
subject of controversy. Although there may be
reasons to claim the superiority of one
model over another in certain situations (Collier
1992; Ramirez, Yuen, and Ramey 1991), a variety
of programs can be effective. The choice
be made at the local level after careful
consideration of the needs of the students
involved and the resources available.

4. 1. ENGLISH-ONLY MODELS
• It develops literacy in English.
• Students’ native language plays a small or no
role in English-only Programs.
•School districts often offer these programs
when English language learners come from
many different language backgrounds.
(Genesee, Lindholm-Leary, Saunders, &

5. 1.ENGLISH-ONLY MODELS
- Programs in this model are also referred
to as English as a second language (ESL)
or English language development (ELD)
programs.

6. 1.ENGLISH-ONLY MODELS
Sheltered English Instruction
LANGUAGE OF INSTRUCTION
- English adapted to students’ proficiency
level, supplemented by gestures, visual
manipulatives, etc. L1 support may be
provided separately.

7. 1.ENGLISH-ONLY MODELS
•Sheltered English Instruction
1. It facilitates student access to content concepts
and promote the development of academic
English.
2. These programs use small amounts of native
language strictly to supplement the English-only
curriculum.
3. Teachers modify their use of English by adjusting

8. 1.ENGLISH-ONLY MODELS
Structured English Immersion (SEI)
LANGUAGE OF INSTRUCTION
- All instruction in English, adapted to
students’ proficiency levels. L1 support may
be provided separately.

9. 1.ENGLISH-ONLY MODELS
Structured English Immersion (SEI)
1. A common English-only approach is structured
English immersion.
2. English immersion programs seek to increase
students’ English fluency rapidly by teaching content
in English.
3. In such programs, the core curriculum includes
English language development and content-area
instruction using strategies focused on the needs of

10. 2. BILINGUAL MODELS
Bilingual education uses the first language of the
learner, as well as English, to teach English
proficiency in all models. In some forms it allows
the learners to develop full academic proficiency in
both the first and second language while learning
academic content (Linquanti, 1999) while in others
it has as its goal of academic proficiency in English
only while learning academic content (Collier and
Thomas, 2007). Each bilingual program has an ESL

11. 2. BILINGUAL MODELS
One-Way Developmental Bilingual Education
1. (Collier & Thomas, 2007) state that LEP
students with one common language
background are instructed in two languages
and academic content for six to twelve

12. 2. BILINGUAL MODELS
One-Way Developmental Bilingual Education
The goal is for students of varying levels of
language proficiency to learn together with
uninterrupted cognitive development and
accelerated achievement in academic content
areas (Center for Research on Education,
Diversity, and Excellence, 2001).

13. 2. BILINGUAL MODELS
One-Way Developmental Bilingual Education
Boals (2001) explains that in comparison to
two-way DBE, one-way DBE programs are
designed for minority language speakers and
often have less support than two-way DBE
programs who serve language majority and
language minority groups.

14. 2. BILINGUAL MODELS
One-Way Developmental Bilingual Education
Nieto (as cited in Boals, 2001) also adds that
one-way DBE programs exist mostly at the
elementary rather than secondary level. In
academic classes, students of higher language
proficiency levels are function as peer tutors
others.

15. 2. BILINGUAL MODELS
One-Way Developmental Bilingual Education
A DBE program needs enough language
minority students for at least one class at any
specific grade level and planning must be
to make sure enrollment is adequate for
maintenance of the program (CREDE, 2001).

16. 2. BILINGUAL MODELS
Two-Way Developmental Bilingual Education
LEP students close the academic achievement
gap with non-LEP students by the end of the
six to twelve year long program (Thomas and
Collier, 2007).

17. 2. BILINGUAL MODELS
Two-Way Developmental Bilingual Education
Christian (as cited in Howard and Sugarman,
2001) explains that in two-way immersion
programs the goal is to promote academic
language proficiency in two languages in
addition to grade-level academic
in the mainstream curriculum.

18. 2. BILINGUAL MODELS
Dual Language Program
1. It develops students’ skills in two languages.
2. They serve both English learners and
monolingual English-speakers, typically in
equal proportions, and aim to reinforce
students’ native language and foster the
development of a second language.

19. 2. BILINGUAL MODELS
Dual Language Programs
3. It creates Bilingual Environment in which
students are expected to develop Bilingual
Proficiency.
4. Academic content is to English and dual
language programs is to maintenance of native
language and cultural backgrounds.

20. 2. BILINGUAL MODELS
Dual Language Programs
6. It is designed for schools with Large ELL
populations.
7. The original intent of these programs was to
teach English-speaking students a second
through immersion in the minority language in
kindergarten and first grade.
8. The programs were especially popular in Canada
to help English-speaking students build proficiency

21. 2. BILINGUAL MODELS
Transitional Bilingual Programs
1. It builds students’ English skills and use
native language instruction in the service of
learning English.
2. Typically, instruction in the native language
tapers off as ELLs’ English language skills
increase and students can access English
language instruction more easily.

22. 2. BILINGUAL MODELS
Transitional Bilingual Programs
•3. The transition model appears more
often than other models in programs
that serve English language learners
the United States (Genesee, 1999).

23. 2. BILINGUAL MODELS
Transitional Bilingual Programs
Without the supports they received during
transition, English language learners may
continued assistance in their native languages
and further support in English language
development from their mainstream classes.

24. 2. BILINGUAL MODELS
Transitional Bilingual Programs
- For example, students may have
sufficient English oral language skills,
but not adequate academic English to
complete content-related tasks
support.

25. 2. BILINGUAL MODELS
Transitional Bilingual Programs
- Secondary school students may find
the transition to English instruction
especially difficult because middle and
high school academic content
becomes progressively more difficult.

26. 2. BILINGUAL MODELS
Transitional Bilingual Programs
4. In transitional programs, students
may receive native language
instruction for as few as two (“early-
exit”) or as many as six (“late-exit”)
years alongside instruction in English.

27. 2. BILINGUAL MODELS
Early-exit
•It focus more on moving English
learners to English-only instruction
quickly and less on maintaining
students’ native language proficiency.

28. 2. BILINGUAL MODELS
Late-Exit Transitional Model
•1. One type is Developmental Bilingual
Education (DBE).
•2. DBE provides instruction in both English
and students’ native languages but the goal
to teach English to language minority
students, rather than foster dual language
proficiency, as the bilingual model does.

29. 2. BILINGUAL MODELSISSUES
1. Some educators express concern that,
because of student mobility, students may
a transitional program late in their education,
or leave the program too early, perhaps
they are ready.
2. A lack of continuity between grades and
schools can also create problems as students
progress through grade levels, or transfer to

30. 2. BILINGUAL MODELS
Late-Exit Transitional Model
- Some researcher-developed programs for
students transitioning to English-only
instruction have managed to smooth that
transition, compared with the instruction
students typically receive during transitions
(e.g., Saunders, 1999; Saunders &

31. 3. PULL OUT MODEL
- The student leave the classroom to meet with the
ESL specialist.
- This program model is especially effective for
beginning ELLs who need to develop “survival”
English skills.
- This type of model may allow the ESL specialist to
group students across classrooms or grade levels
who are at a similar level of English proficiency for
ESL support.

32. 3. PULL OUT MODEL
- As students advance in their English language
proficiency the ESL specialist may take
responsibility for teaching a specific subject
area, providing background information for
upcoming lessons, or reviewing difficult
content.

33. 3. PULL OUT MODEL
CHALLENGES:
1. It is difficult to coordinate schedules around
specials and lunch times.
2. Grouping intermediate ELLs across grade
or even across several classrooms from the
grade level for instruction. (Effectively
students in content area learning.)

34. 4. PULL IN MODEL
- It bring ESL specialist into classrooms.
- The specialist may work with students
individually at their seats or as a group
someplace in the classroom.
- The specialist may assist ELLs with the
same lesson that the rest of the class is
doing or modify the lesson or assignment in
some way.

35. 4. PULL IN MODEL
- The ESL specialist could also assist while the
classroom teacher instructs the whole class by
displaying pictures, keywords, or providing
other aids to comprehension.
- In this type of model the ESL specialist can
sometimes even provide an extra set of hands
in a way that is useful for the entire class.

36. 5. TEACHING MODEL
- They, ESL specialist may spend several hours a day
in an elementary classroom when this model is
implemented.
- When team teaching approaches are used the ESL
specialist and grade level teacher work as a team
both to plan and deliver instruction to all students
in the class, the classroom teacher as the content
expert, and the ESL specialist as the expert on

37. 5. TEACHING MODEL
- In this model all students receive the same
high quality instruction.
- It is important that the team teaching occur
in the curriculum areas in which ELLs would
need the most language support.
- IT IS MOST OFTEN USED IN SCHOOLS
WITH LARGE POPULATIONS OF ELLS.

38. REFERENCES
Moughamian, A. C., Rivera, M. O., & Francis, D. J. (2009).
Instructional models and strategies for teaching English
language learners. Portsmouth, NH: RMC Research
Corporation, Center on Instruction.
Penn State College of Education. What are the common
models for esl education?. Retrieved Augusr 2, 2016
from https://ed.psu.edu/pds/elementary/intern-
resources/esl-handbook/common-models