2. In what respects do Program Models
vary?
Program models may vary according to:
• the type of the ELL population being
served;
• The legal requirements (NCLB, CA v.
TX)
3. In what respects do Program Models
vary?
Program models may vary depending on:
• the type of English used in the classroom (i.e.
sheltered instruction)
• the role of the native language
• the inclusion of monolingual English speakers
• the duration of the program
4. What is the goal of ESL Programs in
Texas?
“The goal of English as a second language programs shall be to
enable limited English proficient students to become competent in
the comprehension, speaking, reading, and composition of the
English language through the integrated use of second language
methods.” The English as a second language program shall
emphasize the mastery of English language skills, as well as
academic core subjects.
(Texas Education Code, Chapter 29, Subchapter B, §89.1201)
When a bilingual education program is not mandated, district must offer
ESL program regardless of the students' grade levels, their home
language and the number of students being served.
5. What is the goal of a Bilingual Program in
Texas?
“The goal of bilingual education programs shall be to
enable limited English proficient students to become
competent in the comprehension, speaking, reading,
and composition of the English language through the
development of literacy and academic skills in the
primary language and English.”
(Texas Education Code, Chapter 29, Subchapter B, §89.1201)
6. What are the State of Texas Legal
Requirements for Bilingual Education?
Texas Administrative Code (TAC), Title 19,
Part II. Chapter 89. Adaptations for Special
Populations, Subchapter BB
“It is the policy of the state that every student in the
state who has a home language other than English
and who is identified as limited English proficient must
be provided a full opportunity to participate in a
bilingual education or English as a second language
(ESL)
7. What are the State Requirements for
Bilingual Education?
Bilingual Programs must:
• Have 20 or more LEP students in the same
language classification in the same grade level
district-wide;
• Be offered in grades PK through the elementary
grades with 6th grade clustered with 5th grade;
• Be a dual language bilingual education program--
program—use of student’s home language and
English during instruction;
8. What are the State Requirements for
Bilingual Education?
Bilingual Programs must:
• Offer extensive exposure and use of the two
languages for listening, speaking, reading, and
writing—biliteracy development;
• Offered amount of individual instruction in each
language shall be commensurate with level of
proficiency and of academic achievement;
9. What are the State Requirements for
Bilingual Education?
Bilingual Programs must:
• Foster language development focusing on
academic subjects (content-areas);
• Offer high-quality language arts instruction
in both languages, integrating instruction
intointo thematic units within the curriculum
(reading and writing across the curriculum);
• Have qualified bilingual certified teachers
10. What are the State Requirements for
Bilingual Education?
During instruction in Bilingual Programs:
• Languages must be kept separate with no translation
or repeated lessons in the other language;
• There must be equal consistency in using each
language;
• Languages must be used in meaningful
conversational and academic settings that are
interactive;
11. What are ESL Program Models?
1. ESL pull-out:
• Focus: development of grammar, vocabulary,
reading, speaking and writing in English.
• Features: usually offered at the elementary level;
students are placed in the mainstream classroom,
but are pulled out for a portion of each day to
receive instruction in ESL; amount of time spent in
the ESL program is based on the student’s level of
proficiency in English.
12. What are ESL Program Models?
2. ESL class period:
• Focus: development of grammar, vocabulary,
reading, speaking and writing in English.
• Features: generally used in middle school settings;
students receive ESL instruction during a regular
class period and usually receive course credit.
They may be grouped for instruction according to
their level of English proficiency;
13. What are ESL Program Models?
3. ESL Resource Center:
• Focus: development of grammar, vocabulary,
reading, speaking and writing in English by using
instructional second language acquisition
strategies.
• Features: variation of the pull-out model; students
are brought together from several classrooms or
schools to a central location; concentrates on ESL
materials.
14. What are ESL Program Models?
4. ESL Self-contained:
• Focus: development of grammar, vocabulary,
reading, speaking and writing in English by using
instructional second language acquisition
strategies.
• Features: usually offered at the elementary level;
students spend major part of the day with ESL
teacher; class groupings may include
homogeneous (LEP) or heterogeneous (LEP/NON-
LEPs) groups.
15. What are ESL Program Models?
5. ESL Team teaching:
• Focus: development English skills or a focus on
academic subjects by use of sheltered instructional
strategies.
• Features: predominantly offered at upper
elementary level; one or more certified teachers
teach—each other assigned different content
areas and/or Language Arts; class groupings may
include homogeneous (LEP) or heterogeneous
(LEP/NON-LEPs) groups.
16. What are ESL Program Models?
6. Structured English immersion
• Focus: development of academic subjects.
• Features: Self-contained classroom containing
only English learners; All subject matter taught in
English with a few clarification using the
student’s native language;
17. What are ESL Program Models?
6. Structured English immersion
• Features: Instruction can be done by several ESL
certified teachers; no explicit ESL instruction; As
students learn the language they need to learn
content area; Students are mainstreamed after two
or three years.
18. 7. Sheltered English/ Content-based ESL
• Sheltered: refers to the deliberate separation of
second/foreign language students from native
speakers of the target language for the purpose of
content instruction adapting the language used in
instruction to the proficiency level of the students
• Focus: learning the language by means of subject
matter teaching using comprehensible language.
19. Sheltered English/ Content-based ESL
Sheltered ESL personnel:
• At the elementary level:
–Self-contained classroom--all day with certified ESL teacher;
–Team teaching – certain content areas sheltered by certified
ESL teachers
• At the secondary level:
–English teacher usually certified
–Content area teachers (usually certified) provide sheltered
instruction;
–Teacher collaboration– ESL and content area teachers.
20. Sheltered English/ Content-based ESL
Program Features:
• It is an alternative to teaching of content matter
where bilingual education is not available;
• Self-contained classroom containing only English
learners;
21. Sheltered English/ Content-based ESL
Program Features:
• Subject matter teaching done in a second
language but made comprehensible;
• Program has clearly defined language and content
objectives
• It helps the child to acquire a substantial amount of
English academic language and content.
22. Sheltered English/ Content-based ESL
Teaching strategies:
• Use of various instructional strategies and
materials with a great deal of visual aids;
• Use of community language learning strategies.
Teacher-student and student-student interaction;
• Meaningful and hands-on activities.
23. What are the Bilingual Program Models?
1. Transitional bilingual programs
2. Dual bilingual program:
--One-way dual bilingual program:
--Two-way dual bilingual program
24. Transitional Bilingual Programs
Goal: Rapid transition to the mainstream
classroom by using the ELL’s native
language as a bridge to acquiring English
literacy.
25. Transitional Bilingual Programs
Program Features:
• TB programs can be classified as early-exit or
late-exit programs; in most cases students are
mainstreamed after two years;
• Initial instruction in the student’s home language;
• The main goal is not the maintenance of the
native language;
26. Transitional Bilingual Programs
Program Features:
• TB programs require
– sufficient academic materials in the
student’s native language;
– specialized linguistic support during and
after transition;
– use of sheltered English techniques
28. Dual Bilingual Education Programs
Goal: acquisition of biliteracy maintenance of the
native language L1 and acquisition of the
second language L2, balancing the
development of language and of the
academic and social development without
sacrificing one language at the expense of
the other.
29. What are the types of dual Bilingual
Education Programs?
One-way dual bilingual programs: only one
language group learns through two
languages
and
Two-way dual bilingual programs: two
language groups learn through two
languages
30. Two-way dual bilingual education
programs?
Goal: These programs provide instruction in
both languages, with the goal of maintaining the
native language L1 and acquiring L2. TWI
programs strive to develop bilingualism,
biculturalism and biliteracy skills in all students
and foster language equity.
31. Two-way dual bilingual education
programs?
Program Features:
• Developmental additive bilingual programs;
• Language minorities from a single language
background are grouped together in the same
classroom with English-speakers;
• Development of biliteracy, bilingualism and
biculturalism for both groups;
32. Two-way dual bilingual education
programs
Program Features:
• Program fosters language equity;
• It is considered an inclusive model;
• Model is based on theoretical foundations
including critical linguistic, sociocultural, and
pedagogical principles;
• Models vary in the amount of language used and
time spent in L1 and L2
33. One-way dual bilingual education
programs
Program Features:
• Basic principles are the same as in two-way dual
language programs:
– minimum of five-to-six years of bilingual instruction;
– separation of the two languages of instruction;
– focus on the core academic curriculum;
– high cognitive demand of grade-level lessons;
– collaborative learning in engaging and challenging
academic content across the curriculum
34. Principles Underlying Successful
Bilingual Education
1. Literacy development in the first
language, which will transfer to the
second language;
2. The climate of full cognitive development
is crucial in the development of a second
language;
35. Principles Underlying Successful
Bilingual Education
3. Background knowledge can help make
second language input more
comprehensible;
4. We acquire a second language by
understanding messages, by obtaining
comprehensible input;
36. Critical factors of Successful
Bilingual Education Programs
1. The aim/outcome is bilingualism versus
monolingualism by the end of 5th grade;
2. There is a balanced ratio of speakers of
each language;
3. Core academics are emphasized as well
as instructional excellence;
4. A separation of languages exists for
instructional purposes
37. Critical factors of Successful
Bilingual Education Programs
5. Emphasis is on the minority language in
the early grades;
6. They provide a true equal educational
opportunity for Spanish speaking—
development of native language;
7. They add a second language to English
speaking children;
38. Critical factors of Successful
Bilingual Education Programs
8. Parents have a positive relationship with the
program ;
9. Effective leadership and support by
administrator and instructors;
10. High-quality instructional personnel and staff
training;
11. A positive school environment.
Editor's Notes
English instruction programs vary according to:
The type of English learners population being served
The type of legal requirements that must be met
English instruction programs vary according to:
The type of English learners population being served
The type of legal requirements that must be met
English instruction programs differ in various respects including:
the type of English used in the classroom
the role of the native language –from the amount of non-native English instruction to the use of the native language for support
the inclusion of monolingual English speakers during instruction
the duration of the program
TX Legal Requirements:
The goal of English as a second language programs shall be to enable limited English proficient students to become competent in the comprehension, speaking, reading, and composition of the English language through the integrated use of second language methods. The English as a second language program shall emphasize the mastery of English language skills, as well as mathematics, science and social studies, as integral parts of the academic goals for all students to enable limited English proficient students to participate equitably in school.
TX Legal Requirements:
The goal of bilingual education programs shall be to enable limited English proficient students to become competent in the comprehension, speaking, reading, and composition of the English language through the development of literacy and academic skills in the primary language and English. Such programs shall emphasize the mastery of English language skills, as well as mathematics, science and social studies, as integral parts of the academic goals for all students to enable limited English proficient students to participate equitably in school
Instruction should challenge and empower all students and instruction must be offered equitably to all students. Bilingual programs shall emphasize the mastery of English language skills, as well as content area subject “ as integral parts of the academic goals for all students to enable LEP students to participate equitably in school” (TAC, Chapter 89, Subchapter BB, §89.1201);
TX Legal Requirements:
Bilingual Program
Each school district which has an enrollment of 20 or more limited English proficient students in any language classification in the same grade level district-wide shall offer a bilingual education program for identified LEP students in grades PK through the elementary grades (6th grade should be clustered with 5th grade).
Program offered must be dual language.
(TAC, Chapter 89, Subchapter BB, §89.1205)
TX Legal Requirements:
Program must offered extensive exposure and use of the two languages (listening, speaking, reading, writing). The amount of instruction in each language shall be commensurate with the students' level of proficiency in each language and their level of academic achievement;
The amount of individual instruction in each language shall be commensurate with the students' level of proficiency in each language and their level of academic achievement
TX Legal Requirements:
Language development should focus on academic subjects (content-areas);
High-quality language arts instruction in both languages and integrated into thematic units within the curriculum (reading and writing across the curriculum);
TX Legal Requirements:
During instruction, languages must be kept separate with no translation or repeated lessons in the other language;
There must be equal consistency in using each language in meaningful conversational and academic settings that are interactive;
Sufficient use of first language;
ESL pull-out is generally used in elementary school settings. Students spend part of the school day in a mainstream classroom, but are pulled out for a portion of each day to receive instruction in English as a second language. The primary focus of the pull-out program is on grammar, vocabulary, reading, speaking and writing in English. The amount of time spent in the ESL program is based on the level of proficiency in English
Although schools with a large number of ESL students may have a full-time ESL teacher, some districts employ an ESL teacher who travels to several schools to work with small groups of students scattered throughout the district. In this program, students have little or no access to L1 support because most teachers of ESL are not bilingual and are generally not required by law to be.
Because these students are often taken from their mainstream classroom for this special instruction, they often loose valuable access to the mainstream curriculum due to having been pulled out part of the day. This model, often perceived as remedial, is the most often implemental, and, yet, is the least effective model (Thomas & Collier, 1997)
ESL class period is generally used in middle school settings. Students receive ESL instruction during a regular class period and usually receive course credit. They may be grouped for instruction according to their level of English proficiency
The ESL resource center is a variation of the pull-out design, bringing students together from several classrooms or schools. The resource center concentrates ESL materials and instructional second language acquisition strategies
Staff is in one location and is usually staffed by at least one full-time ESL teacher; concentrates on ESL materials
The ESL Self-contained.
Usually offered at the elementary level; students spend major part of the day with ESL teacher; second language strategies; homogeneous (LEP) or heterogeneous (LEP/NON-LEP grouping in a class)
The ESL Self-contained.
Predominantly used at upper elementary level; one or more certified teachers teach—each other assigned different content areas and/or Language Arts. Sheltered instructional strategies are used. Class groupings may include homogeneous (LEP) or heterogeneous (LEP/NON-LEPs) groups in a class.
The Structured-English immersion
Self-contained classroom containing only English learners in which all instructions for all subjects is received within that classroom
typically include all subject taught in English with few clarifications from the L1.
The children's first language is used primarily for explanation or clarification of English instruction, but this is kept to a minimum.
Structured English Immersion
If students are participating in departamentalized instruction, SEI can occur with each course taught by different teachers.
Structured immersion teachers have strong receptive skills in their students' first language and have a bilingual education or ESL teaching credential
There is no explicit ESL instruction. As ELL’s struggle to learn the English language, they also must learn the academic content in L2; therefore, achievement gains in the content areas may fall behind.
Most students are mainstreamed after 2 or 3 years.
The Sheltered ESL /Content-based.
The Sheltered ESL /Content-based.
the term derives from the model’s deliberate separation of second/foreign language students from native speakers of the target language for the purpose of content instruction. The goal is to learn subject matter and to learn the language by means of subject matter lteaching using comprehensible language.
The Sheltered ESL /Content-based.
The Sheltered ESL /Content-based.
Sheltered is all English instruction in a self-contained classroom containing only English Learners:
These courses are often an alternative to content courses taught in the student’s native languages in setting where trained bilingual teachers are not available or the student population is so heterogeneous to conduct a class in a primary language.
The Sheltered ESL /Content-based.
It is subject matter teaching done in in English a but made comprehensible, i.e. is a model adapting the language used in instruction to the proficiency level of the students.
Program has clearly defined language and content objectives but with a curriculum and presentation designed for children who are learning the language;
In the US curriculum has been developed for sheltered content courses such as “ESL Math” or “ESL Social Studies”.
Aiming at learning the language by means of subject matter learning, the sheltered helps the child to acquire a substantial amount of the English academic language needed
The Sheltered ESL /Content-based.
Instruction is geared to their developing levels of second language proficiency through the use of various instructional strategies and materials with a great deal of visual aids.
Use of community language learning strategies. Teacher-student and student-student interaction;
Meaningful and hands-on activities.
Transitional bilingual bilingual programs are labeled this way as two languages, the children’s native language and the dominant language, are used in classroom instruction only until the children can make the transition to receiving all instruction in the dominant language, i.e., up until the point at which they have developed sufficient oral and literacy skills to receive all classroom instruction in their second language.
Transitional bilingual bilingual programs are labeled this way as two languages, the children’s native language and the dominant language, are used in classroom instruction only until the children can make the transition to receiving all instruction in the dominant language, i.e., up until the point at which they have developed sufficient oral and literacy skills to receive all classroom instruction in their second language.
TB programs can be classified as early-exit or late-exit programs depending on the amount of duration of instruction in L1. A late-exit program serves ELLs in kindergarten through grade 6 and students receive 40% of their instructional time in the L1, even when they have been reclassified as fluent-English-proficient. (Ramirez, 1992).
The aim of these programs is the use of the native language as a medium for the acquisition of English skills. Rapid mainstreaming into grade-level classes are the goals of TB programs. Instruction in the first language is phased out rapidly, with most students mainstreamed by the end of first or second grade.
These programs provide some initial instruction in the students' first language, primarily for the introduction of reading, but also for clarification; they may or may not include the active teaching of literacy skills in the native language.
The aim is not the maintenance of the native language; to the degree they do, they aim to develop biliteracy, but only the degree of biliteracy needed to make a transition to literacy in the dominant language.
TB programs require access to sufficient academic materials in the student’s native language, specialized linguistic support for students during and after transition, and use of sheltered English techniques to support students’ academic progress during the transition to mainstream English-medium instruction.
Early-exit programs represent a deficit model in that students are exited before they have fully developed cognitive academic language proficiency .
In such models, students subjugate their L1 to the majority language and tend to decline in L1 proficiency. TB programs are also viewed as remedial models in which students are viewed as lacking English skills and are in need of quick remediation in English.
These programs provide instruction in both languages, with the goal of maintaining the native language L1 and acquiring L2 The language majority children become bilingual and biliterate alongside the language minority children. TWI programs strive to develop bilingualism and biliteracy skills in all students and foster language equity.
also called developmental additive bilingual programs,
group language minority students from a single language background in the same classroom with language majority (English-speaking) students. Native speakers of both languages are placed together in a bilingual classroom as role models.
The language majority children become bilingual and biliterate alongside the language minority children
. TWI programs strive to develop bilingualism and biliteracy skills in all students and foster language equity.
TWI programs strive to develop bilingualism and biliteracy skills in all students and foster language equity.
TWI is considered to be an inclusive model because it does not segregate students from the mainstream. Rather, it includes mainstream English speakers within the same classroom as ELLs.
Within TWI program design, there are critical linguistic, sociocultural, and pedagogical principles based on important theoretical foundations
Implementers of one-way programs must make their curricular decisions to meet the needs of their student population, so the resulting program design can be quite different from that of a two-way program. But, the basic principles are the same–a minimum of six years of bilingual instruction (with eight years preferable for full gap closure in L2 when there are no English-speaking peers enrolled in the bilingual classes), separation of the two languages of instruction, focus on the core academic curriculum, high cognitive demand of grade-level lessons, and collaborative learning in engaging and challenging academic content across the curriculum
Implementers of one-way programs must make their curricular decisions to meet the needs of their student population, so the resulting program design can be quite different from that of a two-way program. But, the basic principles are the same–a minimum of six years of bilingual instruction (with eight years preferable for full gap closure in L2 when there are no English-speaking peers enrolled in the bilingual classes), separation of the two languages of instruction, focus on the core academic curriculum, high cognitive demand of grade-level lessons, and collaborative learning in engaging and challenging academic content across the curriculum
Implementers of one-way programs must make their curricular decisions to meet the needs of their student population, so the resulting program design can be quite different from that of a two-way program. But, the basic principles are the same–a minimum of six years of bilingual instruction (with eight years preferable for full gap closure in L2 when there are no English-speaking peers enrolled in the bilingual classes), separation of the two languages of instruction, focus on the core academic curriculum, high cognitive demand of grade-level lessons, and collaborative learning in engaging and challenging academic content across the curriculum
Implementers of one-way programs must make their curricular decisions to meet the needs of their student population, so the resulting program design can be quite different from that of a two-way program. But, the basic principles are the same–a minimum of six years of bilingual instruction (with eight years preferable for full gap closure in L2 when there are no English-speaking peers enrolled in the bilingual classes), separation of the two languages of instruction, focus on the core academic curriculum, high cognitive demand of grade-level lessons, and collaborative learning in engaging and challenging academic content across the curriculum
Implementers of one-way programs must make their curricular decisions to meet the needs of their student population, so the resulting program design can be quite different from that of a two-way program. But, the basic principles are the same–a minimum of six years of bilingual instruction (with eight years preferable for full gap closure in L2 when there are no English-speaking peers enrolled in the bilingual classes), separation of the two languages of instruction, focus on the core academic curriculum, high cognitive demand of grade-level lessons, and collaborative learning in engaging and challenging academic content across the curriculum
Implementers of one-way programs must make their curricular decisions to meet the needs of their student population, so the resulting program design can be quite different from that of a two-way program. But, the basic principles are the same–a minimum of six years of bilingual instruction (with eight years preferable for full gap closure in L2 when there are no English-speaking peers enrolled in the bilingual classes), separation of the two languages of instruction, focus on the core academic curriculum, high cognitive demand of grade-level lessons, and collaborative learning in engaging and challenging academic content across the curriculum
