Common ELL Support Program Models

ELL Methods – Gonzaga University 2014

Key Considerations

School/District’s ELL Population Size Languages

number dominant languages

State and Federal Regulations

Funding & Available Resources

Common Sub-Groups

Migrant “children of the harvest” highly mobile federally funded programs

Refugee often SIFE (students with interrupted formal education) “involuntary” migration

Immigrant voluntary (e.g. joining families) economic (better life) documented and undocumented

Washington State Policy

State Transitional Bilingual Instructional Program (STBIP)

State law “Uses two languages, one of which is English, as a means of

instruction to build upon and expand language skills to enable a student to achieve competency in English.”

“Teaches concepts and knowledge in the primary language of a student, while the student also acquires English language skills”

“Tests students in the subject matter in English”

2012-2013 – only 10% of ELLs in WA received primary language instruction

Identification and Placement

Home language survey *

Washington language proficiency test within the first ten days

Beginning, Advanced Beginning, Intermediate, or Advanced are eligible for TBIP; transitional level isn’t eligible

Parents must be informed of program placement within 30 days

Program Options

Districts choose a qualified program

Program criteria *

Dual Language(Two-Way Immersion or Two-Way Bilingual

Education)

Language and academic content integrated

ELLs and non-ELLs together

Goals High academic achievement First and second language proficiency

(including biliteracy) Most effective model “when implemented with

fidelity”

Developmental Bilingual Education

(Late-Exit) Enrichment program for ELLs

Uses both L1 and English

4 to 6 years

Goal High academic achievement Full academic language proficiency in L1 and English

Very positive outcomes when well-designed and implemented

Transitional Bilingual Education (Early Exit)

Most common form of bilingual education in U.S.

Academic instruction in L1 while students learn English then L1 support is removed

Usually 2-3 years

Modest outcomes – narrows achievement gap during period of L1 support than scores tend to decline; doesn’t tend to result in academic biliteracy

Sheltered Instruction or Content-Based ESL

Academic subjects taught in English with ELL support strategies

“Pure” form SI is with a class of all ELLs, though sometimes can be a mixed ELL/non-ELL class

Typical time in program – 2-3 years

Modest outcomes; inconclusive research

Newcomer Program

Temporary initial support program Short-term – often 1 semester to 1 year

“school within a school” or separate building

Goal Core academic knowledge/skills Help with adjustment and acclimation

Inconclusive research base

English as a Second Language

Goal: rapid English-language acquisition

Pull-out Students are removed from regular classroom instruction

for special ESL instruction by an ESL teacher

Push-In Special ESL support is provided in regular classroom – e.g.

bilingual aide or ESL teacher

Great variation in the nature of the support

Generally, weakest outcomes in the research

A Contrasting Case

Arizona’s Structured English Immersion Model Goal: “fluent English proficient” in one year Beginning and intermediate ELLs

4 hours of ELD (30 min grammar; 60 min reading; 60 min vocab; 30 min writing)

English only

http://www.npr.org/2011/01/04/132655441/state-mandated-english-policy-under-fire-in-arizona

http://www.tcrecord.org/Content.asp?ContentId=16588