ENGLISH LANGUAGE TEACHING

MODELSM E D I N A , P R E C I O U S J O Y O . , I I I - B E E

OUTLINE1. ENGLISH-ONLY MODELS

- STRUCTURED IMMERSION PROGRAMS

- SHELTERED INSTRUCTION PROGRAMS2. BILINGUAL MODELS

- DUAL LANGUAGE PROGRAMS- ONE-WAY DEVELOPMENTAL

BILINGUAL- TWO-WAY DEVELOPMENTAL

BILINGUAL- TRANSITIONAL BILINGUAL PROGRAM

3. PULL OUT MODEL4. PULL IN MODEL5. TEACHING MODEL

•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 program model over another in certain situations (Collier 1992; Ramirez, Yuen, and Ramey 1991), a variety of programs can be effective. The choice should be made at the local level after careful consideration of the needs of the students involved and the resources available.

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, & Christian, 2006).

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.

1.ENGLISH-ONLY MODELSSheltered English Instruction

LANGUAGE OF INSTRUCTION- English adapted to students’ proficiency level, supplemented by gestures, visual aids, manipulatives, etc. L1 support may be provided separately.

1.ENGLISH-ONLY MODELS•Sheltered English Instruction1. 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 the language demands of instruction.

1.ENGLISH-ONLY MODELSStructured English Immersion (SEI)

LANGUAGE OF INSTRUCTION- All instruction in English, adapted to students’ proficiency levels. L1 support may be provided separately.

1.ENGLISH-ONLY MODELSStructured 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 second language learners.

2. BILINGUAL MODELSBilingual 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 component to it (NCELA, 2005).

2. BILINGUAL MODELSOne-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

2. BILINGUAL MODELSOne-Way Developmental Bilingual EducationThe 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).

2. BILINGUAL MODELSOne-Way Developmental Bilingual EducationBoals (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.

2. BILINGUAL MODELSOne-Way Developmental Bilingual EducationNieto (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 to others.

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

2. BILINGUAL MODELSTwo-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).

2. BILINGUAL MODELSTwo-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 achievement in the mainstream curriculum.

2. BILINGUAL MODELSDual Language Program1. 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.

2. BILINGUAL MODELSDual Language Programs3. 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.

2. BILINGUAL MODELSDual Language Programs6. It is designed for schools with Large ELL populations.7. The original intent of these programs was to teach English-speaking students a second language 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 in French (Francis, Lesaux, & August, 2006).

2. BILINGUAL MODELSTransitional Bilingual Programs1. 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.

2. BILINGUAL MODELS

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

2. BILINGUAL MODELS

Transitional Bilingual ProgramsWithout the supports they received during transition, English language learners may need continued assistance in their native languages and further support in English language development from their mainstream classes.

2. BILINGUAL MODELSTransitional Bilingual Programs- For example, students may have sufficient English oral language skills, but not adequate academic English to complete content-related tasks without support.

2. BILINGUAL MODELSTransitional 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.

2. BILINGUAL MODELSTransitional Bilingual Programs4. 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.

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.

2. BILINGUAL MODELSLate-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 is to teach English to language minority students, rather than foster dual language proficiency, as the bilingual model does.

2. BILINGUAL MODELSISSUES1. Some educators express concern that, because of student mobility, students may start a transitional program late in their education, or leave the program too early, perhaps before 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 other schools.

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 & Goldenberg, 2001).

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.

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.

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

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.

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.

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 effective strategies for ELLs.

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.

REFERENCESMoughamian, 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