Instructional Programs for English Language Learners (ELL)

Editor's Notes

• #3: The English Language Learner program is a program that uses only English as the instructional language for eligible students and enables such students to achieve English proficiency and academic mastery of subject matter content and higher order skills including critical thinking, so as to meet appropriate grade promotion and graduation requirements.
• #4: Students are exposed to a learning environment in which they participate actively. Instruction is always presented in a meaningful context and it is categorized by three phases: EL 1: Beginner EL 2: Intermediate EL 3: Advanced These phases are based on a child's English Proficiency. The outcome of this instructional process must enable children to listen, comprehend, speak, read, write, and analyze and think in English.
• #6: There is a common misconception that all instructional programs serving ELLs are bilingual programs; however, bilingual programs actually refer only to programs that conduct instruction in two languages. All bilingual program models use the students' home language, in addition to English, for instruction. These programs are most easily implemented in districts with a large number of students from the same language background. Students in bilingual programs are grouped according to their first language, and teachers must be proficient in both English and the students' home language. Another popular format is for two teachers (mainstream and first language) to co-teach the standards-based curriculum. This educational program teaches children two languages. Children are taught for some portion of the day in one-language and the other portion of the day in another language. One of the languages is English. Typically, these programs develop initial literacy in the native language and include an ESL component. When possible, a certified teacher who is bilingual provides native language instruction, but many programs utilize bilingual teaching assistants. Although these programs are referred to as bilingual, observers have noted that English is the medium of instruction 75% to 90% of the time. In some Mississippi LEAs, volunteer bilingual tutors have been used successfully to instruct students in math so that students will not fall behind due to language proficiency.
• #7: All bilingual program models use the students' home language, in addition to English, for instruction. These programs are most easily implemented in districts with a large number of students from the same language background. Students in bilingual programs are grouped according to their first language, and teachers must be proficient in both English and the students' home language. Another popular format is for two teachers (mainstream and first language) to co-teach the standards-based curriculum. This educational program teaches children two languages. Children are taught for some portion of the day in one-language and the other portion of the day in another language. One of the languages is English. Typically, these programs develop initial literacy in the native language and include an ESL component. When possible, a certified teacher who is bilingual provides native language instruction, but many programs utilize bilingual teaching assistants. Although these programs are referred to as bilingual, observers have noted that English is the medium of instruction 75% to 90% of the time. In some Mississippi LEAs, volunteer bilingual tutors have been used successfully to instruct students in math so that students will not fall behind due to language proficiency.
• #9: This program, also known as early-exit bilingual education, utilizes a student's primary language in instruction. The program maintains and develops skills in the primary language and culture while introducing, maintaining, and developing skills in English. The primary purpose of this program is to facilitate the ELL's transition to an all-English instructional program while receiving academic subject instruction in the native language to the extent necessary. Classes are made up of students who share the same native language.
• #10: These are designed to help children acquire the English skills required to succeed in an English-only mainstream classroom. These programs provide some initial instruction in the students' first language, primarily for the introduction of reading, but also for clarification. Instruction in the first language is phased out rapidly, with most students mainstreamed by the end of first or second grade. This method is most common in the early elementary grades, with instruction in the first language usually phased out after two or three years in the program.
• #11: Also referred to as late-exit bilingual education, this program uses two languages, the student's primary language and English, as a means of instruction. The instruction builds upon the student's primary language skills, develops, and expands the English language skills of each student to enable him or her to achieve proficiency in both languages, while providing access to the content areas.   These programs, also called developmental, are similar to early-exit programs, but they continue for a longer period of time. Students remain in late-exit programs for several years, often throughout elementary school and continue to receive 40% or more of their instruction in their first language, even when they have been reclassified as fluent-English-proficient.    ELLs receive instruction in both English and their home language throughout elementary school and into the upper grades. The goal is to develop full bilingualism and biliteracy for English learners. These differ from early-exit programs "primarily in the amount and duration that English is used for instruction as well as the length of time students are to participate in each program" (Ramirez, Yuen, & Ramey, 1991). Students remain in late-exit programs throughout elementary school and continue to receive 40% or more of their instruction in their first language, even when they have been reclassified as fluent-English-proficient.
• #13: Also called developmental bilingual programs, these group language minority students from a single language background in the same classroom with language majority (English-speaking) students. Ideally, there is a nearly 50/50 balance between language minority and language majority students. Instruction is provided in both English and the minority language. Students serve as native-speaker role models for their peers. Two-way bilingual classes may be taught by a single teacher who is proficient in both languages or by two teachers, one of whom is bilingual.
• #14: Also called paired bilingual and dual language, ideally, there is a nearly 50/50 balance between ELLs and native English speakers. Instruction is divided equally between English and the other language. Students serve as native-speaker role models for their peers. Two-way bilingual classes may be taught by a single teacher who is proficient in both languages or by two teachers, one of whom is bilingual. Students remain in these programs throughout elementary school, and in some locations these programs exist in middle and high schools. Instructional programs for English language learners (ELLs) fall under two main categories -- bilingual education or English as a second language (ESL) -- based on the language(s) used to provide instruction. In bilingual education programs, content instruction is provided through both English and the students’ native language while the students develop English proficiency. In ESL programs, all instruction is provided through English. All bilingual education programs include an ESL component.  
• #15: Content-based English as a Second Language (CBESL) Program   This approach makes use of instructional materials, learning tasks, and classroom techniques from academic content areas as the vehicle for developing language, content, cognitive, and study skills. English is used as the medium of instruction.
• #16: ESL (English as a second language) programs (rather than bilingual programs) are likely to be stud. ESL programs can accommodate students from different language backgrounds in the same class, and teachers do not need to be proficient in the home language(s) of their students.
• #17: This is a program of techniques, methodology, and special curriculum designed to teach ELLs English language skills, which may include listening, speaking, reading, writing, study skills, content vocabulary, and cultural orientation. ESL instruction is usually in English with little use of native language.   As ESL specialists or schools consider which program model to employ, there are four essential factors for them to consider. Curriculum Coordination: How can the ESL specialist best support ELLs in learning the academic content for their grade level? Social Integration/Stigmatization: How can ELLs most feel a sense of “belonging” in school? Scheduling Issues: How can time be negotiated to fit students in multiple grade levels? Teaching Facilities: Is there space for a separate ESL classroom?
• #19:   Newcomer programs are separate, relatively self-contained educational interventions designed to meet the academic and transitional needs of newly arrived students. Usually found in large LEAs or in districts with unusually large numbers of ELLs, newcomer programs provide ELLs with intensive ESL instruction and an introduction to U.S. cultural and educational practices. ELLs remain in the newcomer program one or two semesters before they enter more traditional interventions (e.g., English language development programs or mainstream classrooms with supplemental ESL instruction).
• #20: Rather than pulling students out of their grade level classroom, this program model brings the 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. 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. A Push-in EL program is a program built off the idea that pulling students out of their classrooms is an inefficient use of time and can prevent students from fully integrating into the classroom. Push-in means that the EL teacher goes into the classroom to service students for the mandated time. Ideally, the EL teacher and the classroom teacher will work together to plan to make the most of the time.
• #21: There are several ways for the EL teacher to work within the classroom. One way is to team teach. The EL teacher and the regular classroom teacher will take turns delivering lessons with the EL teacher focusing on providing scaffolding and addressing more basic skills. The EL teacher also provides ideas and materials for differentiating and scaffolding classroom teacher written lessons. In this model, the EL teacher is the expert on making the content and material accessible to all learners. They ESL specialist may spend several hours a day in an elementary classroom when this model is implemented. As the name implies, 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. Though they could work together to teach the entire class at once or break up the class into two flexible groups, 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. Because this model involves so much time in one classroom, it is most often used in schools with large populations of ELLs.
• #22: A second option is for the EL teacher to pull a small group during the independent work time to reinforce or re-teach a skill. This can also be a time to teach more basic language skill or grammar points. This is an ideal model, provided the classroom teacher has a consistent schedule for independent work time. It is not a time to help students finish worksheets. The EL teacher should be teaching and supporting student learning through language.
• #23: A third way for the EL teacher to service the students is to sit with the students one-on-one to assess reading and writing skills during independent reading time or work time. This model is less efficient, but can work for small EL populations. The skills addressed should align to the curriculum and goals based on English Language Arts (ELA) objectives.
• #24: This is a program model in which a paraprofessional or tutor pulls students from their classes for small group or individual work. In addition, a paraprofessional or tutor may serve students in a small group within the regular classroom setting. Children who need remedial work in learning the English language may be served through such a program.   Pull-out EL is a program model that allows EL students to spend most of the day in general education classrooms. EL students are taken out of their classes for one or two periods a day to receive EL instruction in smaller class sizes with students of similar proficiency levels. Ideally, the EL teacher aligns his or her teaching to the EL standards and scaffolds instruction that will enable the students to perform successfully in the general education classroom. EL teachers should also incorporate intensive vocabulary and grammar instruction to enable their students to access academic content. Two of the disadvantages are that pulling students out and walking them to a new room can waste instructional time and that students will miss class work while they are gone. It is extremely important for the EL teacher to work closely with classroom teachers to ensure that the students are not being graded down for missed work. Collaboration should occur between he EL teacher and the regular education teacher to achieve maximum student success. It is important that EL teachers are using an oral language development program during their pull out time. This will enhance students' language proficiency.   As with other special services, such as Title I, Speech, or Special Education, ESL programs are often designed as a pull out program where the students leave the classroom to meet with the ESL specialist. Although it is difficult to coordinate schedules around specials and lunch times, 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. This program model is especially effective for beginning ELLs who need to develop “survival” English skills. 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. However, grouping intermediate ELLs across grade levels or even across several classrooms from the same grade level for instruction bring challenges in effectively supporting students in content area learning.
• #26:  A sheltered English immersion program is an instructional approach used to make academic instruction in English understandable to ELLs. Students in these classes are ―sheltered in that they do not attend classes with their English-speaking peers; therefore, they do not compete academically with students in the mainstream. These students study the same curriculum as their English-speaking peers, but the teacher employs ESL methods to make instruction comprehensible. In the sheltered classroom, teachers use physical activities, visual aids, and the environment to teach vocabulary for concept development in mathematics, science, social studies, and other subjects. Sheltered English principles and methodologies can be used quite successfully in regular classrooms as well.
• #27: The goal of this program is acquisition of English language skills so that the ELLs can succeed in an English-only mainstream classroom. Instruction is entirely in English. Students may be thrown into the general education classroom and therefore ―immersed in English, or they may be placed in a sheltered immersion class where they are taught content through simplified English. Teachers have specialized training in meeting the needs of ELLs, possessing either a bilingual education or ESL teaching credential and/or training and strong receptive skills in the students' primary language.   ELLs learn English through content area instruction in English. The goal is full English language proficiency
• #28: A submersion program places ELLs in a regular English-only program with little or no support services on the theory that they will pick up English naturally. This program should not be confused with a structured English immersion program. This type of program does NOT meet the needs of ELLs. Districts will not be in compliance if this is the type of program being offered. This method of sink-or-swim offers no support, scaffolding, accommodations, etc. to facilitate the acquisition of English.