Ppt program models and features of bilingual and esl programs (1) 5

Editor's Notes

• #2: English instruction programs vary according to: The type of English learners population being served The type of legal requirements that must be met
• #3: English instruction programs vary according to: The type of English learners population being served The type of legal requirements that must be met
• #4: 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
• #5: 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.
• #6: 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
• #7: 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);
• #8: 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)
• #9: 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
• #10: 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);
• #11: 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;
• #12: 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)
• #13: 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
• #14: 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
• #15: 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)
• #16: 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.
• #17: 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.
• #18: 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.
• #19: 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.
• #20: The Sheltered ESL /Content-based.
• #21: 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.
• #22: 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
• #23: 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.
• #24: 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.
• #25: 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.
• #26: 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.
• #27: 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.
• #28: 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.
• #31: 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.
• #32: 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.
• #33: 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
• #34: 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
• #35: 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
• #36: 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
• #37: 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
• #38: 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
• #39: 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