Program Models for ELLs

Essential Components of Instructional Programs for

ELLs �  All effective instructional programs for ELLs have three essential components:

1.  English as a second language instruction

�  The purpose of ESL programs is to enable ELL students to master the skills of listening, speaking, reading, and writing in English to achieve academic success in English –language mainstream classrooms.

2. Content-area instruction

�  Provides ELL with content-area instruction in their native or first language (L1) while they are learning English to ensure they will learn complex academic content and master grade-level content standards ( requires having a certified bilingual teacher who is proficient in both languages)

3. Primary language support

�  The classroom teacher employs a variety of strategies and techniques involving the effective use of students native languages to increase their comprehension of English during ESL and sheltered content instruction.

Sheltered Instruction �  Refers to grade-level content –area instruction that

is provided in English but in a manner that makes it comprehensible to ELL students while promoting their English language development. Sheltered is a metaphor for simplifying the language without watering down the content , while protecting ELLs from the language demands of mainstream instruction that may be beyond their comprehension.

�  The Sheltered Instruction Observation Protocol (SIOP) model offers guidance to teachers who use sheltered instruction.

Sheltered Instruction Observation Protocol(SIOP) �  The Components of ELL Instruction

1.  Lesson Preparation

�  Clearly define content objectives

�  Clearly define language objectives

�  Select content concepts that are appropriate to learners’ age and educational background

�  Use a variety of supplementary materials to make the lesson clear and meaningful (computer programs, graphs, models, visuals )

�  Adapt the content to all proficiency levels

�  Use authentic and meaningful activities and integrate them into lesson concepts

2. Building Background

�  Explicitly link concepts to students ‘ background experiences

�  Explicitly link past past learning to new content

�  Emphasize key vocabulary

3. Comprehensible Input

�  Use speech that is appropriate for students’ proficiency level

�  Clearly explain academic tasks

�  Use a variety of techniques to make content clear

( model, use visuals, demonstrations and hands on activities )

4. Learning Strategies

�  Provide ample opportunities for students to use strategies

�  Consistently use scaffolding techniques throughout the lesson

�  Include a variety of question types that promote higher-order thinking skills

5. Interaction

�  Provide students with frequent opportunities for interaction and discussion between teacher and student and among students and encourage extended student discourse about the lesson concepts.

�  Carefully configure the grouping of students to support language and content of the lesson

�  Consistently provide sufficient wait time for student responses

�  Provide ample opportunities for students to clarify key concepts in their native language

6.Practice and Application

�  Provide hands-on materials and/or manipulatives for students to practice using new content knowledge

�  Provide activities for students to apply content and language knowledge in the classroom

�  Use activities that integrate all language skills (reading, writing, listening and speaking)

7. Lesson Delivery

�  Clearly support the content objectives in lesson delivery

�  Clearly support the language objectives in lesson delivery

�  Engage students 90 percent to 100 percent of the time

�  Pace the lesson appropriately to students’ ability level

8. Review and Assessment

�  Includes a comprehensive review of key vocabulary

�  Include a comprehensive review of key content concepts

�  Provide regular feedback go students on their output

�  Conduct assessments of student comprehension and learning of all lesson objectives throughout the lesson

The different between ESL and Sheltered Instruction

�  The focus of ESL is teaching English

�  The focus of sheltered instruction is teaching academic content

�  Both the sheltered instruction lesson and the ESL lesson include content and language objective, as the SIOP requires

�  The primary instructional and assessment goals of the sheltered instruction lesson involve content

�  The ESL instruction would focus on using specific vocabulary correctly

Program Models for ELLs �  I. Bilingual Models

�  Transitional Bilingual Education Program �  The goal of TBE programs is to transition ELLs to

mainstream as quickly as possible

�  Programs begin in kindergarten. After 2 to 3 years, the students are transitioned to English language arts instruction

�  II Developmental Bilingual Education Programs

DBE programs aim to help the students develop both English and their nature language, so that they become fully bilingual and biliterate

Dual Language Programs �  These programs aim to develop bilingualism and

biliteracy

�  Typically begin in kindergarten (or pre k) and continue through the elementary school

Other Program Models for ELLs

�  Bilingual Immersion Programs

�  Heritage Language Programs

�  English – Medium Models

�  Pull – out ESL Instruction

�  In – class ESL Instruction

�  Sheltered (structured) English Immersion

�  Newcomer Programs

�  Submersion (Sink or Swim)