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Snowy Mountains

ELL Programs

There are many different ELL program models that schools use to support Emergent Bilinguals. With so many families and individuals coming to this county, now more than ever there is a need for schools with programs for Emergent Bilingual students. In the video below, one teacher talks about why they use a push in model instead of a pull-out. As you discover more about each type of model, decide what you think would be a good fit for your Emergent Bilingual students.

 

 

 

 

 

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These ELL program models include: 

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Structured English Immersion (SEI)

  • ESL Pull-out - This is when an ESL teacher will "pull out" a student from their classroom to work with the ESL teacher. Usually it is in a small group. A critique of this method is that the students will be missing time in the general classroom to learn content. 

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  • ESL Push In - This is when an ESL will work with students in the classroom during different content-area lessons. The ESL teacher supports the Emergent Bilinguals during their learning time by working with them in small groups after the lesson in the classroom, or helping the students during the lesson. Many ESL teachers also work with the main teacher by either co-teaching with him/her or taking over a lesson for the day. 

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  • ELD - Also called English Language Development, this method has regrouping across grade levels and is taught by a classroom teacher. The main goal for this program is to develop english, and it is required in some states. The focus is on English, especially grammar. 

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  • Sheltered Instruction - Also called SIOP (Sheltered Instruction Observation Protocol) and SDAIE (Specially Designed Academic Instruction in English ), this is when a classroom teacher is expected to teach the Emergent Bilinguals language and content. This means that teachers have to provide supports for these students will also teaching to the standards. This also takes a lot of training and materials for the teacher, because the teacher has to know and be ready for any situation. They also need to know how to make the content accessible to all of the students. The teacher needs to be ready to teach this content to Emergent Bilinguals. One critique of this method is that it is very teacher-centered, and it is not as culturally responsive for the students. 

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Bilingual Programs

*In the video above, the narrator talks about Dual language Immersion and Bilingual Programs. These are some of the few types of program models.

  • Transitional Programs - This only works if there is a large group of students that have the same first language.

    • Early Exit - The goal is to learn English as quickly as possible by using their first language for a short time in the classroom. The hope is to have the students get out of the program as quickly as possible. This method focuses on learning english, and not bilingualism. This often means that the students' first language will phase out. This method does not deepen their first language. 

    • Late Exit - The goal is to develop bilinguals, and to learn the two languages amongst Emergent Bilinguals. The way this method works is by having their first language being used in the classroom for instruction, and then there is a slow transition to English.

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  • Dual Immersion - Also called Two-way Bilingual, the goal for this program is to support the students as they grow to bilingualism, biliteracy, multiculturalism, and cross-cultural understanding. It requires a balance of English-Dominant speakers and different language speakers, Target-Language Speakers if you will. Some examples of language this could include are Native American Speakers or Spanish Speakers. In this method, every child is a language learner and a language expert.

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Citations

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