Bilingual Education and English as a Second Language Program Models

1. Bilingual Education and English as a Second Language Program Models

2. In what respects do Program Models vary? Program models may vary according to: the type of the ELL population being served; The legal requirements (NCLB, CA v. TX)

3. In what respects do Program Models vary? Program models may vary depending on: the type of English used in the classroom (i.e. sheltered instruction) the role of the native language the inclusion of monolingual English speakers the duration of the program

4. What is the goal of ESL Programs in Texas? “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 academic core subjects. (Texas Education Code, Chapter 29, Subchapter B, §89.1201) When a bilingual education program is not mandated, district must offer ESL program regardless of the students' grade levels, their home language and the number of students being served.

5. What is the goal of a Bilingual Program in Texas? “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.” (Texas Education Code, Chapter 29, Subchapter B, §89.1201)

6. What are the State of Texas Legal Requirements for Bilingual Education? Texas Administrative Code (TAC), Title 19, Part II. Chapter 89. Adaptations for Special Populations, Subchapter BB “It is the policy of the state that every student in the state who has a home language other than English and who is identified as limited English proficient must be provided a full opportunity to participate in a bilingual education or English as a second language (ESL)

7. What are the State Requirements for Bilingual Education? Bilingual Programs must: Have 20 or more LEP students in the same language classification in the same grade level district-wide; Be offered in grades PK through the elementary grades with 6th grade clustered with 5th grade; Be a dual language bilingual education program-- program—use of student’s home language and English during instruction;

8. What are the State Requirements for Bilingual Education? Bilingual Programs must: Offer extensive exposure and use of the two languages for listening, speaking, reading, and writing—biliteracy development; Offered amount of individual instruction in each language shall be commensurate with level of proficiency and of academic achievement;

9. What are the State Requirements for Bilingual Education? Bilingual Programs must: Foster language development focusing on academic subjects (content-areas); Offer high-quality language arts instruction in both languages, integrating instruction intointo thematic units within the curriculum (reading and writing across the curriculum); Have qualified bilingual certified teachers

10. What are the State Requirements for Bilingual Education? During instruction in Bilingual Programs: Languages must be kept separate with no translation or repeated lessons in the other language; There must be equal consistency in using each language; Languages must be used in meaningful conversational and academic settings that are interactive;

11. What are ESL Program Models? 1. ESL pull-out: Focus: development of grammar, vocabulary, reading, speaking and writing in English. Features: usually offered at the elementary level; students are placed in the mainstream classroom, but are pulled out for a portion of each day to receive instruction in ESL; amount of time spent in the ESL program is based on the student’s level of proficiency in English.

12. What are ESL Program Models? 2. ESL class period: Focus: development of grammar, vocabulary, reading, speaking and writing in English. Features: 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;

13. What are ESL Program Models? 3. ESL Resource Center: Focus: development of grammar, vocabulary, reading, speaking and writing in English by using instructional second language acquisition strategies. Features: variation of the pull-out model; students are brought together from several classrooms or schools to a central location; concentrates on ESL materials.

14. What are ESL Program Models? 4. ESL Self-contained: Focus: development of grammar, vocabulary, reading, speaking and writing in English by using instructional second language acquisition strategies. Features: usually offered at the elementary level; students spend major part of the day with ESL teacher; class groupings may include homogeneous (LEP) or heterogeneous (LEP/NON-LEPs) groups.

15. What are ESL Program Models? 5. ESL Team teaching: Focus: development English skills or a focus on academic subjects by use of sheltered instructional strategies. Features: predominantly offered at upper elementary level; one or more certified teachers teach—each other assigned different content areas and/or Language Arts; class groupings may include homogeneous (LEP) or heterogeneous (LEP/NON-LEPs) groups.

16. What are ESL Program Models? 6. Structured English immersion Focus: development of academic subjects. Features: Self-contained classroom containing only English learners; All subject matter taught in English with a few clarification using the student’s native language;

17. What are ESL Program Models? 6. Structured English immersion Features: Instruction can be done by several ESL certified teachers; no explicit ESL instruction; As students learn the language they need to learn content area; Students are mainstreamed after two or three years.

18. 7. Sheltered English/ Content-based ESL Sheltered: refers to the deliberate separation of second/foreign language students from native speakers of the target language for the purpose of content instruction adapting the language used in instruction to the proficiency level of the students Focus: learning the language by means of subject matter teaching using comprehensible language.

19. Sheltered English/ Content-based ESL Sheltered ESL personnel: At the elementary level: Self-contained classroom--all day with certified ESL teacher; Team teaching – certain content areas sheltered by certified ESL teachers At the secondary level: English teacher usually certified Content area teachers (usually certified) provide sheltered instruction; Teacher collaboration– ESL and content area teachers.

20. Sheltered English/ Content-based ESL Program Features: It is an alternative to teaching of content matter where bilingual education is not available; Self-contained classroom containing only English learners;

21. Sheltered English/ Content-based ESL Program Features: Subject matter teaching done in a second language but made comprehensible; Program has clearly defined language and content objectives It helps the child to acquire a substantial amount of English academic language and content.

22. Sheltered English/ Content-based ESL Teaching strategies: 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.

23. What are the Bilingual Program Models? Transitional bilingual programs 2. Dual bilingual program:--One-way dual bilingual program: --Two-way dual bilingual program

24. Transitional Bilingual Programs Goal: Rapid transition to the mainstream classroom by using the ELL’s native language as a bridge to acquiring English literacy.

25. Transitional Bilingual Programs Program Features: TB programs can be classified as early-exit or late-exit programs; in most cases students are mainstreamed after two years; Initial instruction in the student’s home language; The main goal is not the maintenance of the native language;

26. Transitional Bilingual Programs Program Features: TB programs require sufficient academic materials in the student’s native language; specialized linguistic support during and after transition; use of sheltered English techniques

27. Transitional Bilingual Programs TB programs are considered deficit models, subtractive or remedial models.

28. Dual Bilingual Education Programs Goal: acquisition of biliteracy maintenance of the native language L1 and acquisition of the second language L2, balancing the development of language and of the academic and social development without sacrificing one language at the expense of the other.

29. What are the types of dual Bilingual Education Programs? One-way dual bilingual programs: only one language group learns through two languages and Two-way dual bilingual programs: two language groups learn through two languages

30. Two-way dual bilingual education programs? Goal: These programs provide instruction in both languages, with the goal of maintaining the native language L1 and acquiring L2. TWI programs strive to develop bilingualism, biculturalism and biliteracy skills in all students and foster language equity.

31. Two-way dual bilingual education programs? Program Features: Developmental additive bilingual programs; Language minorities from a single language background are grouped together in the same classroom with English-speakers; Development of biliteracy, bilingualism and biculturalism for both groups;

32. Two-way dual bilingual education programs Program Features: Program fosters language equity; It is considered an inclusive model; Model is based on theoretical foundations including critical linguistic, sociocultural, and pedagogical principles; Models vary in the amount of language used and time spent in L1 and L2

33. One-way dual bilingual education programs Program Features: Basic principles are the same as in two-way dual language programs: minimum of five-to-six years of bilingual instruction; separation of the two languages of instruction; focus on the core academic curriculum; high cognitive demand of grade-level lessons; collaborative learning in engaging and challenging academic content across the curriculum

34. Principles Underlying Successful Bilingual Education Literacy development in the first language, which will transfer to the second language; The climate of full cognitive development is crucial in the development of a second language;

35. Principles Underlying Successful Bilingual Education 3. Background knowledge can help make second language input more comprehensible; 4. We acquire a second language by understanding messages, by obtaining comprehensible input;

36. Critical factors of Successful Bilingual Education Programs The aim/outcome is bilingualism versus monolingualism by the end of 5th grade; There is a balanced ratio of speakers of each language; Core academics are emphasized as well as instructional excellence; A separation of languages exists for instructional purposes

37. Critical factors of Successful Bilingual Education Programs Emphasis is on the minority language in the early grades; They provide a true equal educational opportunity for Spanish speaking—development of native language; They add a second language to English speaking children;

38. Critical factors of Successful Bilingual Education Programs Parents have a positive relationship with the program ; Effective leadership and support by administrator and instructors; High-quality instructional personnel and staff training; A positive school environment.