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--
  programuse of students 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
  writingbiliteracy 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

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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
  students level of proficiency in English.

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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

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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.

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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.

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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
  teacheach other assigned different content areas
  and/or Language Arts class groupings may include
  homogeneous (LEP) or heterogeneous (LEP/NON-LEPs)
  groups.

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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
  students native language

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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.

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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.

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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.

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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

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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.

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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.

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What are the Bilingual Program Models?

• Transitional bilingual programs
• 2. Dual bilingual program--One-way dual
  bilingual program
• --Two-way dual bilingual program

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Transitional Bilingual Programs

• Goal Rapid transition to the mainstream
  classroom by using the ELLs 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 students home
  language
• The main goal is not the maintenance of the
  native language

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Transitional Bilingual Programs

• Program Features
• TB programs require
• sufficient academic materials in the students
  native language
• specialized linguistic support during and after
  transition
• use of sheltered English techniques

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Transitional Bilingual Programs

• TB programs are considered deficit models,
  subtractive or remedial models.

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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.

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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

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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.

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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

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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

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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

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Principles Underlying Successful Bilingual
Education

1. Literacy development in the first language, which
   will transfer to the second language
2. The climate of full cognitive development is
   crucial in the development of a second language

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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

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Critical factors of Successful Bilingual
Education Programs

1. The aim/outcome is bilingualism versus
   monolingualism by the end of 5th grade
2. There is a balanced ratio of speakers of each
   language
3. Core academics are emphasized as well as
   instructional excellence
4. A separation of languages exists for
   instructional purposes

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Critical factors of Successful Bilingual
Education Programs

1. Emphasis is on the minority language in the early
   grades
2. They provide a true equal educational opportunity
   for Spanish speakingdevelopment of native
   language
3. They add a second language to English speaking
   children

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Critical factors of Successful Bilingual
Education Programs

1. Parents have a positive relationship with the
   program
2. Effective leadership and support by administrator
   and instructors
3. High-quality instructional personnel and staff
   training
4. A positive school environment.