Bilingual Education and English as a Second Language ESL - PowerPoint PPT Presentation

1 / 47
About This Presentation
Title:

Bilingual Education and English as a Second Language ESL

Description:

Include art, music, physical education, library, and computer ... ELL stays in regular classroom ... time spent in ESL classroom based on level of proficiency ... – PowerPoint PPT presentation

Number of Views:1278
Avg rating:3.0/5.0
Slides: 48
Provided by: ritterTe
Category:

less

Transcript and Presenter's Notes

Title: Bilingual Education and English as a Second Language ESL


1
Bilingual Education and English as a Second
Language (ESL)
  • Program Models
  • Georgina González
  • Director of Bilingual Education
  • Division of Curriculum
  • Texas Education Agency
  • October 28, 2004

2
Bilingual and ESL Program Models
  • There are numerous bilingual program models
  • Programs vary according to the student population
    that is being served
  • Legal requirements must be met
  • The ESL program models focus on second language
    acquisition through content areas

3
Bilingual Program
  • Bilingual Program Required
  • 20 or more LEP students of the same language
    classification at any one grade level district
    wide
  • Must implement PK-end of elementary
  • Grade 6 when clustered with Elementary
  • Framework for LPAC Process Manual for additional
    information
  • www.tea.state.tx.us/curriculum/teares-lpac-proces
    smanual

4
Bilingual Program Models
  • Use students primary language and English for
    instruction
  • Most easily implemented in districts w/large
    numbers of ELL students
  • Students grouped according to native language
  • Teacher must be proficient in students primary
    language

5
Dual Language/Early Exit Bilingual/ Transitional
Bilingual
  • Most common form of bilingual education
  • Teacher provides instruction and support in two
    languages
  • Native language used to build literacy skills and
    academic concepts - then transition to English
  • Must include primary language in all academic
    content areas

6
Dual Language/Early Exit Bilingual/ Transitional
Bilingual
  • Program goal is early transition to English only
    curriculum
  • Instruction in the first language is phased out
    and most students mainstreamed by Grade 3
  • Does not aim for full bilingualism
  • In Texas, start at Pre-kindergarten

7
Dual Language/Early Exit Bilingual/ Transitional
Bilingual
  • Program Features (Genesee, 1999)
  • Effective first language instruction
  • Effective and continuous oral English language
    development
  • Effective transitional instruction

8
Dual Language/Early Exit Bilingual/ Transitional
Bilingual
  • Program Features Contd
  • Sheltered instructional strategies
  • Careful and accurate assessment
  • High standards challenging curriculum

9
Dual Language/Early Exit Bilingual/ Transitional
Bilingual
  • Sources
  • Genesee, Fred. (1999). Program Alternatives for
    Linguistically Diverse Students (Educational
    Practice Report 1). Washington, DC, and Santa
    Cruz, CA CREDE.
  • Ramirez, J.D. (1992). Executive Summary.
    Bilingual Research Journal, 16 (1-2).
  • Gersten, R., Jimenez, R. (Eds.). (1996). The
    language minority student in transition (Theme
    issue). The Elementary School Journal, 96(3).
  • Saunders, W., OBrien, G., Lennon, D., McLean,
    J. (1998). Making the transition to English
    literacy successful Effective strategies for
    studying literature with transition students.
    In R. Gersten R. Jimenez (Eds.), Promoting
    learning for culturally and linguistically
    diverse students. Belmont, CA Wadsworth.

10
Dual Language/ Late Exit Bilingual/ Developmental
Bilingual
  • Enrichment Program
  • Provides instruction in English and the students
    native language
  • Target group English language learners
  • Students begin program at Pre-kindergarten
  • Continue through elementary and beyond

11
Dual Language/ Late Exit Bilingual/ Developmental
Bilingual
  • Native language used to build literacy skills and
    academic concepts before transition to English
  • Transition to English-only curriculum around
    Grade 5

12
Dual Language/ Late Exit Bilingual/ Developmental
Bilingual
  • Goals
  • Promote high levels of academic achievement
    full academic language proficiency in both
    languages
  • Bilingualism and Bi-literacy
  • Value both languages and cultures equally

13
Dual Language/ Late Exit Bilingual/ Developmental
Bilingual
  • Program Features (Genesee, 1999)
  • Teaching strategies for language and content
  • Separation of languages
  • Integration of students/heterogeneous grouping
    regardless of language proficiency in English or
    home language

14
Dual Language/ Late Exit Bilingual/ Developmental
Bilingual
  • Program Features (Contd.)
  • Assessment and high standards
  • Equal status of both languages

15
Dual Language/ Late Exit Bilingual/ Developmental
Bilingual
  • Sources
  • Genesee, Fred. (1999). Program Alternatives for
    Linguistically Diverse Students (Educational
    Practice Report 1). Washington, DC, and Santa
    Cruz, CA Center for Research on Education,
    Diversity Excellence.
  • Moll, L.C., Amanti, D.N., Gonzalez, N. (1992).
    Funds of knowledge for teaching Using a
    qualitative approach to connect homes and
    classrooms. Theory into Practice, 31, 132-141.
  • Ramirez, J.D. (1992). Executive Summary.
    Bilingual Research Journal, 16 (1-2), 1-62.

16
Dual Language Immersion/Two Way Bilingual/ Two
Way Immersion/ Bilingual Immersion
  • Not Submersion
  • Two distinct groups of students in one
    instructional settingusually ½ English
    monolingual speakers and ½ LEP students with a
    common native language
  • Language learning is integrated with content
    instruction
  • Program grades PK-end of elementary

17
Dual Language Immersion/Two Way Bilingual/ Two
Way Immersion/ Bilingual Immersion
  • Goals
  • Bilingualism and Bi-literacy
  • High academic achievement
  • Academic competence in two languages
  • Cross-cultural understanding

18
Dual Language Immersion/Two Way Bilingual/ Two
Way Immersion/ Bilingual Immersion
  • Instructional Strategies
  • Separation of Languages
  • Exclusive use of each language during
    instruction
  • Sheltered Instruction
  • Provides for comprehensible input through use of
    visual aids, graphic organizers, manipulatives,
    etc.

19
Dual Language Immersion/Two Way Bilingual/ Two
Way Immersion/ Bilingual Immersion
  • Instructional Strategies (Contd)
  • Active and Discovery Learning
  • Tangible objects use for understanding of
    abstract concepts
  • Cooperative learning techniques
  • Focused student interaction in content develops
    academic language

20
Dual Language Immersion/Two Way Bilingual/ Two
Way Immersion/ Bilingual Immersion
  • 90/10 Model
  • 80/20 Model
  • 50/50 Model

21
Dual Language Immersion/Two Way Bilingual/ Two
Way Immersion/ Bilingual Immersion
  • 90/10 and 80/20 TWI Models
  • Ratios refer to of instructional time in each
    language at the beginning of the program
  • of minority language instruction decreases
    while of English increases
  • Ratio is 50/50 by the end of elementary

22
Dual Language Immersion/Two Way Bilingual/ Two
Way Immersion/ Bilingual Immersion
  • Example of 90/10 Model Time Ratios
  • Grade Minority English
  • Language
  • PK-1 90 10
  • 2 80 20
  • 3 70 30
  • 4 60 40
  • 5 50 50

23
Dual Language Immersion/Two Way Bilingual/ Two
Way Immersion/ Bilingual Immersion
  • Language Distribution
  • Time
  • Morning vs. Afternoon or Week by Week
  • Topic
  • Some content areas taught in English, others in
    the minority language
  • Person
  • One teacher provides instruction in English, the
    other in the minority language

24
Dual Language Immersion/Two Way Bilingual/ Two
Way Immersion/ Bilingual Immersion
  • 50/50 Models
  • Instruction in each of the languages is divided
    evenly across grade levels
  • Daily division of languages, or
  • Weekly division of languages
  • Half-week/ half-week division in kinder

25
Dual Language Immersion/Two Way Bilingual/ Two
Way Immersion/ Bilingual Immersion
  • Caution
  • Include all activities that take place outside of
    the classroom when calculating the of
    instruction in each language
  • Include art, music, physical education, library,
    and computer
  • Include assemblies, morning announcements, lunch,
    and recess

26
ESL Program Models
  • If a district or charter school has at least one
    limited English proficient (LEP) the district
    must provide ESL services
  • Teacher does not have to speak ELLs primary
    (home) language
  • ESL Texas Essential Knowledge and Skills (TEKS)
    must be taught

27
ESL Self-Contained
  • Usually elementary level
  • Teacher ESL certified
  • Students spend major part of the day with ESL
    teacher
  • Second language strategies used
  • Homogeneous (LEP) or Heterogeneous (LEP/Non-LEP)
    grouping in a class

28
ESL Team Teaching
  • Predominantly at upper elementary level
  • One or more ESL certified teachers
  • Teameach teacher assigned different content
    areas and/or Language Arts
  • Sheltered instructional strategies used
  • Homogeneous (LEP) or Heterogeneous (LEP/Non-LEP)
    grouping in a class

29
ESL Class Period
  • Generally used at secondary level
  • Teacher ESL certified
  • Sheltered English strategies used
  • Students receive course credit for class
  • Students may be grouped for instruction according
    to level of proficiency in English

30
ESL Pull Out
  • ELL stays in regular classroom
  • ELL is pulled out for a portion of the day to
    receive ESL instruction
  • Amount of time spent in ESL classroom based on
    level of proficiency in English (Beginner,
    Intermediate, Advanced)
  • Level of academic competence factor in
    determining amount of ESL support

31
ESL Resource Center
  • Variation of Pull-Out design
  • Students meet at a central location
  • Provides for pooling of resourcesmaterials and
    staff
  • Taught by an ESL certified teacher
  • Uses L2 learning strategies
  • Especially useful for recent immigrants

32
Sheltered English/Structured Immersion/Content
Based ESL
  • Program or approach
  • Academic subjects taught using English
  • Strategies provide comprehensible input promote
    language development
  • Classes usually comprised of ELL students, but
    may be heterogeneous
  • Native English speakers serve as models

33
Sheltered English/Structured Immersion/Content
Based ESL
  • Elementary
  • Self Contained Classroom
  • All day with ESL certified teacher
  • Team Teaching
  • Certain content areas sheltered by ESL
    certified teacher

34
Sheltered English/Structured Immersion/Content
Based ESL
  • Secondary Level
  • English teacher usually ESL certified
  • Content area teacher(s)
  • May have received ESL training
  • May be ESL certified
  • Provide sheltered instruction in the content
  • English content teachers collaborate

35
Sheltered English/Structured Immersion/Content
Based ESL
  • Program Features/Strategies
  • Clearly defined language and content objectives
  • Supplementary materials
  • Scaffolding

36
Sheltered English/Structured Immersion/Content
Based ESL
  • Program Features/Strategies
  • Teacher-student and student-student interaction
  • Meaningful activities

37
English Immersion
  • Immersion provides context to form new language
  • Instruction is enriched with visuals and
    manipulatives

38
Submersion
  • Is not ESL nor a program
  • It offers no support to the English Language
    Learner (ELL)
  • Student is left to sink or swim

39
Program Personnel
  • Bilingual Teachers are educators who are also
    trained in second language acquisition
    theory, and are bilingual. In Texas, if a
    teacher has a bilingual endorsement, it is not
    necessary to have an ESL endorsement.
  • Bilingual teachers focus on content area
    instruction in order to build conceptual academic
    knowledge in second language learners.

40
Program Personnel
  • Bilingual Certification
  • Bilingual Generalist Early Childhood-Grade 4
  • Bilingual Generalist Grades 4-8
  • Bilingual Education Supplemental Early Childhood
    Grade 4
  • Bilingual Education Supplemental Grades 4-8
  • Bilingual Education Certification
  • Source www.sbec.state.tx.us

41
Program Personnel
  • ESL (English as a Second Language) teachers are
    educators trained in second language acquisition
    theory and have professional endorsements through
    state education agencies. These teachers can be
    utilized at all grade levels.

42
Program Personnel
  • ESL Certification
  • ESL GeneralistEarly Childhood-Grade 4
  • ESL Generalist Grade 4-8
  • ESL Supplemental
  • ESL Certification Source
  • www.sbec.state.tx.us

43
Program Personnel
  • ESL teacher assistants are individuals who have
    experience and training in ESL teaching methods
    and theory. These teacher assistants are able
    to work under the supervision of a certified
    teacher with small groups of LEP students.
  • ESL teacher assistants that are bilingual in the
    primary language of the students is desirable,
    although not required.

44
Program Personnel
  • A Peer Coach is used in situations where there
    are students of like language backgrounds who are
    able to assist students in their native language
    in the classroom environment.

45
THANK YOU
  • Bilingual/ESL Unit
  • (512) 475-3555

46
Join our listserve!
  • www.tea.state.tx.us/list Enter name
  • Enter email address
  • Select Bilingual/ESL from drop down
  • Click on Join a list button
  • An email confirmation will be sent which must be
    replied to in order to complete the listserve
    process.

47
  • Thank you!
  • Phone (512) 463-9581
Write a Comment
User Comments (0)
About PowerShow.com