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Language and Content Programs for English Language Learners

Karie Mize, Ed.D. ED682

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Language Programs:���ESL/ELD/ESOL

•  English as a Second Language (ESL), English Language Development (ELD), or English for Speakers of Other Languages (ESOL)

–  English as an Additional Language (EAL); may not be a 2nd language

•  Classes designed to teach English Language Learners the language that native speakers naturally acquire

–  Just like a high school French or Spanish class

•  Students should be grouped HOMOGENOUSLY by ELP level –  No more that two ELP groups in each ESL class

•  ESL is a subject area. The classes have their own standards, their own curriculum/curricular materials, and their own time slot. –  Elementary: Pull-out/push-in by an ESL specialist or taught by classroom teacher –  Secondary: Class period

•  Should be at least 30 minutes a day, regardless of the content program –  Should be for all English Language Proficiency (ELP) levels so students don’t get “stuck”

•  As students are being reclassified in ESL (moving from one ELP level to the next), they also are enrolled in a Content Program (“Content-Area Instruction”)

Programs for ELLs Assignment •  Ask what Language (ESL, ELD) Programs the school has.

–  How is the program structured? (When, how long?) –  How are students grouped? –  Who teaches the class? Pull-out? Class period? 3

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Complementary Roles of an ���ESL/ELD and Content Teacher

•  ESL/ELD Teacher –  Focuses on language

•  Forms & Functions •  Communicative Competence •  ELP Standards

–  Prepares students to use language in the content areas

–  30 minutes of ELD •  No more than 2 levels

•  Content Teacher –  Focuses on content

•  Math, S.S., English Language Arts, Science,

•  Content Standards •  “Sheltered” strategies

–  Reinforces and practices language learned in ESL classroom

–  Remainder of school day •  ESOL endorsement

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“Division of Language” between���ELD and ELA teachers

English Language Development (ELD) •  Focus on oral language •  Language functions •  Level-appropriate forms •  Communicative competence

–  Grammatical –  Sociolinguistic –  Discourse –  Strategic

English Language Arts (ELA) •  Punctuation and capitalization •  Story structure •  Writing process •  Naming parts of speech •  Genres of writing •  Content specific vocabulary •  Anything else that English

speakers have to be taught in school (Dutro & Moran, 2003)

The difference between ���ELD and SI

•  ELD is a LANGUAGE program for an English Language Learner, just as Spanish I, II, or III is a language program for a Spanish Language Learner

•  Sheltered Instruction (SI) is a way to deliver CONTENT lessons. It is a series of techniques that teachers can learn to make whatever content they are teaching more understandable for language learners.

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(Wright, 2010, pp. 86-88)

Content Programs: “Content-Area Instruction”���

English-Based Philosophy: Quantity of English is more important than quality; The more “time on task,” the better for ELLs.

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PLS where possible;

depends on teacher

SI (Sheltered Instruction, SDAIE, SIOP, GLAD)

Mainstream Classroom

SEI (Structured English

Immersion): “Submersion”

The goal of all content and language programs is English acquisition. ���Programs have different means to achieve this goal.

No PLS

English-Based Content Programs ���

Sheltered Philosophy •  Quality of English is more important than quantity; Immerse the students

in English •  ELLs need to learn content while they learn English. They can learn

language not only in ESL/ELD but also during content lessons. •  L1 support depends on abilities and ideology of the teacher

Structured English Immersion (SEI) Philosophy •  Quantity of English is more important than quality. Submerse the

students in English •  The more “time on task” or working in L2, the faster ELLs will learn

English. Then they can learn content. •  L1 support isn’t necessary

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The philosophies of a sheltered program/teacher (“good for ELLs”) are different than that of a “submersion” program/teacher . . .

IMMERSION (THE VIDEO)

Content Programs:���“Content-Area Instruction”

Bilingual Philosophy (L1 + L2/ Wright says “Ideal”):

PLS helps develop literacy and academic skills in L1, which will transfer to L2: “You only learn to read once”

Quality of L2 (the way English is “sheltered” and scaffolded) in ELD and SI makes daily doses of English most effective

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PLS [L1] (Primary Language Support)

SI [L2] (Sheltered

Instruction, SDAIE, SIOP, GLAD)

Mainstream Classroom

[all L2]

“Sheltered Instruction” is what you will learn how to do in the ESOL methods classes, ED691 and 692. There are a few “styles” or ways of sheltering instruction, making it understandable for ELLs:

SDAIE (Specially Designed Academic Instruction in English), SIOP (Sheltered Instruction Observation Protocol) and GLAD (Guided Language Acquisition Design).

How quickly do content programs move from L1 to L2?

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K 1 2 3 4 5 6

100% L2 (English)

DL/TWI

DL/TWI & DBE

TBE SEI SI

Abrupt Accelerated

Gradual

Steady

How quickly do content programs move from L1 to L2?

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K 1 2 3 4 5 6

100% L2 (English)

DL/TWI

DL/TWI & DBE

TBE SEI SI

Abrupt Accelerated

Gradual

Steady

Subtractive L2 – L1

Additive

L2 + L1

CONTENT PROGRAMS

SEI SI TBE DBE TWI FLI

Structured English Immersion

“submersion” aka “sink or swim”

Sheltered Instruction

“best practices for ELLs”

Transitional Bilingual Education

“early-exit”

Developmental Bilingual Education

“late-exit”

Two- Way Immersion

“dual immersion”

Foreign Language Immersion

“bilingual immersion model”

English-based programs for ELLs L1- based programs for ELLs Includes Native English Speakers

STUDENTS ELLs integrated in classroom

ELLs integrated elementary classroom; may be separated at secondary level

ELLs of same language background

One-way for ELLs of same language background

half ELLs and half NES

One-way for NES

TEACHER CREDENTIALS/ TRAINING

No ESOL Yes ESOL Bilingual/ESOL Bilingual/ESOL Bilingual/ESOL Bilingual

SUBTRACTIVE OUTCOMES ADDITIVE OUTCOMES

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Native speaker of “target” language (ELL)

Native English Speaker (NES)

Target Language English

CONTENT PROGRAM

SEI SI TBE DBE TWI FLI

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ELLs need ESL/ELD as their LANGUAGE program, regardless of CONTENT program . . .

LANGUAGE PROGRAM

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