All bilingual program models use the students' home language, in addition to English, for instruction. These programs are most easily implemented in districts with a large number of students from the same language background. Students in bilingual programs are grouped according to their first language, and teachers must be proficient in both English and the students' home language. These are designed to help children acquire the English skills required to succeed in an English-only mainstream classroom.
These programs provide some initial instruction in the students' first language, primarily for the introduction of reading, but also for clarification.
Instruction in the first language is phased out rapidly, with most students mainstreamed by the end of first or second grade. Also called developmental bilingual programs, these group language minority students from a single language background in the same classroom with language majority English-speaking students. Instruction is provided in both English and the minority language. Students serve as native-speaker role models for their peers.
Two-way bilingual classes may be taught by a single teacher who is proficient in both languages or by two teachers, one of whom is bilingual. Some programs provide neither instruction in the native language nor direct instruction in ESL. However, instruction is adapted to meet the needs of students who are not proficient in English. These group language minority students from different language backgrounds together in classes where teachers use English as the medium for providing content area instruction, adapting their language to the proficiency level of the students.
They may also use gestures and visual aids to help students understand. Although the acquisition of English is one of the goals of sheltered English and content-based programs, instruction focuses on content rather than language.
These use only English, but there is no explicit ESL instruction. As in sheltered English and content-based programs, English is taught through the content areas. Structured immersion teachers have strong receptive skills in their students' first language and have a bilingual education or ESL teaching credential.
The teacher's use of the children's first language is limited primarily to clarification of English instruction. Most students are mainstreamed after 2 or 3 years. Successful program models for promoting the academic achievement of language minority students are those that enable these students to develop academic skills while learning English.
The best program organization is one that is tailored to meet the linguistic, academic, and affective needs of students; provides language minority students with the instruction necessary to allow them to progress through school at a rate commensurate with their native-English-speaking peers; and makes the best use of district and community resources.
Collier, V. A Synthesis of studies examining long-term language minority student data on academic achievement. Bilingual Research Journal, 16, p. Garcia, E. Education of linguistically and culturally diverse students: Effective instructional practices. Based on recent data by NPR, researchers found that no matter where they go to school, most ESL students are struggling due to having little or no access to quality instruction.
ESL programs are at their historical peak of development - which, of course, is a great thing! However, planning and implementing an effective program is no easy task. Program selection and development takes a number of practical considerations , ranging from curriculum research to the availability of resources. According to nationwide research analysis, the four fundamental areas of developing an ESL program are:.
We take the success of ESL students very seriously. We believe that by focusing on these fundamentals, your program will not only take root and grow, but give your students the skills they'll use for life. Schools may choose from a wide selection of program models that provide instruction and support for ELLs.
When selecting a model, school leaders often ask for evidence on the most effective option. However, different models may be appropriate for different settings. It is crucial to recognize and set priorities and goals that are appropriate for your school in particular. For example, each has a different level of student inclusivity into their learning environment - a factor that will most directly influence your students.
There are two general types of English language instruction - ESL instruction and bilingual instruction. Unlike bilingual instruction, ESL programs are most often used when the language minority population in a given area represents a variety of languages. The ESL program, which is also more common, accommodates students from different language backgrounds within the same class. Teachers do not need to be proficient in the native language of their student to carry out instruction.
The POPI model works well in schools that are process-focused, as compared to content-driven. It works by either pulling students out of class for a period of time, or having students receive ESL instruction during their general ed classes. Often used by schools to serve a student population consisting of different languages.
ESL Pull-Out: ELLs are placed in mainstream classrooms but spend a portion of the day developing their English language skills with specialists, either one-on-one or in small groups.
ESL Pull-In: Students receive instruction during a regular class period and usually receive course credit. They may be grouped for instruction according to their level of English proficiency. The ESL Resource Center: A variation of the pull-out design, this method brings in students from different classrooms or even schools. The resource center concentrates instruction materials and staff in one location with at least one full-time ESL teacher. Otherwise known as Content-based English Instruction , Sheltered Immersion brings English language learning directly into the classroom.
ELTs and general ed teachers co- plan instruction, connecting academic content and language learning. Content and language specialists co-plan and co-teach to deliver content and develop academic language.
These programs are usually implemented in areas with a large number of students from the same background. Students are grouped by their native language.
Main focus: English language proficiency to prepare students for English-only mainstream classes. Used by schools with a major group of students speaking the same language. Early-Exit: Instruction in the first language is phased out rapidly, with most students mainstreamed to the regular classroom within the first two years.
Late-Exit: These differ from early-exit programs "primarily in the amount and duration that English is used for instruction as well as the length of time students are to participate in each program. Asset-model of language acquisition which also retains and extends proficiency in the native language. All students alternate between learning in one language to the other, from class to class, or day to day. Pro: Improves both native language and English, leading to improvement of critical thinking and communication skills.
Also frequently used by schools with a large group students speaking the same language. Inclusivity plays an important role in whichever you select - make sure give it high priority it as part of your evaluation process. Developing a curriculum is no easy task. It helps that research has established the basics. Faulkner-Bond, M. Ferguson, C. Fitzgerald, J. Balance in the making: Learning to read in an ethnically diverse first-grade classroom.
Journal of Educational Psychology , 92 1 , Foorman, B. Examining general and specific factors in the dimensionality of oral language and reading in 4thth grades.
Journal of Educational Psychology , 3 , Francis, D. Language of instruction. Education, multilingualism and translanguaging in the 21st century. Mohanty, M. Panda, R. Phillipson, and T. Skutnabb-Kangas Eds. New Delhi: Orient Blackswan. Genesee, F. The education of English language learners.
Gersten, R. IES Practice Guide. Gewertz, C. Education Week, February Glick, J. Post-secondary school participation of immigrant and native youth: The role of familial resources and educational expectations. Social Science Research, 33 2 , Goldenberg, C. Cause or effect? American Educational Research Journal, 38 3 , Greene, J.
A meta-analysis of the Rossell and Baker review of bilingual education research. Bilingual Research Journal, 21 , Greenfader, C. Effect of a performing arts program on the oral language skills of young English learners. Reading Research Quarterly , 50 2 , Gunn, B. Supplemental instruction in decoding skills for Hispanic and non-Hispanic students in early elementary school: A follow-up.
Journal of Special Education , 39 2 , Guthrie, J. Teaching for literacy engagement. Journal of Literacy Research , 36 1 , Hansen-Thomas, H. Sheltered instruction: Best practices for ELLs in the mainstream. Kapa Delta Pi Record , 44 4 , Harry, B. Discarding the deficit model.
Educational Leadership, 64 5 , Harvard Family Research Project. Redefining Family Engagement for Student Success. Henderson, A. Hood, L. Harvard Education Letter, 25 6 , Howard, E. Guiding Principles for Dual Language Education.
Institute of Medicine and National Research Council. Allen and B. Kelly Eds. Jeon, K. Interaction-driven L2 learning: Characterizing linguistic development. Mackey Ed. Ji, C. Urban Education, 44 6 , Johnson, R. Immersion Education: International Perspectives.
John-Steiner, V. Sociocultural approaches to learning and development: A Vygotskian Framework. Kim, J. A randomized experiment of a cognitive strategies approach to text-based analytical writing for mainstreamed Latino English language learners in grades 6 to Journal of Research on Educational Effectiveness, 4 3 , Kirp, D. New York: Oxford University Press. Language and Reading Research Consortium. The dimensionality of language in young children. Child Development, 86 6 , Lara-Alecio, R.
Journal of Research in Science Teaching, 49 8 , Lesaux, N. The effectiveness and ease of implementation of an academic vocabulary intervention for linguistically diverse students in urban middle schools. Reading Research Quarterly , 45 2 , Effects of academic vocabulary instruction for linguistically diverse adolescents evidence from a randomized field trial.
American Educational Research Journal , 51 6 , New York: Guilford. Liang, L. Reading Psychology: An International Quarterly, 26 , Lindholm-Leary, K. Dual Language Education. Bristol, UK: Multilingual Matters. Academic achievement. Genesee, K. Lindholm-Leary, W. Saunders, and D. Christian Eds. New York: Cambridge University Press.
Llosa, L. Impact of a large-scale science intervention focused on English language learners. Loeb, S. Helping Parents Help their Children. Mackey, A. System , 30 4 , Mapp, K. McMaster, K. Exceptional Children , 74 2 , National Center for Learning Disabilities. Transitioning to Kindergarten: School Readiness.
National Research Council. Collins Ed. National Research Council and Institute of Medicine. Nelson, J. Efficacy of a tier 2 supplemental root word vocabulary and decoding intervention with kindergarten Spanish-speaking English learners. Journal of Literacy Research , 43 2 , Neufeld, P. Research in the Teaching of English , Noel, A. Norris, J. Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis. Language Learning, 50 3 , Los Angeles: University of Southern California.
Good instruction is good for everyone—or is it? English language learners in a balanced literacy approach. Journal of Education for Students Placed at Risk, 14 1 , Defining, conceptualizing, and measuring fidelity of implementation and its relationship to outcomes in K curriculum intervention research.
Review of Educational Research , 78 1 , Office of the Education Ombudsman. Panferov, S. Increasing ELL parental involvement in our schools: Learning from the parents. Theory Into Practice , 49 2 , Pettit, S. International Multilingual Research Journal , 5 2 , Public Agenda. Rah, Y. Building bridges between refugee parents and schools.
International Journal of Leadership in Education, 12 4 , Ramirez, A. Dismay and disappointment: Parental involvement of Latino immigrant parents. The Urban Review, 35 2 , Ransford-Kaldon, C. Roberts, T. Home storybook reading in primary or secondary language with preschool children: Evidence of equal effectiveness for second-language vocabulary acquisition.
Reading Research Quarterly, 43 2 , Rogoff, B. The Cultural Nature of Human Development. Rolstad, K. The big picture: A meta-analysis of program effectiveness research on English language learners. Educational Policy, 19 4 , Rossell, C. The educational effectiveness of bilingual education.
Research in the Teaching of English, 30 1 , Ryoo, K. Stanford, CA: Stanford University. Peer-assisted learning strategies for English language learners with learning disabilities. Exceptional Children , 71 3 , Saunders, W. The Elementary School Journal , 99 4 , Research to guide English Language Development instruction.
Dolson and L. Burnham-Massey Eds. Oral language. Is a separate block of time for oral English language development in programs for English learners needed? The Elementary School Journal, 2 , English language development: Guidelines for instruction.
American Educator , Schallert, D. Center for the Study of Reading Technical Report, Champaign: University of Illinois. Scientific Learning Corporation. Improved language skills by children with low reading performance who used FastForWord language. MAPS for Learning , 3 1 , Shanahan, T. Effective literacy teaching for English-language learners. Shim, J. Involving the parents of English language learners in a rural area: Focus on the dynamics of teacher-parent interactions. Rural Educator, 34 3 , Sibley, E.
Family educational involvement and child achievement in early elementary school for American-born and immigrant families. Psychology in the Schools, 51 8 , Silva, K. Child Development , 81 3 , Silverman, R.
The effects of multimedia-enhanced instruction on the vocabulary of English-language learners and non-English-language learners in prekindergarten through second grade. Journal of Educational Psychology, 2 , Slavin, R. A synthesis of research on language of reading instruction for English language learners. Review of Educational Research, 75 2 , Sobrato Family Foundation. Community Impact. Solari, E. Early comprehension instruction for Spanish-speaking English language learners: Teaching text-level reading skills while maintaining effects on word-level skills.
Learning Disabilities Research and Practice, 23 4 , Journal of Literacy Research , 48 1. Souto-Manning, M. Early Childhood Education Journal, 34 2 , Sullivan, A. Social inequalities in cognitive scores at age The role of reading.
Taguchi, N. System , 48 , Takanishi, R. First Things First! New York: Teachers College Press.
0コメント