ESL 6

Section 6
Model ESL Programs
There are many different types of programs used to teach English Languages
Leaners (ELL). Districts and schools use a varity of programs to support their district.
They ase their program off of their schools and students needs. Each program has
different stengths and !ea"esses. # school or district !ill choose a program ased off
their mission statement and goal.
Teaching English as a second language (ESL) is a difficult tas". $hen choosing a
program% the district or school must "eep in mind the students strengths and needs% the
resources that district has% and the teachers that are !ithin the district. The goal of each
program is for the student to find success in learning English. Some of these programs
include Sheltered English &nstruction% Structured English &mmersion% Specially designed
academic instruction in English (SD#&E)% 'ontent (ased ESL% and Pull )ut ESL. Each
program is a model program that can e seen eing used in many districts and schools all
across the *nited States.
&n a Sheltered English &nstruction program% the goal is for the student to learn the
language through content "no!ledge and s"ills. The focus of the program is for students
to learn the language through learning the material as a opposed to learning the language
solely. Teachers can accomplish this through using simply language. They use physical
activities and visual aides to teach the students the language. $hen teaching vocaulary%
teachers use the environment and e+perience rather that ,ust teaching the vocaulary
!ords.
There are many enefits and !ea"nesses to a Sheltered English &nstruction
Program. )ne strength is that all teachers are responsile for the education of the student.
Multiple teachers are !or"ing for the success of the ESL students. Teachers are re-uired
to understand the content material. &t also re-uires communication et!een the ESL
program and the regular education teachers. )ther enefits include est practices for all
students% interaction et!een peers% and allo!s for team and co teaching. Teachers are
encouraged to !or" together.
Some !ea"nesses of Sheltered English &nstruction are the limited aout of
teaching training for teachers. &t is also difficult for teachers and ESL program teachings
to find the time to collaorate aout students and lessons.
#nother Model program is the Structured English &mmersion (SE&) or Specially
Designed #cademic &nstruction in English (SD#&E). &n this type of program% teachers
teach all su,ect matter content in the second language. Students are immersed in the
language. Teachers !ill simplify the language to help students etter understand. #
student may use his or her native language. .o!ever% teachers only use the second
language. The goal% li"e most programs% is to help minority language students ac-uire
English proficiency. The strengths of this type of program include teaches sharing a
responsiility of the students/ education% relies on e+pertise of teachers% encourages team
teaching and for ESL teachers to !or" !ith general education teachers. &t also supports
ELP standards% as !ell as content standards. $ea"nesses include limited aout of
professional development for teachers% separates ESL students from peers% re-uires more
teachers% and a limited amount of leveled reading material.
#nother Model program is the 'ontent (ased ESL program. &n this program the
"ey to developing language% content% and cognitive and study s"ills is through
instructional materials% learning tas"s% and classroom techni-ues from content areas. The
strengths of this program include team!or" et!een the ESL program and regular
education teachers% promotes language ac-uisition% grouping y proficiency levels% and
more support and e+posure to the content. $ea"nesses include professional development
for teachers% separating ESL students from peers% more staffing re-uired% minimum aout
of leveled reading material availale% and limited amount of leveled content instructional
materials availale.
The last model program is the ESL Pull )ut program. This program is !hen ELLs
are pulled out of regular classroom for small group instruction !ith the ESL teacher.
Strengths of this program include language ac-uisition% grouping y proficiency level%
personali0ed learning situations% additional e+posure to content% and small group !or".
$ea"nesses include separation from peers and loss of instruction time during transition.
There are many programs that support ESL learners. Deciding on a program is a
difficult process. Districts% schools% teachers% and families must decide !hat !or"s est
for the students.
1eference List
Auerbach, E. R. (1993). Reexamining English only in the ESL
classroom. Tesol Quarterly, 27(1), 9-32.
Baker, K. (1998). Structured English immersion. Phi Delta Kappan, 80(3),
199-204.
CATESOL: California Teachers of English to Speakers of Other
Languages. (n.d.). CATESOL: California Teachers of English to Speakers of
Other Languages. Retrieved June 5, 2014, from
http://www.catesol.org/shelter.html
English Learner Education Program Guidelines. Minnesota
English Learner Education Program Guidelines. Minnesota Department of
Education.
Freeman, D. (1988). Sheltered English Instruction. ERIC Digest.
Johansen, E. B. (1997). SDAIE: A Philosophy, a Pedagogy, a Commitment to
Students.
McKeon, D. (1987). Different Types of ESL Programs. ERIC Digest.
Reilly, T. (1988). ESL Through Content Area Instruction. ERIC Digest.
Rennie, J. (1993). ESL and Bilingual Program Models. ERIC Digest.
S.D.A.I.E.. (n.d.). S.D.A.I.E.. Retrieved June 5, 2014, from
http://www.rohac.com/sdaieinfo.htm
2(# #ppendi+3
Personnel &ntervie!s
1. Who was your hardest ESL student to work with and how did you overcome these
difficulties?
The students who are reluctant to try are the most difficult, especially if they refuse to try to
use any English at all. t makes everything much more difficult. haven!t had too many of
these instances, "ut they do occur and sometimes with students that #ust come to the
country.

$. %ow do you overcome the language "arrier if the students&parents speak little to know
english?
This can "e very difficult and can happen at any point throughout the year when new
students arrive. 'or instance, #ust received a new student from (e)ico this week and he
does not know any English at all. %e can however read and write in Spanish, which in the
long run will help him "e very successful in learning English. Students that come without
formal schooling in the *ative language take a lot of time to "uild up #ust their listening
comprehension and speaking of English. 'or new students, use as much of the *ative
language to support their learning as possi"le. translate items +since am not "ilingual
myself, use an app on my phone to communicate with students. did this previously for a
ma#ority of classwork for a ,ietnamese student.-

.. %ow do you work with classroom teachers?
am mostly using a co/teaching model, so support the instruction that is happening in the
regular classroom. 0epending on the language level of the student, those that are level ./1
students walk around and monitor and provide support as needed, especially with
comprehension and writing including grammar skills. 'or level 1/$ students, usually pull
them aside for part of the instruction and provide direct instruction. 'or the level 1/$
students, they are more likely to communicate in a smaller group with me than in the whole
class. also provide direct instruction in reading +with an emphasis on high fre2uency words,
voca"ulary and comprehension- and writing and often have to provide instruction in grammar
that the level ./1 and native English speakers in the class have mastered. t is a delicate
"alance, "ut while you are teaching the language am also teaching grade level content.
This year for my 1
th
graders pull them out for science, social studies and writing. So they
are increasing their language skills through the content of science, social studies and writing.
have to make sure that know the content well so that can pull out grammar and
voca"ulary that is needed in order to read and comprehend the content and also write a"out
it as well.

1. What type of support is offered in the schools for teachers and students?
n the past there have "een a lot of professional development offered to teachers in working
with ELLs. When co/teaching am a"le to model for classroom teachers the strategies that
use to assist ELLs in learning language through content so that the teachers can use those
strategies when am not there.
(any of our schools offer after school homework help, translate items that are going home to
parents, help parents find services in the community that can help like 34L3(5 and
443TE.

6. 3s an ESL teacher, you are working with many different types of cultures, how do you tie
all of these cultures in your lessons?
n my school, we do not have various cultures, "ut through our curriculum, we show respect
for all cultures and "ring awareness to the similarities and differences in each. We include
parents in many activities to help share their culture with the classes 7 like holidays, food,
customs, etc.

8. %ow do you involve the community when teaching English as a second language?
We know people in the community that also support what we are doing in the classroom ,
like 34L3(5 and 443TE, so they can spread the word to what is happening in schools and
help get the word out when registration is happening, school events and cele"rations, etc.
9rograms used&handouts:
School uses computer program called Le)ia
/ Saw program in use during school visit
/ http:&&www.le)ialearning.com&