ELL Programs and Strategies by Matthew Locker

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ELL Programs and Strategies by Matthew Locker by Mind Map: ELL Programs and Strategies by Matthew Locker

1. Dual Language Programs

1.1. Two-way Immersion or Two-way Bilingual

1.1.1. The goal is to develop strong skills and proficiency in both L1 (native language) and L2 (English)

1.1.2. Includes students with an English background and students from one other language background

1.1.3. Instruction is in both languages, typically starting with smaller proportions of instruction in English, and gradually moving to half in each language

1.1.4. Students typically stay in the program throughout elementary school

1.2. Dual Language

1.2.1. When called “dual language immersion,” usually the same as two-way immersion or two-way bilingual

1.2.2. When called “dual language,” may refer to students from one language group developing full literacy skills in two languages – L1 and English

1.3. Late Exit Transitional, Developmental Bilingual, or Maintenance Education

1.3.1. The goal is to develop some skills and proficiency in L1 and strong skills and proficiency in L2 (English)

1.3.2. Instruction at lower grades is in L1, gradually transitioning to English; students typically transition into mainstream classrooms with their English-speaking peers

1.3.3. Differences among the three programs focus on the degree of literacy students develop in the native language

1.4. Early Exit Transitional

1.4.1. The goal is to develop English skills as quickly as possible, without delaying learning of academic core content

1.4.2. Instruction begins in L1, but rapidly moves to English; students typically are transitioned into mainstream classrooms with their English-speaking peers as soon as possible

1.5. Heritage Language or Indigenous Language Program

1.5.1. The goal is literacy in two languages

1.5.2. Content taught in both languages, with teachers fluent in both languages

1.5.3. Differences between the two program s: heritage language programs typically target students who are non-English speaker s or who have weak literacy skills in L1; indigenous language programs support endangered minority languages in which students may have weak receptive and no productive skills – both programs often serve American Indian students

1.6. The TESOL standards present five language proficiency standards. They include both social and academic uses of the language students must acquire for success in and beyond the classroom. Please follow the link for more details

1.6.1. An overview TESOL standards are as follows:

1.6.2. Standard1                                                 English language learners communicate for social, intercultural, and instructional purposes within the school setting.

1.6.3. Standard 2  English language learners communicate information, ideas, and concepts necessary for academic success in the area of language arts. (For teaching strategies see P.44 of the link)

1.6.4. Standard 3 English language learners communicate information, ideas, and concepts necessary for academic success in the area of mathematics. (for teaching strategies see P.50-53 of the link)

1.6.5. Standard 4                                               English language learners communicate information, ideas, and concepts necessary for academic success in the area of science. (For teaching strategies see p.48-50 of the link)

1.6.6. Standard 5 English language learners communicate information, ideas, and concepts necessary for academic success in the area of social studies. (For teaching strategies see P45-47 of the link)

2. English only programs

2.1. Sheltered English or Sheltered Instruction Observational Protocol (SIOP) Specially Designed Academic Instruction in English (SDAIE) or Content-based English as a Second Language (ESL)

2.1.1. While there are some minor differences across these, the overall goal is proficiency in English while learning content in an all-English setting

2.1.2. Students from various linguistic and cultural backgrounds can be in same the class

2.1.3. Instruction is adapted to students’ proficiency level and supplemented by gestures, visual aids

2.1.4. May be used with other methods; e.g., early exit may use L1 for some classes and SDAIE for others

2.2. Structured English Immersion (SEI)

2.2.1. The goal is fluency in English, with only LEP students in the class

2.2.2. All instruction is in English, adjusted to the proficiency level of students so subject matter is comprehensible

2.2.3. Teachers need receptive skill in students’ L1 and sheltered instructional techniques

2.3. English Language Development (ELD) or ESL Pull-out

2.3.1. The goal is fluency in English

2.3.2. Students leave their mainstream classroom to spend part of the day receiving ESL instruction, often focused on grammar, vocabulary, and communication skills, not academic content

2.3.3. There is typically no support for students’ native languages

2.4. Please follow the Link for detailed New York State ESL Program Learning Standards.

2.4.1. There are 5 standards, follow the links or notes for strategies on how to teach to these standards;

2.4.1.1. STANDARD 1: Students will listen, speak, read, and write in English for information and understanding. Students learning English as a second language will use English to acquire, interpret, apply, and transmit information for content area learning and personal use.They will develop and use skills and strategies appropriate to their level of English proficiency to collect data, facts, and ideas; discover relationships,concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts.

2.4.1.2. STANDARD 2: Students will listen, speak, read, and write in English for literary response, enjoyment, and expression Students learning English as a second language will use English for self-expression, artistic creation, and participation in popular culture. They will develop and use skills and strategies appropriate to their level of English proficiency to listen to, read, and respond to oral, written, and electronically produced texts and performances, relate texts and performances to their own lives and other works, and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent.

2.4.1.3. STANDARD 3: Students will listen, speak, read, and write in English for critical analysis and evaluation. Students learning English as a second language will use English to express their opinions and judgments on experiences, messages, ideas, information, and issues from a variety of perspectives. They will develop and use skills and strategies appropriate to their level of English proficiency to reflect on and analyze experiences, messages, ideas, information, and issues presented by others using a variety of established criteria (Follow the link for some ideas how to teach this)

2.4.1.4. STANDARD 4: Students will listen, speak, read, and write in English for classroom and social interaction. Students learning English as a second language will use English to interact with others in social and classroom situations. They will develop and use skills and strategies appropriate to their level of English proficiency to communicate effectively with regard to audience, purpose, and setting. (Follow the link for some ideas how to teach this)

2.4.1.5. STANDARD 5: Students will demonstrate cross-cultural knowledge and understanding. Students will demonstrate cross-cultural knowledge and sensitivity in communicating with others of varied social, cultural, and linguistic backgrounds. They will develop and use culturally appropriate behaviors, and a knowledge of local and U.S. cultures and practices, in their interactions with others in their new cultural environment. (click the notes to read how to teach this)

3. An approach which is often mentioned by states among the "other" types of English-based instruction is ESL Push-In. The goal of this approach is fluency in English; students are served in a mainstream classroom, receiving instruction in English with some native language support if needed; and the ESL teacher or an instructional aide provides clarification, translation if needed, using ESL strategies.