Bilingual Education and English as a Second Language ESL

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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

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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

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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

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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

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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

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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

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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

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Dual Language/Early Exit Bilingual/ Transitional
Bilingual

• Program Features Contd
• Sheltered instructional strategies
• Careful and accurate assessment
• High standards challenging curriculum

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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.

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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

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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

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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

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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

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Dual Language/ Late Exit Bilingual/ Developmental
Bilingual

• Program Features (Contd.)
• Assessment and high standards
• Equal status of both languages

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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.

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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

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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

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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.

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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

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Dual Language Immersion/Two Way Bilingual/ Two
Way Immersion/ Bilingual Immersion

• 90/10 Model
• 80/20 Model
• 50/50 Model

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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Sheltered English/Structured Immersion/Content
Based ESL

• Program Features/Strategies
• Clearly defined language and content objectives
• Supplementary materials
• Scaffolding

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Sheltered English/Structured Immersion/Content
Based ESL

• Program Features/Strategies
• Teacher-student and student-student interaction
• Meaningful activities

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English Immersion

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

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Submersion

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

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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.

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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

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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.

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Program Personnel

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

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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.

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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.

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THANK YOU

• Bilingual/ESL Unit
• [phone]

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• www.tea.state.tx.us/list Enter name
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• Select Bilingual/ESL from drop down
• Click on Join a list button
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  process.

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• Thank you!
• Phone [phone]