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 base their program off of their schools and students needs. Each program has
different stengths and weakesses. A school or district will choose a program based off
their mission statement and goal.
Teaching English as a second language (ESL) is a difficult task. When choosing a
program, the district or school must keep in mind the students strengths and needs, the
resources that district has, and the teachers that are within the district. The goal of each
program is for the student to find success in learning English. Some of these programs
include Sheltered English Instruction, Structured English Immersion, Specially designed
academic instruction in English (SDAIE), Content Based ESL, and Pull Out ESL. Each
program is a model program that can be seen being used in many districts and schools all
across the United States.
In a Sheltered English Instruction program, the goal is for the student to learn the
language through content knowledge and skills. 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. When teaching vocabulary,
teachers use the environment and experience rather that just teaching the vocabulary
words.
There are many benefits and weaknesses to a Sheltered English Instruction
Program. One strength is that all teachers are responsible for the education of the student.
Multiple teachers are working for the success of the ESL students. Teachers are required
to understand the content material. It also requires communication between the ESL
program and the regular education teachers. Other benefits include best practices for all
students, interaction between peers, and allows for team and co teaching. Teachers are
encouraged to work together.
Some weaknesses of Sheltered English Instruction are the limited about of
teaching training for teachers. It is also difficult for teachers and ESL program teachings
to find the time to collaborate about students and lessons.
Another Model program is the Structured English Immersion (SEI) or Specially
Designed Academic Instruction in English (SDAIE). In this type of program, teachers
teach all subject matter content in the second language. Students are immersed in the
language. Teachers will simplify the language to help students better understand. A
student may use his or her native language. However, teachers only use the second
language. The goal, like most programs, is to help minority language students acquire
English proficiency. The strengths of this type of program include teaches sharing a
responsibility of the students' education, relies on expertise of teachers, encourages team
teaching and for ESL teachers to work with general education teachers. It also supports
ELP standards, as well as content standards. Weaknesses include limited about of
professional development for teachers, separates ESL students from peers, requires more
teachers, and a limited amount of leveled reading material.
Another Model program is the Content Based ESL program. In this program the
key to developing language, content, and cognitive and study skills is through
instructional materials, learning tasks, and classroom techniques from content areas. The
strengths of this program include teamwork between the ESL program and regular
education teachers, promotes language acquisition, grouping by proficiency levels, and
more support and exposure to the content. Weaknesses include professional development
for teachers, separating ESL students from peers, more staffing required, minimum about
of leveled reading material available, and limited amount of leveled content instructional
materials available.
The last model program is the ESL Pull Out program. This program is when ELLs
are pulled out of regular classroom for small group instruction with the ESL teacher.
Strengths of this program include language acquisition, grouping by proficiency level,
personalized learning situations, additional exposure to content, and small group work.
Weaknesses 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 what works best
for the students.






Reference List
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