Types of Programs

Questions to consider when assessing a schools English as a second language programs and supports: 

1. Is the program successful in promoting the achievement of ELL learners?

2. Is the program tailored to meet the linguistic, academic, and affective needs of ELL learners?

3. Does the program provide ELL students with the instruction necessary to allow them to progress through school at a rate commensurate with their native-English-speaking peers?  

4. Does the program make the best use of district and community resources?

Questions to consider when Evaluating a Schools Bilingual/ESL Program: 

1. What was the academic progress of English language learners (ELLs) in bilingual and ESL programs (reading and mathematics)? 

2. What were the levels of English language proficiency among ELLs in bilingual and ESL programs?

3. What was the frequency and scope of professional development provided to teachers and staff serving ELLs?

Programs & Related Terms

Additive Bilingualism: 

A linguistic program where the second language and culture don't force out or belittle the first language and culture. the goal of an additive model is to continually provide instruction in both the native and second language so the students become equally proficient in both languages. Researchers have found the additive model to be the most effective at increase both academic and metalingusitic development (Reese & Goldenberg, 2006). In additive models, students are encouraged to embraces and take pride in their native culture and language. 

Subtractive Bilingualism: 

A linguistic program where the second language and culture force out and belittle the first language and culture. This model implies the students should assimilate to the English culture as quickly as possible and leave their native culture at home. Often the most common model used, but the least effective. 

Submersion Program: or Sink-or-Swim:

A teaching method used in the 1960s where it was up to the students to acquire English and assimilate to the American culture. (The teachers and policymakers were not to be held responsible) 

Alternative Immersion/ Sheltered English Program: 

Students learning English are taught both language and content simultaneously. Students are taught language skills and content in a format they can comprehend. (Students are "sheltered" from language and input they don't understand yet) The ELL students in this program have conversational English skills, but don't have academic English skills yet. 

Content English as Second Language (type of sheltered immersion): 

A program where the teacher is ESL trained and teaches both the ELL students and mainstream students together. 

Americanization /Assimilation: 

A sociological theory where immigrants moving to the United States blend their culture with the dominant American structure and culture. 

Concurrent Translation Programs: 

A teaching approach where a teacher (assistant or student) says everything in both languages. 

Dual-Language Program / Two-way Immersion Program: 

A program for both native English and Spanish students (or different language). This program strives to turn monolingual students into proficient and literate bilingual students. It has been proven; students participating in a dual language education program often out perform their native English speaking peers on standardized tests given in English (Gomez, Freeman, & Freeman, 2005).

Developmental Bilingual Program or Maintenance Bilingual Program: 

Where a students native language is used initially for instruction and then is continually utilized even after the students have learned English. The goal is for the students to be proficient and literate in both their native language and English. Academic instruction is provided in both the native language and English. 

Transitional Bilingual Programs: 

Where a students native language and English are used initially for instruction and then once the student reaches a certain level of English proficiency, the student is moved to a monolingual English classes. 

English as a Second Language (ESL) Program: 

A program for ELL students to work on their English language skills in addition to taking regular age-appropriate content classes in English. 

English as a Second Language Pull-Out Program: 

A program where ELL students are "pulled" out of their regular age-appropriate content classes for about 45 minutes a day to specifically work on their English development skills. A pull-out program qualifies as a subtractive bilingual education program because the focus is on increasing a student’s English skills only. 

Partial Immersion Program: 

A program with the goal of teaching students English as quick as possible. ESL instruction was provided to ELL students for about an hour each day.  

Structured Immersion Programs: 

A program where the students native language is not used, but the instruction is modified to meet the students level of English Proficiency. 

Enrichment Immersion Program:

A program for students who speak English (or the dominant language) and want to learn a second language. For example native English speaking high school students taking a 40-50 minute Spanish or French class everyday.

Additive/Enrichment v.s. Subractive/Remedial 

There are two different types of bilingual education models, subtractive/remedial and additive/enrichment. In a subtractive model “the acquisition of a second language and culture takes place at the expense of the first” (Reese & Goldenberg, 2006, p. 43). Where an additive bilingual model is the opposite, the “second language and culture do not displace the first language” (Reese & Goldenberg, 2006, p. 43). Goldenberg and Reese (2006) explain how the additive model has proven to be the preferred model because it results in educational advantages and enhanced metalingusitic development; where the subtractive model, often results in devaluation of native languages, subordination of minorities, and underachievement. Despite research saying additive models are more effective, subtractive models such as pull-out programs are most commonly used and result in minimal linguistic and academic gains (Lacina, Levine, & Sowa 2010/2011). Schools often decide on a subtractive model due to a lack of resources and teachers certified to teach ESL and bilingual programs (Lacina, Levine, & Sowa 2010/2011).

Pull-Out Programs are the Most Common but Least Effective 

According to Rennie (1993), ESL pull-out programs are often seen in elementary schools. In pull-out programs, ELL students are pulled out for a part of the day for ESL instruction and then spend the rest of the day mainstreamed in the general education classroom. Research from Lacina, Levine, and Sowa (2010/2011) tells us pull-out programs are “the most common, and also the least effective, approach to teaching a second language” (p. 107). Seaman (2000), also tells us in a study he did comparing gains of ELL students in a team-taught (general education teacher and ESL teacher) general education setting verses students in a ESL pull-out program, the students in the team-taught setting demonstrated higher levels of engagement and higher educational gains.

Ideally the pull-out model is taught by a certified ESL instructor who is able to provide rigorous and differentiated language and content instruction based on the needs of individual students. The student to teacher ratio would be small and students would be grouped according to similar skill level. The general education teachers and the ESL teachers would work closely together to make sure their content and instruction align. Lastly, there would frequent communication among students, staff, and families about progress and resources (Lacina, Levine, and Sowa, 2010/2011).

Example of a School Using a Pull-Out Program- The Reality

Currently the bilingual education program at at said High School best matches a subtractive ESL pull-out program. Students who are eligible for ESL services, have a 45 minute pull-out ESL class period with a certified ESL teacher, These students are then mainstreamed in the general education classroom for the rest of the day. During the 45 minute ESL class, the goal is to teach the students English and the skills needed to be successful in their academic classes as quickly as possible. The fear is if a student does not learn English in a timely manner, they will not graduate with their same aged peers.

When a student registers at the start of each school year, they are asked if another language other than English is spoken in the home. If the answer is “yes,” that student must take the English proficiency test. If a student earns below a 4.8, they are eligible for the ESL pull-out program. Each year the students are retested to see if they still qualify for services. At this High School there is one ESL teacher who comes only in the morning for two class periods. The school tries to group the students by their English proficiency level (putting all the lower level kids together and all the higher level kids together) however, with only two class periods, this does not always happen. Often times the ESL teacher is teaching beginning English skills to part of the class while teaching reading skills to the other. As one can imagine, this is a challenge.

To teach the ESL pull-out program at this school, the teacher is required to be certified in ESL, but does not have to be bilingual. However, the ESL teacher at this school is fluent in both English and Spanish. This only ends up being beneficial for the students who speak Spanish as their native language. The ESL teacher does not have to be a content specialist in any of the core subject areas. Due to the ESL teacher only being at the school in the mornings and minimal school advertisement of the ESL program, little to no communicate takes place between the ESL teacher and other school teachers. This school also does not require any of the general education or special education teachers to be certified in ESL. So even though the ESL students are mainstreamed for a majority of their day, they are receiving very minimal ESL supports.

The Illinois Advisory Council on Bilingual Education requires school districts to offer either a Transitional Bilingual Education program (TBE) or a Transitional Program of Instruction (TPI). This School has less then 19 ELL students enrolled so it is only required to have a Transitional Program of Instruction. In TPI programs schools are required to provide enough instruction in a student’s native language or provide enough other services to allow them to be successful in the required classes. Teachers of a TPI program are required to be certified and endorsed in the instruction of ELL students. Every year in January or February each student who has been identified as an ELL student must take the ACCESS (Assessing Comprehension and Communication in English State-to-State for English Language Learners) assessment. This assessment assesses ELL students’ listening, speaking, reading, and writing skills. The students are then placed in one of the six different English proficiency levels. For a student to qualify as English proficient, they need to earn a score of 4.2 in literacy (reading and writing) and 4.8 overall (Illinois Advisory Council on Bilingual Education, 2013).

According to the Illinois Advisory Council on Bilingual Education (2013), this district does qualify for some ELL and bilingual education funding. However, because this school's population of ESL students is very small, this school has very minimal resources for ESL and bilingual education services. Many of the other schools in the district with a higher population of ESL students are being granted most of the district’s funding. As previously state, this school only has one part time ELL teacher. The advertisement and resources for ELL students at this school is so minimal that many of the teachers and families don’t know who the ELL teacher is or that this school even offers an ELL program. This school has many improvements that need to be made to its program before the students, family, and staff will fully benefit.

Ways to Improve the Pull-Out Program at Example School: 

At this school there is only one part-time ESL pull-out teacher. As a result of the ESL teacher only being at the school in the morning for two class periods a day, very minimal communication among general education teachers, special education teachers, administrators, and the ESL teacher take place. In an ideal world the ESL teacher would have time to communicate with other teachers about what is being taught in the mainstream classroom. If the ESL teacher was more aware of what was being taught in the mainstream classroom, she could better align her instruction with the general education teachers’ instruction and provide tips for how to better serve the ELL students in the mainstream classroom. If the ESL teacher was at the school  full time, students and staff would also have a person to turn to when unexpected questions and concerns arise.

Currently the one part-time ESL teacher is forced to accommodate and instruct students of varying levels and different languages all at the same time. As a result, the ESL teacher feels frustrated and the students are not receiving the rigorous instruction and attention they need and deserve. The ESL teacher is also being provided with negligible and outdated resources. This school needs to increase the number of ESL personnel and resources available. Increasing the effectiveness of this school's ESL program requires more time and resources than one part-time ESL teacher can provide.

The Reality & More Downfalls of a Pull-Out Model 

At many schools where there are a small percentage of ESL students use a subtractive pull-out model. A pull-out program is where the students get pulled out for part of the day to receive ESL instruction and then they are in the general education setting for the rest of the day (Lacina, Levine, & Sowa 2010/2011). A pull-out program qualifies as a subtractive bilingual education program because the focus is on increasing a student’s English skills only. Students who earn bellow a 4.8 on the English proficiency test are placed in one of a school's few 45 minute pull-out ESL classes. Schools often try to place the lower proficient students together and the higher proficient students together, but due to minimal scheduling options this does not always happen. Other than the 45 minutes per day of ESL instruction, the ESL students are often not provided with any other additional supports in the mainstream classroom. The ESL students are also required to meet the same expectations and pass all the same classes as the native English speaking students.  Often times most general education teachers are unaware that a student is in the ESL program. It is up to the student to tell the teacher and advocate for themselves. Many of the general education teachers also often don’t hold ESL endorsements nor are they provided with professional development directly related to working with diverse learners. Researchers such as Lacina, Levine, & Sowa (2010/2011) would argue that this model is very ineffective bilingual education model.

Why Sheltered & Targeted Instruction

The  article, Targeting Content Area Literacy Instruction to Meet the Needs of Adolescent English Language Learners (Watkins & Lindahl, 2010). explains the similarities between sheltered and targeted instruction and why these teaching models are effective for English language learners (ELLs).These teaching practices foster the simultaneous development of grade-level content and language acquisition skills. This is the most efficient way to teach ELLs because then they don’t fall behind their native English speaking peers on grade level content while they are trying to learn English. While ELL students are going through the stages of language development, teachers should to be prepared to frequently incorporate the student’s native language into daily instruction, especially if a student is in the early to emergent stage of English development. Watkins & Lindahl (2010, p. 24) explain, “It is no longer enough to expose children to quality language and expect that this input alone will be enough to learn a new language.” This article encourages teachers to reflect and be aware of thier own language to make sure they are utilizing vocabulary and materials the students are able to understand. If the students have to spend all their energy on translating and comprehending what is said, they maybe come frustrated and give up. It is the teacher's role to make sure the students understand what is taught to them by doing things such as: slowing down when they talk, using clear enunciation, referring to visuals, providing demonstration, teaching key vocabulary, helping the students make personal connections, and providing supplemental materials when needed (Watkins & Lindahl, 2010).

  

**Note: See full citations/references on the "Reference" page.