Programs and Models
Proposition 227, The Unz Initiative, has caused program changes to take place in most school districts (see The Quick Legal Picture) . In some cases, ESL programs have been eliminated. The term EL (English Learner) may be used instead of LEP. You may also hear the term ELL (English Language Learner). Some programs may now be called ELL or EL programs instead of ELD (English Language Development), SDAIE (Specially Designed Academic Instruction In English), or ESL (English as a Second Language).
English Language Development Classes (ELD):
ELD classes = ESL (English as a Second Language) is old terminology.
ELL (English Language Learner) is the latest name change for ESL and ELD classes and you may see it.
These classes are not designed to take the place of SDAIE or Primary Language Instruction. There are two types of programs.
ELD: English Language Development Classes
In an ELD class (Possibly called ELL or ESL):
¥ The emphasis is on communication.
¥ English is the primary goal.
¥ Uses L2 acquisition methodology
¥ Instruction occurs during a specific block of time. (From 1-3 periods per day)
¥ At the secondary level it takes place during designated class periods.
¥ Students learn survival skills
¥ Based on special curriculum that is not based around L1.
¥ Instruction is provided in listening, speaking, reading, and writing English.
¥ A deficit occurs because the class only covers English and neglects the content areas.
Content Based ELD
In a content based ELD Class (Possibly called ELL or ESL):
¥ Teaching takes place in the content areas
¥ Instruction is through English
¥ Uses L2 acquisition methodology
¥ The primary goal is English, but the content is a bonus.
¥ Is good for English learners in the first three stages of acquiring English if L1 content instruction is not available.
¥ This type of program is great for multilingual populations.
¥ Pull out program run by a specialist.
¥ Student receives instruction in vocab, grammar, and oral language survival English.
¥ This instruction is offered for a specific amount of time (at least 30 minutes) every day.
¥ Instruction may include L1 support.
¥ The program is usually not integrated with classroom curriculum and does not focus on CALP.
¥ The goal of this model is proficiency in L1 and L2.
¥ This is usually offered in a private school setting.
¥ Majority (English Speakers) are immersed in a foreign language.
¥ This method requires fully trained bilingual teachers that use L2 during instruction.
¥ This model relies on the idea that the advantages of being bilingual out weigh lost academic input.
¥ The goal of this model is proficiency in L1 and L2.
¥ Students that are Fluent in L1 are grouped with students that are fluent in L2.
¥ Both groups receive language instruction in L1 and L2.
¥ Both groups receive content instruction in their L1 and L2, but L1 and L2 are not mixed.
¥ A maintenance model for minority speakers
¥ An Immersion model for majority speakers.
¥ The L2 language and culture does not replace the L1 language and culture and the L1 language and culture are encouraged and developed (additive bilingualism occurs).
The goal of this model is to mainstream students into English only classrooms within a specified amount of time. There are two models.
Early - Exit Transition:
¥ Initial instruction is provided in L1. This is usually reading instruction for some portion of the day.
¥ Usually exits the students at the end of second grade or as soon as they have acquired BICS in L2.
¥ Can lead to a lack of well developed CALP in L1.
¥ May also be referred to as Transitional Bilingual Education, TBE.
Late - Exit Transition:
¥ A minimum of 40% of instructional time is spent using L1.
¥ The subjects taught in L1 are usually language arts, math, soc sci, and science.
¥ A structured ELD program is also included and an English reading program when CALP has been developed in L1.
¥ Exit at grade 4.
¥ May also be referred to as Maintenance Bilingual Education (MBE).
¥ Uses L1 and L2 for instruction.
¥ Instruction builds on the L1 skills and expands and develops the L2.
¥ Includes L1 cultural education.
¥ Students are not exited quickly and are encouraged to gain proficiency in both languages.
¥ Views bilingualism as an asset for the individual and society.
¥ May also be referred to as Maintenance Bilingual Education MBE.
(BACK)
Primary Language
Instruction:
¥ Provides access to the whole curriculum in L1.
¥ Instruction is delivered in L1 in order to develop CALP.
¥ Anything related to L2 occurs independently of L1 instruction.
¥ This approach is best used when the student is in the first three stages of L2 development. (See The Natural Approach for the L2 acquisition stages.)
(BACK)
Structured English
Immersion:
¥ Sometimes referred to as SDAIE or Sheltered English Immersion. This program includes academic content learning.
¥ Instruction is offered in English.
¥ There may be some L1 support when possible and students may use L1 in class.
¥ Focuses on structuring the L2 instruction so that it is more comprehensible for the L2 learner.
¥ Works best with students who have an intermediate level of L2 oral proficiency.
¥ If the student has not received L1 instruction appropriately this model can lead to subtractive bilingualism.
¥ The instruction is delivered in English.
¥ Strategies are used to make the content comprehensible.
¥ Strategies can include visual aides, diagrams, modified speech, frequent comprehension checks and specially designed lessons.
¥ Sheltered English is also know as SDAIE (see SDAIE for more information ).
Specially Designed Academic Instruction in English, SDAIE (formerly know as Sheltered English):
¥ SDAIE classes offer content area instruction intended for students that have reached the intermediate stage of fluency, but are not yet ready for the mainstream. (ex. SDAIE English, math, social studies)
¥ Instruction is in English.
¥ Can start as early as 4th grade, but usually begins in middle school.
¥ Helps to recoup any content area deficits EL may have.
¥ A scaffolding approach is used.
¥ The focus is on providing CALP in the content area.
¥ Provides equal access to the curriculum.
¥ challenges students by paralleling the mainstream and is not watered down curriculum.
SDAIE In the Classroom:
¥ SDAIE lessons begin by accessing prior knowledge (what students already know). ex. brainstorming.
¥ Simplified sentences, repeated vocabulary, contextual clues, visual aides, and interactive activities are used.
¥ Teachers should use short sentences, comprehensible English, body gestures, visuals, and manipulatives.
¥ Comprehension checks are frequent during a lesson.
¥ Student activities include cooperative grouping with an emphasis on communication and completing the assigned work. The groupings may vary depending on L2 skills. The teacher chooses and monitors groups.
¥ Sample skills: classification, compare/contrast (Venn Diagram), cause/effect, mapping a story
¥ Diagrams, pictures, filmstrips are often used.
¥ Submersion is not a program.
¥ A sink or swim approach that is not supposed to be used.
¥ Students are instructed in English only with no L1 support.
¥ staff that have not been trained in the methods of L2 acquisition.
¥ Blames the victim and assumes that a great deal of students will fail.
©1999, C. Pierce
