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INSTRUCTIONAL MODEL
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DEFINITIONS AND CHARACTERISTICS
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WHEN APPROPRIATE
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ELEMENTS OF SUCCESSFUL IMPLEMENTATION
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Bilingual Education:
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Early-Exit Transitional
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- Goal is to develop English skills without sacrificing or delaying
learning of academic core and develop English fluency to successfully
move students to mainstream classrooms
- Students are ELL and from same language background
- Some content instruction in native language, transition to English
as rapidly as possible
- Usually transition to mainstream in 2-to-3-years
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- Sizable group of ELLs who speak the same language and are in
the same grade
- Limited number of bilingual teachers available to teach in the
higher grades
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- Includes some content instruction in English and builds competency
in oral and written academic English
- Develops literacy in the primary language as foundation for
English reading
- Often uses sheltered instructional strategies
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Late-Exit Transitional/ Developmental or Maintenance
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- Goal is to develop academic proficiency in English and students’
first language
- Transitional programs: generally place less emphasis
on developing students’ first language and more emphasis on the
first language as a bridge to English language development
- Developmental programs: generally place equal emphasis
on developing and maintaining students’ primary language and academic
English proficiency
- Students are ELL and from same language background
- Significant amount of instruction in native language while continuing
to increase instruction in English (4-6 years)
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- Sizable group of ELLs who speak the same language and are in
the same grade
- Bilingual teachers available to teach in the higher elementary
(or later) grades
- Interest and support from language-minority community in maintaining
primary language, learning English, and achieving academically
in both languages
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- Bilingual teaching staff proficient in using both languages
for academic instruction
- Develops literacy in the primary language as foundation for
English reading
- Language arts instruction in primary language and English
- Often uses sheltered instructional strategies
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Bilingual Immersion
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- Goal is English language development
- Students are ELL and from same language background
- Most instruction in English; first hour of the day, teachers
teach primary language literacy and explain concepts in students’
primary language. Sheltered English for all subjects.
- Students may use primary language even when instructed in English
- Transitional model, usually 2-4 years, then enter mainstream
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- Sizable group of ELLs who speak the same language and are in
the same grade
- Limited number of bilingual teachers available to teach in the
higher grades
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- Bilingual teaching staff proficient in using both languages
for academic instruction (though L1 used much less)
- Teachers trained in second language methodology and teaching
content in a second language (often sheltered instructional strategies).
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Integrated TBE
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- Goals are English Language Development and partial bilingualism
- Targets minority students within majority classroom
- Allows teachers and students to use native language in mainstream
classrooms
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- When there are significant numbers of students with same language
background, but not necessarily enough for a whole class
- Bilingual teachers and/or assistants, who are available and
trained, share a classroom with a monolingual-English teacher.
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- Some teaching is done in both the primary language of the bilingual
students and English
- Teachers and languages have equal status
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Dual language Immersion (aka two-way bilingual)
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- Goal is to develop strong skills and proficiency in students’
first language and a second language
- About half the students are native speakers of English and half
are English-language learners from the same language group
- Instruction in both languages ("90/10": begins 90%
in non-English, 10% English, gradually increasing to 50/50; or
"50/50": 50% non-English, 50% English for all students
from beginning)
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- Approximately half the students are native English speakers
and half are native speakers of another language
- Bilingual teachers who are trained to teach learners in both
languages
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- Strong commitment from school, family, and community
- ‘Sheltered instruction’ used as students learn content subjects
through non-primary language
- Substantial peer interaction to tap student’s language resources
- Program continues after elementary school
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Immersion Education:
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ELD (English Language Development)/ESL (English as a Second Language)
Pull-Out
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- Goal is fluency in English
- Programs targeted to ELLs
- Students integrated in mainstream, English-only classroom in
other subjects with no special assistance
- ESL: Students pulled-out for instruction aimed at developing
English grammar, vocabulary, and communication skills, not academic
content
- Content-ESL: Augmented ESL which includes academic content,
vocabulary, and beginning concepts
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- Diverse population of language minority students (many different
languages).
- Trained ESL resource teacher(s) available
- Students have varying levels of English, but usually at beginning-level
proficiency
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- In content-ESL students grouped around grade levels, not English
proficiency
- Appropriately trained ESL teachers
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Structured Immersion
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- Goal is fluency in English
- All students in program are English Language Learners
- Content instruction in English with adjustment to proficiency
level so subject matter is comprehensible (such as sheltered English
instructional methods)
- Typically no native language support or development
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- Sizable group of ELLs who speak the same language and are in
the same grade; or:
- Diverse population of language minority students (many different
languages)
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- Teachers use sheltered instructional techniques to meet needs
of ELLs
- Teachers have strong receptive skills in students’ primary language
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Submersion with Primary Language Support
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- Goal is fluency in English
- Targeted to minority language student within the majority-English
language classroom
- Uses primary language to support English language content instruction;
develops very limited literacy skills in primary language
- Bilingual teachers tutor small groups of students by reviewing
particular lessons covered in mainstream classes, using students’
primary language.
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- Few students in each grade level who are English language learners
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- Bilingual teachers and/or aides available
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Canadian French Immersion
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- Goal is fluency in French (L2) and English (L1) (bilingualism)
- Target population is language-majority students learning minority
language (no language-minority peers in class)
- Immerses students in second language for first 2 years using
sheltered language instruction, then introduces English (L1)
- Late immersion model provides intensive instruction in L2 in
the fifth, sixth, or seventh grades
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- All students native speakers of majority language, which is
highly valued inside and outside of school
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- Strong family support to learn L2
- Teachers use sheltered instructional strategies to facilitate
comprehension in L2
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Indigenous Language Immersion (e.g. Navajo)
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- Goal is bilingualism
- Supports endangered minority language (in which students may
have weak receptive and no productive skills)
- Develops academic skills in native language and culture as well
as English language and mainstream culture (Bilingual/Bicultural)
- In some programs, students come to school knowing some oral
native language, others focus on language revitalization
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- Students and school identify with cultural and linguistic heritage
- Teachers are fluent in both languages
- Community desires and supports immersion program
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- High quality materials in both languages
- Use of sheltered English instruction
- Program shaped and modeled by native bilingual teachers
- Program is socially, linguistically, and cognitively compatible
with native culture and community context
- Whole school program
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