|
INSTRUCTIONAL
MODEL
|
DEFINITIONS
AND CHARACTERISTICS
|
WHEN
APPROPRIATE
|
ELEMENTS
OF SUCCESSFUL IMPLEMENTATION
|
|
Bilingual Education:
|
|
|
|
|
Early-Exit Transitional
|
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
|
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
|
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
|
|
Late-Exit Transitional/
Developmental or Maintenance
|
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)
|
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
|
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
|
|
Bilingual Immersion
|
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
|
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
|
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).
|
|
Integrated TBE
|
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
|
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.
|
Some teaching is
done in both the primary language of the bilingual students and English
Teachers and languages
have equal status
|
|
Dual language Immersion
(aka two-way bilingual)
|
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)
|
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
|
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
|
|
Immersion Education:
|
|
|
|
|
ELD (English Language
Development)/ESL (English as a Second Language) Pull-Out
|
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
|
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
|
In content-ESL
students grouped around grade levels, not English proficiency
Appropriately trained
ESL teachers
|
|
Structured Immersion
|
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
|
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)
|
Teachers use sheltered
instructional techniques to meet needs of ELLs
Teachers have strong
receptive skills in students’ primary language
|
|
Submersion with Primary
Language Support
|
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.
|
Few students in
each grade level who are English language learners
|
Bilingual teachers
and/or aides available
|
|
Canadian French Immersion
|
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
|
All students native
speakers of majority language, which is highly valued inside and outside
of school
|
Strong family support
to learn L2
Teachers use sheltered
instructional strategies to facilitate comprehension in L2
|
|
Indigenous Language
Immersion (e.g. Navajo)
|
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
|
Students and school
identify with cultural and linguistic heritage
Teachers are fluent
in both languages
Community desires
and supports immersion program
|
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
|
L1=primary language; L2=second language; ELL=English language learner; ELD=English language development; ESL=English as a second language
© WestEd 1999. All rights reserved.
