Designing programs for English Language Learners (ELLs)

 

 

 

 

When designing programs for English Language Learners (ELLs), several key components and models are crucial to ensure effective language development and academic success. Here are some of the primary program components and models:

Content-Based Instruction

Content-based instruction (CBI) integrates language learning with subject matter content. This approach helps ELLs acquire language skills while learning other academic subjects. Key features include:

– Selecting relevant and engaging content: Aligning subject matter with the curriculum and student interests[3].
– Integrating language and content: Designing activities that require students to use language while engaging with the content, such as discussions, debates, and projects[3].
– Providing language support: Scaffolding language learning with tools like vocabulary lists, language models, and graphic organizers[3].

Sheltered Content Instruction

Sheltered content instruction adapts academic content to the language proficiency level of ELLs. This model:

– Uses English as the medium for instruction: With adaptations such as gestures and visual aids to aid understanding[4].
– Focuses on content rather than language: While still aiming to improve English proficiency[4].
– Modifies academic material: To make it accessible and comprehensible to learners, using visuals and collaborative learning activities[5].

ESL Program Models

ESL (English as a Second Language) programs cater to students from diverse language backgrounds and do not require teachers to be proficient in the students’ home languages. Key models include:

– ESL Pull-Out: Students are pulled out from mainstream classes for ESL instruction[4].
– ESL Class Period: Students receive ESL instruction during a regular class period, often grouped by English proficiency level[4].
– ESL Resource Center: A centralized location where students from several classrooms or schools receive ESL instruction[4].

Bilingual Program Models

Bilingual programs use both the students’ home language and English for instruction. These include:

– Early-Exit Bilingual Programs: Initial instruction in the first language, phased out rapidly as students are mainstreamed by the end of first or second grade[4].
– Late-Exit Bilingual Programs: Students receive 40% or more of their instruction in their first language throughout elementary school[4].
– Two-Way Bilingual Programs: Instruction in both English and the minority language, with a balance between language minority and language majority students[4].

Task-Based Language Teaching

Task-based language teaching (TBLT) emphasizes real-life tasks to motivate language learning. Key components include:

– Task selection: Choosing tasks relevant to students’ lives, such as planning a trip or participating in a debate[3].
– Preparatory activities: Activities that activate prior knowledge and introduce key vocabulary or language structures before the task[3].
– Task design: Designing tasks that require language use to achieve a clear goal, incorporating elements of collaboration and problem-solving[3].
– Planning phase: Allowing students time to plan and prepare for the task, fostering communication and idea clarification[3].

Components for Students with Interrupted Formal Education (SIFE)

For ELLs with interrupted formal education, programs often include:

– Explicit instruction in word-reading skills and academic language: Focused on literacy and study skills[5].
– Content-based literacy approach: Thematically coordinated literacy and content courses[5].
– Sheltered content instruction: Modified academic material to make it accessible and comprehensible[5].
– Intensive instruction in writing for academic purposes and reading comprehension: To prepare students for high-stakes tests and basic literacy skills[5].

Collaboration and Support

Effective programs also emphasize:

– Collaboration among stakeholders: Teachers, administrators, and other stakeholders share responsibility for educating multilingual learners[1].
– Culturally and linguistically sustaining practices: Ensuring educational experiences are student-centered and responsive to ELLs’ strengths and needs[1].
– Training for mainstream teachers: Providing training in ESL techniques to support ELLs in mainstream classrooms[5].

These components and models work together to create a comprehensive and supportive educational environment for English Language Learners.