Identifying Program Models 1
A first grade classroom consists of 12 Spanish-speaking ELLs and 8 Native English speakers. The teacher provides half the instruction in Spanish and half in English.
Dual Language Program
ELL students are thrown into regular mainstream classes. No specialized instruction or extra assistance is provided.
Submersion/Sink or Swim
A school district begins receiving a larger number of refugee students who do not speak any English from Sudan, Somalia, Burma, and countries in the Middle East. Many of these students were denied access to formal education prior to coming to the United States.
Newcomer Program
A first grade classroom consists of Arabic-speaking ELLs. The Arabic-speaking teacher provides language arts, social studies, and science in Arabic and art, music, and PE in English. He also provides 30 minutes of ESL instruction a day. Instruction is phased out over time as the students learn more English.
Transitional Bilingual Education
ELL students who speak a variety of languages are placed in a regular classroom, but they leave their classroom for about 30 minutes a day to receive English instruction taught by a certified teacher with specialized training in teaching language to ELL students.
Pull-Out ESL
Over 90% of the students in the school are Spanish-speaking ELL students. The parents would like their children to maintain their Spanish while they learn English and become competent bilinguals.
Developmental Bilingual Education Program (Maintenance)
A 2nd grade teacher has a classroom of Spanish-speaking ELLs. She provides sheltered English content instruction for all the subject areas and at least 40 minutes of ESL instruction a day. She also provides as much primary language support as she can.
Sheltered English Immersion
Hmong-American middle-school students are allowed to take one period of foreign language during which they can study their native language. The instruction is designed specifically for native speakers of Hmong.
Heritage Language Program
The school has a large number of ELL students, many of whom were born in the United States and who come from a wide variety of language backgrounds. There are no more than eight students from each grade who speak the same language.
Sheltered English Immersiom
A 5th grade classroom of Spanish-speaking students has about half their instruction in English and the other half in Spanish. Most of the students have received instruction in both languages since kindergarten, though the amount of instruction in Spanish has decreased from about 90% to 50%.
Developmental Bilingual Education (Maintenance)
Native Hawaiian students who cannot speak Hawaiian are in a kindergarten classroom where 90% of the instruction is in Hawaiian.
Bilingual Immersion
The school has about 100 Korean-American students, and their parents want them to receive one hour of Korean language instruction each day in addition to their regular classroom instruction.
Heritage Language Program
A high school has a program for non-English speaking students who recently arrived in the country. The students remain in the same classroom for most of the day. The classroom teacher provides intensive ESL instruction, some content area instruction using sheltered instruction, and ample primary language support.
Newcomer Program
ELL students who speak a variety of languages are placed in a regular classroom. A certified ESL teacher goes into the classroom to work with the ELLs. The ESL and classroom teacher collaborate in a co-teaching model.
Pull-in ESL/Push-in ESL
The school has about 45% Chinese-speaking (Mandarin) ELLs and 55% native English speaking students. Many of the non-Chinese parents would like their children to learn Chinese.
Dual Language Program