Types of Programs Serving ELLS/Models of Bilingual Education
Reading with ELLs
Hypothesis
Role of a Teacher
Model for Teaching
100
Pull out Traditional Instruction
Children are pulled out of their main stream classroom for help that they need
100
Read Aloud
Teacher reads aloud to a small group or to the whole class
100
The Acquisition/ Learning Hypothesis
Krashen believes there are two ways of getting a new language. He believes that acquisition happens in a social context and he also believes that learning is a conscious process
100
Direct Instruction
This instruction focuses on two aspects of language development that children go through: the social language and helps them use the correct vocabulary
100
Competence and Performance
Our competence seldom matches our performance
200
Pull out or Pull in
An ESL specialist is brought into the classroom to work with the students
200
Shared Reading
The teacher and the students take turns reading, this is often a reading strategy that we will find in lower level classrooms
200
The Natural Order Hypothesis
Krashen believes that language is acquired in a natural order. This is where understanding the complete order of acquisition is important
200
Modeling
Teacher models something that she wants to the children or class to do
200
Competence and Correctness
Rules that allow people to use language. This is usually learned in school and in other formal settings
300
Early-Exit Bilingual Education
Children are preparing to transition into all English classrooms within the three years of being in the ELL program
300
Guided Reading
Students do reading on their own under the guidance of the their teacher
300
The Monitor Hypothesis
This acquisition focuses on a result in phonology, vocabulary, and syntax. It also helps explain the different functions that acquisition and learning play
300
Scaffolding
Vygotsky believed that this theory of learning takes place when an adult or teacher points out aspects of a problem or makes suggestions to the students
300
Referential Function
We use language to refer to things in the world this is the most basic form of language.
400
Late-Exit or Maintenance Bilingual Programs
Students will receive direction and instruction in their first language, usually they will receive this instruction through 6th grade and then will move on
400
Independent Reading
Students pick books that interest them and read to self for a certain amount of time
400
The Input Hypothesis
Krashen calls this theory the i+1 which means the input plus 1
400
Zone of Proximal Development
Distance between actual developmental level and the level of potential development as determined through problem solving
400
Expressive Function
We need to be able to show our attitude toward language in order for someone to fully understand what we are explaining to them
500
Bilingual Enrichment Programs
This is a type of enrichment education where many children develop two languages.
500
Independent Reading
This type of reading can provide teachers insight on how well a student manages their independent work
500
Simplified Input
Hatch believes input includes caregiver talk and teacher talk. He believes that rate of speech is slower with longer pauses.
500
Personal Invention and Social Convention
View of learning as a process of internalizing social experience. Social interaction is critical in this technique
500
Integrative Function
This function allows us to vary our language depending on what social situation were in. It also is the social status in relationship not the people we are speaking with.