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Program Models

Program Models. What different programs look like…. Program Models for English Language Learners . ESOL/ESL Models Mainstream Classes (Inclusion) Self-Contained ESOL Classes or Sheltered Classes English as a Second Language Classes. Program Models Cont’d . Bilingual Models

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Program Models

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  1. Program Models What different programs look like…

  2. Program Models for English Language Learners • ESOL/ESL Models • Mainstream Classes (Inclusion) • Self-Contained ESOL Classes or Sheltered Classes • English as a Second Language Classes

  3. Program Models Cont’d • Bilingual Models • Two-Way Bilingual Programs • Transitional Bilingual Programs • Developmental Bilingual Programs • Dual: • 1-way • 2-way

  4. Key Factors for Successful Inclusion • Teacher collaboration • Common planning time weekly • Comprehensive staff development • After students are placed • To solve specific problems • To modify curriculum and instruction to meet student needs

  5. Thomas and Collier’s 1997 Study • Years 1982 – 1996 with 700,000 student records

  6. Thomas and Collier Studies • The Thomas and Collier 1997 national research study summary may be found at: • Thomas, W.P. & Collier, V.P. (1997a).  School effectiveness for language • minority students.  National Clearinghouse for Bilingual Education (NCBE) • Resource Collection Series, No. 9, December, 1997. • http://www.ncela.gwu.edu/pubs/resource/effectiveness/

  7. Thomas and Collier Recommendations - Notes • Don’t ‘water down’ instruction; don’t separate ELLS from mainstream instruction completely but support them in regular classrooms until they are ready to successfully compete with native English speakers • Provide opportunities for parents to support their children with native language interaction.

  8. Thomas and Collier Recommendations • Provide continuing cognitive and academic development by use of native language instruction for part of the day. • Use current approaches to instruction, emphasizing interactive, discovery learning, avoid ‘drill and kill’ methods. • Improve the socio-cultural context of schooling (emphasize bilingualism as enrichment rather than remediation).

  9. Thomas and Collier Recommendations • Move away from all English programs and toward stronger forms of bilingual education such as one-way or two-way programs) • If you must use an all English program use more effective methodologies that integrate content and language that include on-going staff development.

  10. Arguments For and Against Bilingual Education • 1. Sink or Swim Approach - “My Grandpa made it.” • Most likely Grandpa didn’t make it. Consider the following: • On what kind of language did he succeed? • Social (playground) language vs Academic language. Only recently has that distinction been made, chances are Grandpa’s level of proficiency was overrated. • Consider turn-of-the-century data on high school entry rates in 1908 from the 5 largest cities in the U.S. at that time. From: * Perlman, J.(1990). In Cazden, C. & Snow, C. (Eds.) The Annals of the American Academy of Political and Social Science. p.36.CA: Sage Publications

  11. Arguments For and Against Bilingual Education • 2. Reconsider criteria for success. • Much higher levels of literacy are now needed for social and economic mobility. • 3. “It costs too much to serve all language groups.” • Krashen: If scientists discover a cure for one type of cancer that cures 30% of all cancers sufferers but not the other 70% what would you do as a decision-maker? (Better some than none.) • Other arguments for and against?

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