Standards and Objectives of ELL Programs

For this activity, we were to compare and contrast two ELL programs used in schools. I looked at ESL Pullout and Two-Way Dual Language. When you are done reading, take a look at my Mind Map outlining the major differences between these two types of programs.

ESL Pullout

            This method, primarily used with elementary school students, involves students spending a large part of their day in a mainstream classroom and being pulled out for specific, ESL instruction. This instruction can be one-on-one or in a small group setting, and this method can be used with student who have little to no proficiency in English. This method can be used for as long as the student needs it to. The goal of ESL Pullout is for the student to end up fluent in English. There are a few major advantages of this method. First, when students are pulled out of class, the small groups they work with are generally much smaller than a mainstream classroom. This allows teachers to get to know their students both as people and as learners on a deeper level than is achievable than in a larger class setting. Additionally, this provides a safe space for ELL students to practice their English skills without feeling judged and to form bonds with other students who are in the same situation that they are.

            The standards for this program are as follows:

1 Standard 1: English language learners communicate for social, intercultural, and instructional purposes within the school setting.

2 Standard 2: Students communicate and understand information and ideas necessary to succeed in language arts.

3Standard 3: Students communicate and understand information and ideas necessary to succeed in mathematics.

4Standard 4: Students communicate and understand information and ideas necessary to succeed in science.

5Standard 5: Students communicate and understand information and ideas necessary to succeed in social studies.

These standards leave much room for interpretation. They seem to be lacking in substance and could definitely use some fleshing out. With more substance, they could be solid standards.

Two-Way Dual Language

            This program involves taking two groups of students, one whose native language is English and one whose native language is something else, and grouping them together in one classroom where they are taught in English and the other native language. For example, if the second group’s native language were Spanish, then ideally, half of the instruction would occur in English and half would occur in Spanish. The idea behind this program is that it produces bilingual students who are not only proficient conversationally in each language, but also academically. One of the main strengths of this approach is that students can help each other in their non-native language, and both groups of students get to spend part of the day in the language in which they are most comfortable. Of course, the end goal is to achieve a native level of comfort in both languages, but that takes time. Ideally, this program would begin as early as elementary school and would continue all the way through high school. When a new language is started early, students have the best chance of achieving fluency.

            The standards for this program look very similar to something you would see for a foreign language program. At the heart of this program, the students are, in fact, learning a foreign language while continuing to receive instruction in their native language. The standards are as follows:

6)   Communication: Communicate in a Second Language

i)              Interpersonal Communication: Students engage with their peers, discussing feelings, thoughts, and opinions.

ii)             Interpretive Communication: Students can understand written and spoken language on many different topics.

iii)           Presentational Communication: Student is able to share information and ideas via public speaking or writing, also on many different topics.

7)   Cultures: Students will become knowledgeable about cultures other than their own. They will have a true understanding of the culture on a deep level rather than just a cursory understanding.

8)   Connections: Students will connect what they are learning to other disciplines. This is particularly important because they will be learning about other disciplines in their non-native language. Students will also gain access to a new view on the world that is only accessible to them through their newly acquired language.

9)   Comparisons: Students will draw comparisons between their native language and culture and the language and culture that they are learning. This will enhance their understanding of both language and culture on a conceptual level.

10)                  Communities: Students will participate in a multi-lingual community in their school, forging connections due to their newly acquired language. Students will also learn to use what they have learned outside of school for personal enjoyment, such as watching a television show in their non-native language or communicating with a pen pal.