Instructional Methods and Program Models for Serving English Language Learners: An Overview for the Mainstream Teacher

There are four major instructional methods for serving English language learners, characterized by the degree to which they incorporate a student’s native language and the approach they take to delivering academic content. In addition, several specific program models have been developed using these instructional methods as a guide (Linquanti, 1999).

We have not attempted to evaluate or compare these methods and models, or to draw conclusions as to the best design for a particular district, school, or classroom. In their report, Program Alternatives for Linguistically Diverse Students (Genesee, 1999), researchers from the Center for Research on Education, Diversity, & Excellence (CREDE) observed: "No single approach or program model works best in every situation. Many different approaches can be successful when implemented well. Local conditions, choices, and innovation are critical ingredients of success" (p. 4).

1. Instructional methods using the native language: These programs use the ELL’s primary language to provide lessons in core academic subjects and/or to teach reading and language arts. Classes are usually taught by a teacher who is fluent in the ELL’s primary language.

Transitional Bilingual Programs (also known as Early-Exit Bilingual): The primary goal of this model is to mainstream students to all-English classrooms. Native language is used to help students keep up with academic content, but the focus is on phasing students into English-only instruction as quickly as possible. After students have been mainstreamed, no emphasis is put on the retention and development of their native language skills.

Developmental Bilingual Programs (also known as Late-Exit Bilingual): Developmental programs differ from transitional programs "primarily in the amount and duration that English is used for instruction" (Ramirez, Yuen, &Ramey, 1991, paragraph 3, as cited in Rennie, 1993) and in the length of time students are in the program. Developmental programs typically last throughout elementary school and students may continue to receive up to 40 percent of their instruction in their native language even after they have been reclassified as English-proficient.

Two-Way Immersion Programs (Also known as Dual-Language or Bilingual Immersion): The goal of these programs is to develop proficiency in the student’s first or native language (L1) and in a second language (L2). Usually about half the students are native English speakers and half are English language learners from the same language group and similar cultural backgrounds. Instruction can be 90/10: that is, starting at 90 percent in non-English and 10 percent in English, gradually increasing to 50/50. Or, instruction can be 50/50 from the beginning. These programs require significant school, family, and community commitment, significant peer interaction, and bilingual teachers who are trained to teach in both languages.

Newcomer Programs: These programs are designed to meet the needs of incoming ELL students with low-level English literacy skills and often limited formal schooling in their native countries. Students enrolled in newcomer programs are usually recent arrivals to the United States. The goal of these programs is to help students acquire beginning English skills and core academic skills, and to acculturate to the U.S. school system. Some programs may have the additional role of promoting students’ native language skills. These programs can vary widely in their organization.

2. Instructional methods using the native language as support: These instructional methods can exist within nearly every program model. Some programs use bilingual paraprofessionals within the mainstream classroom to provide native language support. Other programs may use teachers trained in a variety of sheltering strategies. In its most general sense, these are methods in which teachers or paraprofessionals use the ELL’s primary language to translate unfamiliar vocabulary or clarify lessons taught in English.

3. Instructional methods using English as a Second Language (ESL): These include various approaches to teaching English to non-native speakers. The three common subdivisions of ESL emphasis are:

Grammar-Based ESL: Instruction in English that teaches about the language, including its structure, functions, and vocabulary.

Communication-Based ESL: Instruction in English that emphasizes using the language skillfully in meaningful contexts.

Content-Based ESL: Instruction in English that attempts to develop language skills while preparing students to study grade-level material in English. Although using content as a means, these programs are still focused primarily on the learning of English, which distinguishes them from sheltered instructional methods.

(adapted from Linquanti, 1999)

4. Content-Based Instruction/Sheltered Instruction Method: This method of instruction is also known as Structured Immersion. In California it is known as Specially Designed Academic Instruction in English (SDAIE). This involves the teaching of grade-level subject matter in English in ways that are comprehensible and engage students academically, while also promoting English language development. Sheltered instructional strategies are part of almost every other method and model, but can also be organized into a unified program model in their own right. This method of instruction requires significant teaching skills in both English language development and subject-specific instruction; clearly defined language and content objectives; modified curriculum, supplementary materials, and alternative assessments (Echevarria, Vogt, & Short, 2000).

Sheltered Instruction Observation Protocol (SIOP): A program model for teaching grade-level content in a way that is understandable for ELL students while at the same time promoting their English language development. SIOP was developed by researchers at the Center for Research on Education, Diversity & Excellence in response to the variability, both in design and delivery, of sheltered instruction methods. It uses a variety of sheltering strategies in a unified, structured way. Research using a control group design has compared ELL students in classes whose teachers had been trained in implementing the SIOP to a control group class (taught by teachers not trained in the SIOP model). ELL students in classes whose teachers had been trained in implementing the SIOP outperformed control group students. (See Echevarria & Short, 2003, for more information on the research.)

Cognitive Academic Language Learning Approach (CALLA): A program model based on cognitive learning theory, CALLA integrates content-area instruction with language development activities and explicit instruction in learning strategies (Chamot & O’Malley, 1994). CALLA emphasizes active learning, in which students are given the skills and opportunities to take an active role in their own learning. Developed by Anna Uhl Chamot of George Washington University and J. Michael O’Malley, CALLA is being implemented in approximately 30 school districts in the United States and in several other countries. Chamot and O’Malley (1996) report that some studies in certain districts show ELL students in "high implementation CALLA classrooms performed significantly better" (p. 271) than ELL students in low-implementation classrooms on the use of procedures such as problem solving. They do, however, acknowledge that more research and formal program evaluations are needed. (For more information see www.gwu.edu/~calla/)