A Look at Program Models and Their Benefits and Problems

In the past, ESL programs have operated according to a deficit model and thus have operated and defined themselves only in terms of how long it took students to learn to speak English—to fix the problem. As research builds, however, the benefits of additive bilingualism can’t be ignored, and programs operating according to an enrichment model—wherein all students are viewed as resources—are increasing (Ovando & Combs 2006).

Program Models:

·         ESL Pullout:

o   Problematic because it is the most expensive (hires specialized teachers), most common, least effective; denies access to core curriculum, no instruction in first language, students are stigmatized

o   Still used because it is institutionalized and difficulty to change

·         ESL Content/sheltered instruction

o   Problematic because students are still segregated and may be viewed as remedial

o   Beneficial because lessons have both content and language goals, which makes learning both more interesting and retainable; teachers are trained in SLA and use specific strategies; bridges from ESL to English content

·         Newcomer programs: a 1-2 year transitional program offering familial social services, support in first language, ESL and content instruction

·         Transitional/early-exit: academics are taught in first language for a brief time (no more than 3 years), with a transition to English ASAP

o   Problematic because it doesn’t provide sufficient time to learn academic language; segregated, seen as remedial; the push to have students instructed in English leads to watered down content

o   Beneficial because there is native-language support

·         Maintenance/late exit/developmental: content area instruction in both languages

o   Problematic because it often discontinues after elementary school

o   Beneficial because it maintains first language

·         Bilingual Immersion/two-way bilingual/dual language: begins with 90% of instruction in minority language and increases over the elementary years to a 50/50 split

o   Beneficial because both languages are valued; English-speaking students acquire a second language; minority language is maintained

o   Problematic if neither of the languages is the child’s first languages; usually isn’t continued after elementary school; difficult for transfer students in upper grades; requires teachers in both languages

A great resource for EL teachers: http://www.imaginelearning.com/blog/2011/06/the-benefits-of-dual-immersion-education/