Possible Emergent Bilingual or English Language Learner Programs
Main Programs for Emergent Bilingual Learners
1) Late & Early Transitional Bilingual Program
This program works well when there is a larger group of students who primarily speak the same first learned language (L1). One of the main focuses and strategies for a Late Transitional Program is to develop life-long bilingual individuals. A student entering this program will be first taught mostly in their first learned language and will be gradually transitioned into the English language and int to English curriculum. Key aspect of Late Transitional is that the process normally takes several years to accomplish. Early Transitional Bilingual Programs are very similar in regards to first teaching ELLs, mostly through using their first learned language (L1) and little English. Early Transitional Bilingual Programs however, very rapidly transition into teaching more and more with English and less and less of student's original/ primary language. This rapid transition is driven by the goal of using L1 to develop English as quickly as possible. |
|
2) Dual Language Programs
The main goal of a Two-Way Bilingual/ Dual Language Program is to fully develop bilingual individuals. This model teaches content and school curriculum in two languages, the students first learned language (L1) and in English. Depending on the program the model and language ratio may vary. In other words a school may teach a 50/50 ratio meaning 50% in L1 and 50% in English. Other programs may start at a 20/80 and work towards a 50/50 model. Regardless of the starting ratio programs work towards a model that implements both languages equally. For this program to most effectively work there needs to be a balance of English-Dominant and Targeted Language dominant student must exist withing the classroom/school. |
3) Sheltered English Programs (SIOP or SDAIE)
This model provides instruction through English,
but uses strategies so that Emergent Bilingual students can still receive content through adapted teaching techniques. The main goal of this program is to provide Emergent Bilingual students equal access to school curriculum while, at the same time, developing English speakers. This model works effectively with a range of L1 students that are in the same class, and is beneficial to a variety of ELLS for instruction is adapted to meet the students language needs. One possible determent to this model is that it can take students more time to gain content concepts because there is ideally more scaffolding necessary.
This model provides instruction through English,
but uses strategies so that Emergent Bilingual students can still receive content through adapted teaching techniques. The main goal of this program is to provide Emergent Bilingual students equal access to school curriculum while, at the same time, developing English speakers. This model works effectively with a range of L1 students that are in the same class, and is beneficial to a variety of ELLS for instruction is adapted to meet the students language needs. One possible determent to this model is that it can take students more time to gain content concepts because there is ideally more scaffolding necessary.
Process of Becoming Designated as an ELL in Colorado
The Process begins with schools sending home a PHILOTE, which is a Home Language Survey, to all students. If any of the questions regarding students home language, or his/her own ability is marked yes in speaking any other language other than English, the student is marked to take the W-APT (WDIA-Access Placement Test). This is a test to further evaluate students English proficiency. If the student scores below fluency range on the test the student becomes eligible for school ELL program. Within the ELL program students English proficiency is annually monitored in order to continue to place student in the appropriate language instruction educational. There are five stages that EL's go through or enter into. The first stage is considered the Entering stage, followed by Beginning, Developing, Expanding, and lastly, Bridging. Once a student has reached proficiency on the W-APT test and proficiency in State Standard tests, the student can exit the program. Even after the student has exited the ELL program, he/she is monitored for two years to make sure student is academically succeeding without assistance of school ELL program.
For more information on each stage of WIDA's process of ELL students please go to:
file:///C:/Users/Nathan/Downloads/PerfDefs.pdf
The Process begins with schools sending home a PHILOTE, which is a Home Language Survey, to all students. If any of the questions regarding students home language, or his/her own ability is marked yes in speaking any other language other than English, the student is marked to take the W-APT (WDIA-Access Placement Test). This is a test to further evaluate students English proficiency. If the student scores below fluency range on the test the student becomes eligible for school ELL program. Within the ELL program students English proficiency is annually monitored in order to continue to place student in the appropriate language instruction educational. There are five stages that EL's go through or enter into. The first stage is considered the Entering stage, followed by Beginning, Developing, Expanding, and lastly, Bridging. Once a student has reached proficiency on the W-APT test and proficiency in State Standard tests, the student can exit the program. Even after the student has exited the ELL program, he/she is monitored for two years to make sure student is academically succeeding without assistance of school ELL program.
For more information on each stage of WIDA's process of ELL students please go to:
file:///C:/Users/Nathan/Downloads/PerfDefs.pdf
Works Cited:
Chambers Schuldt, L. (2017) Thursday Legal Cases OCR and Program Intro. [PowerPoint Slides
Wright, W. E. (2010). Foundations for Teaching English Language Learners: Research, Theory. Policy and Practice. Philadelphia: Caslon Publishing
Chambers Schuldt, L. (2017) Thursday Legal Cases OCR and Program Intro. [PowerPoint Slides
Wright, W. E. (2010). Foundations for Teaching English Language Learners: Research, Theory. Policy and Practice. Philadelphia: Caslon Publishing