ESOL Curriculum and Materials Session 3- ESOL Program Models

Stages of Second Language Acquisition by Judie Haynes All new learners of English progress through the same stages to acquire language. However, the length of time each student spends at a particular stage may vary greatly.

Stage I: Pre-production/ Silent Period English language learners may have up to 500 words in their receptive vocabulary but they are not yet speaking. Some students will, however, repeat every thing you say. They are not really producing language but are parroting.

Stage I: Pre-production These new learners of English may be able to… Teachers should focus attention on listening comprehension activities and on building a receptive vocabulary. Copy words from the board Listen attentively Respond to pictures and other visuals

Stage I: Pre-production English language learners at this stage will need much repetition of English. They will benefit from a “buddy” who speaks their language. Remember that the school day is exhausting for these newcomers as they are overwhelmed with listening to English language all day long. The Silent Period.mov - YouTube

Stage II: Early Production This stage may last up to six months and students will develop a receptive and active vocabulary of about 1000 words. During this stage, students can usually speak in one- or two- word phrases. They can use short language chunks that have been memorized although these chunks may not always be used correctly.

Stage II: Early Production Here are some suggestions for working with students in this stage of English language learning: Ask yes/no questions Give students the opportunity to participate in whole class activities Ask either or questions Accept one of two word responses

Stage II: Early Production Using Authentic Materials - YouTube Use pictures and realia to support questions

Stage II: Early Production Use a frame to scaffold writing Modify content information to the language level of ELLS Simplify the content materials by focusing on key vocabulary and concepts Use graphic organizers, charts and graphs Begin fostering writing English through labeling and short sentences

Stage II: Early Production Use graphic organizers, charts and graphs Graphic Organizer SDAIE Strategy - YouTube

Stage II: Early Production Provide listening activities Listening games - YouTube

Stage II: Early Production Using the ESL Literacy Readers - YouTube When teaching elementary ELLs, use simple books with predictable texts

Stage II: Early Production Developing Vocabulary - YouTube Build vocabulary using pictures

Stage III: Speech Emergence Students have developed a vocabulary of about 3,000 words and can communicate with simple phrases and sentences. They will ask simple questions, that may or may not be grammatically correct. They will understand easy stories read in class with support of pictures. They will be able to do some content work with teacher support. They will initiate short conversations with classmates.

Stage III: Speech Emergence Here are some simple tasks they can complete: Understand and answer questions about charts and graphs. Participate in duet, pair and choral reading activities. Write and illustrate riddles. Read short, modified texts in content area subjects. Sound our stories phonetically.

Stage III: Speech Emergence Compose brief stories based on personal experience. Study flash cards with content area vocabulary. Match vocabulary words to definitions. Complete graphic organizers with word banks.

Stage III: Speech Emergence Using Dialogue Journals - YouTube Write in dialogue journals.

Stage III: Speech Emergence Understand teacher explanations and two-step directions. Giving Instructions - YouTube

Stage IV: Intermediate Fluency English language learners at the intermediate fluency stage have a vocabulary of 6000 active words. Comprehension of English literature and social studies content is increasing. They are beginning to use more complex sentences when speaking and writing and are willing to express opinions and share their thoughts.

Stage IV: Intermediate Fluency At this stage, students will use strategies from their native language to learn content in English. These English language learners will be able to work in grade level math and science classes with some teacher support.

Stage IV: Intermediate Fluency They will ask questions to clarify what they are learning in class.

Stage IV: Intermediate Fluency Many students may be translating written assignments from native language. Student writing at this stage will have many errors as ELLs try to master the complexity of English grammar and sentence structure.

Stage IV: Intermediate Fluency They should be expected to synthesize what they have learned and to make inferences from that learning. This is the time for teachers to focus on learning strategies.

Stage IV: Intermediate Fluency Students in this stage will also be able to understand more complex concepts.

Stage V: Advanced Fluency It takes students from 4-10 years to achieve cognitive academic language proficiency in a second language Most ELLs at this stage have been exited from ESL and other support programs. Student at this stage will be near-native in their ability to perform in content area learning.

Stage V: Advanced Fluency At the beginning of this stage, however, they will need continued support from classroom teachers especially in content areas such as history/social studies and in writing.

When looking at ESOL program models we first need to determine what ESOL instruction involves.  The ESOL curriculum is parallel to the standard curricula.  It involves the use of instructional approaches with specific objectives and goals that are assessed and reexamined if and when necessary. 

ESOL program models are designed to be used with students of many diverse backgrounds and represent many different languages.

ESOL programs are developed to introduce limited English students to the second language and allow for academic growth and development.

Successful program models are ones that foster academic growth while leaning English; allowing the student to proceed through school at the same rate as their native English-speaking peers. 

The effective program is also one that makes use of district and state resources that are in place and one that will meet the students needs linguistically and academically.

Factors to consider when selecting a program model: School demographics Student characteristics School and district resources Meeting the law

What does your school look like? School Demographics? Student characteristics? School and district resources?

School demographics The number of students who are limited English speakers, the number of students in each language background, and how these students are distributed across the grades

Student characteristics What educational background does the student have in their native language?  A student who enters the classroom with little education in the primary language will need to be addressed differently from the student who has a strong educational background in their primary language.  What are the students needs?

School and district resources What resources will the school or district already have in place?   Most districts have materials and trainings available for the instructors or ESOL students to use. 

Meeting the law What are the types of services required for ESOL students, what are the guidelines for program implementation, what are the procedures for obtaining funding, and what are the rules for certifying teachers to be ESOL teachers?

ESOL Pull-out This model is generally used at the elementary school setting.  Students who participate in this model usually spend part of the day in a mainstreamed classroom and are pulled out by an ESOL teacher to receive instruction in English as a second language.

ESOL Class Period This model is typically used in a middle school setting.  During this type of model the ESOL students receive ESOL instruction during a regular class period.  The students in this model are usually grouped together by their level of English acquisition.

Bilingual Models All bilingual models use the student's first language and also the new second language for instruction.  Students in this type of model are grouped according to their first language and the instructors must be fluent in both languages.  There are many different types of bilingual programs.  These include, but are not limited to, the following:

Early-exit programs  - In this type of bilingual program, students are taught the second language in an English-only (Second Language) mainstream classroom.  The initial lessons are provided in the student's first language and rapidly faded out to English only instruction.

Late-exit programs  During late exit programs, the ESOL student usually remains in the program throughout the elementary school years and receives 40% or more of their instruction in their first language.

Researchers have identified many different factors that lead to effective ESOL program models. Supportive staff and school High expectations for the ESOL students Staff development for all teachers in effective instruction Expert guidance

Providing functional communication between students and teachers Using thematic units and organization of instructional skills Students' interactions through collaborative techniques Teachers committed to educational success Teacher autonomy and principal support

Involvement of parents Meet the mandates Meet the students' needs Curricula that helps foster student growth Selecting appropriate instructional approaches and activities Monitoring student progress and adjusting when necessary

Immersion model  There are two primary types of immersion models that we will be discussing during this lesson.  They include the Sheltered Immersion Program also know as content- based programs, and the Structured Immersion Program.

Sheltered Immersion Programs Sheltered Immersion Programs are classes where the students are grouped together with students from diverse languages and backgrounds.  During this program the primary focus is on content instruction rather than language, although language development is a goal.  The teacher will use visuals and gestures to help enhance the language development

The following are classroom tips for classroom teachers who have ESOL students in their classrooms. Provide a peer buddy Have students share jobs Have students repeat directions Use audio-visuals Supplement written text Speak in short sentences with simple syntax and stress participatory learning at all levels Stress high frequency vocabulary and avoid idioms/slang words Use cooperative learning activities

There are many models and classroom instruction techniques that can help teachers of ESL students.  The following are a few models and techniques that can be used effectively for inclusionary teachers.

Class Wide Peer Tutoring - This type of instruction is based on cooperative learning. Cooperative Learning - is based on placing students in small groups to work collaboratively.  This type of learning has a better outcome when it's highly structured and each member has a defined role.

Direct Instruction - is a program that tests and retests what children are learning and corrects the errors the children make as they progress through the lesson.  In this type of model, children are grouped according to their ability levels. Instructional Conversations Model - was designed to increase students' language use during instruction and targets story structure and the ability to elaborate on the story's development.