![]() ![]() Sheltered English instruction is a model frequently hailed by supporters of the English-only movement. Common monolingual program models include sheltered English instruction, structured English immersion, and English as a second language (ESL) - also called English for speakers of other languages (ESOL). Since they are not instructed in their home languages, monolingual programs can also be considered subtractive. In the U.S., most ELLs are in monolingual classrooms. Which of these is the best model for serving ELLs? Well, it depends upon the goals that a school or district has for their ELLs, as well as the resources available to them. Integrated TBE programs counteract this segregation by incorporating ELLs into English classrooms for a portion of the school day. A critique of TBE programs is that they typically segregate ELLs from native English-speaking peers, which can isolate them from language-rich interactions present in linguistically-integrated classes. Under this model, children’s home language is used for an initial period of time to build basic literacy and content knowledge, but then they are transitioned to English as soon as possible. For instance, it is the state-mandated instructional model in Texas, where approximately one of every six U.S. Transitional bilingual education is the most common bilingual model for ELLs in the U.S. Transitional bilingual education (TBE) - also known as early-exit bilingual programs - and integrated TBE are both examples of subtractive bilingual program models. Subtractive Bilingual Program Modelsīilingual programs that provide initial instruction in ELLs’ home language in order to develop their English skills are considered “subtractive” in that they are not designed to support or enhance ELLs’ first language abilities. At this time there are 458 records in the database, 425 of which are English-Spanish programs. ![]() ![]() The Center for Applied Linguistics maintains a database of TWI programs in the U.S. serve Spanish-speaking ELLs, however, French and Chinese programs are on the rise. This can be achieved by splitting up the day’s subjects (and/or minutes) into each language, alternating language days, or switching languages each week. TWI students usually spend 50 percent of their time in each language. Most TWI programs strive to maintain a student population that is 50 percent ELLs and 50 percent students who speak English at home. HL programs are often found in communities at-risk of losing a minority language and for this reason are common models for Native American language instruction.ĮLLs in two-way immersion (TWI) programs learn content in both English and their home language. Examples of these programs include heritage language (also called maintenance bilingual or late-exit bilingual) and two-way immersion (also called dual immersion) programs.ĮLLs in heritage language (HL) programs often take a class - separate from their other subjects - in their home language. Programs that aim to educate students to be bilingual and biliterate are considered “additive” bilingual models. This week’s post provides an overview of bilingual and monolingual program models for DLLs and ELLs (for more information on these terms, read the DLL Reader's first post here). In addition, the ways DLLs and ELLs are taught impact their home language skills and content knowledge. As mentioned in Part 4 of the DLL Reader, one of the most important school factors impacting dual language learners’ (DLLs) and English Language Learners' (ELLs) English acquisition is the educational model through which they are instructed.
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