Transcript Program Models - Colegio Nueva Granada

Program Models
What different programs look
like…
Program Models for English
Language Learners
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ESOL/ESL Models
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Mainstream Classes (Inclusion)
Self-Contained ESOL Classes or Sheltered
Classes
English as a Second Language Classes
Program Models Cont’d
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Bilingual Models
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Two-Way Bilingual Programs
Transitional Bilingual Programs
Developmental Bilingual Programs
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Dual:
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1-way
2-way
Key Factors for Successful
Inclusion
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Teacher collaboration
Common planning time weekly
Comprehensive staff development
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After students are placed
To solve specific problems
To modify curriculum and instruction to meet
student needs
Thomas and Collier’s 1997 Study
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Years 1982 – 1996 with 700,000 student
records
Thomas and Collier Studies
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The Thomas and Collier 1997 national
research study summary may be found at:
Thomas, W.P. & Collier, V.P.
(1997a). School effectiveness for language
minority students. National Clearinghouse for
Bilingual Education (NCBE)
Resource Collection Series, No. 9,
December, 1997.
http://www.ncela.gwu.edu/pubs/resource/effe
ctiveness/
Thomas and Collier
Recommendations - Notes
1.
2.
Don’t ‘water down’ instruction; don’t
separate ELLS from mainstream instruction
completely but support them in regular
classrooms until they are ready to
successfully compete with native English
speakers
Provide opportunities for parents to support
their children with native language
interaction.
Thomas and Collier
Recommendations
3.
4.
5.
Provide continuing cognitive and academic
development by use of native language
instruction for part of the day.
Use current approaches to instruction,
emphasizing interactive, discovery learning,
avoid ‘drill and kill’ methods.
Improve the socio-cultural context of schooling
(emphasize bilingualism as enrichment rather
than remediation).
Thomas and Collier
Recommendations
6.
7.
Move away from all English programs and
toward stronger forms of bilingual education
such as one-way or two-way programs)
If you must use an all English program use
more effective methodologies that integrate
content and language that include on-going
staff development.
Arguments For and Against
Bilingual Education
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Sink or Swim Approach - “My Grandpa made it.”
1.
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Most likely Grandpa didn’t make it. Consider the following:
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On what kind of language did he succeed?
Social (playground) language vs Academic language. Only
recently has that distinction been made, chances are Grandpa’s
level of proficiency was overrated.
Consider turn-of-the-century data on high school entry rates in
1908 from the 5 largest cities in the U.S. at that time.
N.Y.
Chicago
Philadelphia
St. Louis
Boston
L.Majority
32
42
27
27
70
L.Minority
13
18
13
10
38
From: * Perlman, J.(1990). In Cazden, C. & Snow, C. (Eds.) The
Annals of the
American Academy of Political and Social
Science. p.36. CA: Sage Publications
Arguments For and Against
Bilingual Education
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2. Reconsider criteria for success.
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3. “It costs too much to serve all
language groups.”
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Much higher levels of literacy are now needed for
social and economic mobility.
Krashen: If scientists discover a cure for one type
of cancer that cures 30% of all cancers sufferers
but not the other 70% what would you do as a
decision-maker? (Better some than none.)
Other arguments for and against?