↗Curricular Investigation 1 By: Amanda, Cathleen, Danielle, Ellen, & Frances

Educational Approaches

There are a number of different programs offered to students who are learning the English Language

•Pull- Out Program

•Push- In Program

•Transitional Bilingual Education Program

•Dual Language Program

•Developmental Bilingual Education

English Language Learners are growing within New York City Public Schools.

Educational Approach - Pull OutAmanda

Pull Out programs are used for English Language Learners to get individualized attention in small groups.

ENL Teachers arrange groups depending on student’s level of proficiency. This is done to ensure that students receive the

appropriate teaching when pulled out.

“The ENL teacher provide support that aligns to the state curriculum, but does not work directly with the classroom teacher. Even then communication between the two teachers is key for student success.”

Educational Approach – Push In Ellen

Push – In students can share the same NL or be from

different language backgrounds

Push in is when the ENL teacher comes into the classroom and aids the ELLs. There is little time to plan

when you are a push – in teacher and having mutual respect with the teacher is key to having a successful

push in session. In the push – in model – the ELL is placed into mainstream classes for most of the day. The ENL teacher goes into that

classroom to offer extra support to the student.

Educational Approach - Transitional Bilingual Approach

Cathleen

The Transition Bilingual Program (a.k.a. Early-exit bilingual education) is a language instruction educational program model in which is offered in many different school districts.

Classes are taught in English and L1 with a Certified Teacher who has a Bilingual Extension.

Classes are made up of students who share the same native language.

The minutes of instruction in each language is determined by their level of English proficiency.

This program maintains and develops skills in the primary language while introducing, maintaining, and developing skills in English.

Educational Approach - Transitional Bilingual Approach (cont.)

Cathleen

Students in the Transitional Bilingual Program:

Students will receive instruction in both languages

Students must be able to speak and understand the native language

Students enrolled in grades K-12 can remain in a bilingual program based of Part 154 regulations and availability of programs

Primary Purpose of the Transitional Bilingual Program:

The primary purpose of this program is to facilitate the ELL student’s transition to an all-English instructional program, while the student receives academic subject instruction in their primary language to the extent necessary

Educational Approach-Dual Language Program

Frances

Dual Language is a also known as a two- way bilingual education program,two-way immersion, or dual immersion. Native English speakers work side by side with children who are learning English. Dual language programs share the same characteristics as Bilingual Immersion programs.

GoalThe goal is for students to develop language proficiency in two languages by receiving instruction in English and in another language “ Bilingualism.

Language of InstructionThe language of instruction is both English, and the limited English proficiency students native language usually throughout the elementary school years.

Language of Content InstructionThe language of content instruction is English and native language. It begins with less english and moves to 50% curriculum in each language.

Frances Educational Approach- Dual Language Program cont.

In a dual language program content areas will be taught one week in English and the other week in spanish. Students who enter into a dual language program will not receive ENL services. He/she will receive this instruction from their classroom teacher who must have their bilingual extension.Native English speakers in a dual language may exit at anytime. LEP students must take NYSESLAT once a year.

Educational Approach-Developmental Bilingual Education

InstructionAll students are English learners who share the same home language. They are taught primarily in their home language by a bilingual instructor.As their English language proficiency increases instruction in the home language decreases. These students generally begin this program in kindergarten or first grade, and they receive the majority of their instruction in a separate classroom.Bilingual instructors work collaboratively with school personnel to integrate ENL students with native English speaking students into programs where English is spoken.

Danielle

Danielle Educational Approach-Developmental Bilingual Education Cont.

Bilingual teachers provide instruction in the home language for a minimum of five to six years even when the student develops basic English language proficiency to ensure academic success.

BenefitsThe program produces better academic outcomes than do

transitional bilingual education or ENL programs. Students develop content knowledge in two languages and exit the program on grade level in both languages.

Danielle Educational Approach-Developmental Bilingual Education Cont.

Benefits cont.The program increases parental involvement. Parents can

communicate with the teacher and volunteer in the classroom in their home language.

Students acquire a strong self-identity and comfort level about being bilingual and about their cultural heritage.

ConcernsStudents may have limited opportunities to interact with the entire

school population. Program effectiveness may be compromised for those students who

enter the program late are highly transient and exit the program early.

Determine the needs of ENL Students

Most Department Of Education Public Schools •Send home language survey

•Identify level of English Proficiency through

home language questionnaire, informal

interview, NYSITELL or NYSESLAT

•Identify academic experience (not often done)

Sample Home Language Survey

Student Testing

Identify level of English ProficiencyStudents take the NYSITELL –New York State Identification Test for English Language Learners

-The NYSITELL is administered once the parent/guardian completes the Home Language (HLQ) and an informal interview is conducted in the native language and in English.

-The NYSITELL will reveal whether or not the student should receive Bilingual/ENL services.

-The NYSITELL consists of Listening, Speaking, Reading, and Writing Assessments.

-The purpose of the NYSITELL is to assess the English language proficiency of new entrants whose home language is a language other than English, as indicated on their Home Language Questionnaire. It assesses student’s speaking, listening, reading, and writing skills.

Student Testing

Identify level of English ProficiencyStudents take the NYSESLAT –New York State English as a Second Language Achievement Test

-The NYSESLAT is the annual English language assessment used to measure ELL students’ annual growth in English language development.

-The NYSESLAT is administered within six grade bands: K, 1-2, 3-4, 5-6, 7-8, and 9-12

-The NYSESLAT consists of Listening, Speaking, Reading, and Writing Assessments.

-The purpose of the NYSESLAT is to assess students’ Listening, Speaking, Reading, and Writing skills in English.

Student Testing

Identify level of English ProficiencyResults/ Proficiency Levels for the NYSITELL and

NYSESLAT

- Based on NYSITELL or NYSESLAT results, students are categorized into one of five proficiency levels (Entering, Emerging, Transitioning, Expanding, and Commanding)-This level determines the number of hours of services each student will receive.

- Effective June 1, 2015, the five levels replace the previous four levels (Beginning, Intermediate, Advanced, and Proficient)HIGHEST TO LOWEST:Commanding: the students are fluent in all language areas and their skills are equal to Native English speakers of the grade level - proficient Expanding advanced: advanced Transitioning : intermediateEmerging : low-intermediateEntering: little to no understanding in English- beginning

Curriculum Process

Common Core Standards is the curriculum all

New York City Public Schools use

Before beginning, objectives must be formed.

Developing ENL Curriculum• Identify the goal and purpose• Content aligned to national and state standards• Aligned to TESOL standards• Identify the characteristics of the district (understand

the needs)• Content and language objectives integrated• Have manipulatives to support students• Have a variety of visuals within the classroom and

lessons• Create differentiated instructions-variety of

instructional strategies• Have meaningful instructions • Integrate benchmark assessments

Discussion Questions

1. What ENL program is used within your school if any?

2. In your opinion, which ENL program do you see as most suitable for today’s learners? (keeping in mind all types of learners)

3. How does your school district identify and determine the needs of ENL students?