Chapter 5: Instructional Models and Programs

In a local school, a teacher trained and certified to work with ELLs pulls students like Harper and Oliver out of the regular classroom for ESL instruction. What standards-based program is this?

• Home Language Instruction

• Pull-Out ESL

• Sheltered
  Instruction

• In-Class ESL

Answer explanation

The program described is 'Pull-Out ESL' because it involves a teacher trained to provide ESL instruction outside the regular classroom, specifically pulling students out for focused language support.

Which instructional model involves a teacher working alongside the regular classroom teacher to support ELLs?

• Home Language Instruction

• Sheltered Instruction

• Pull-Out ESL

• In-Class ESL

Answer explanation

In-Class ESL involves a teacher collaborating with the regular classroom teacher to provide support for English Language Learners (ELLs) within the classroom, making it the correct choice for this instructional model.

Which program involves teaching ELLs in their native language while they learn English?

• Home Language Instruction

• Pull-Out ESL

• In-Class ESL

• Sheltered Instruction

Answer explanation

Home Language Instruction involves teaching English Language Learners (ELLs) in their native language while they acquire English skills, making it the correct choice for this question.

The monoglossic perspective...

• View monolingualism as the norm

• Treat the languages of
  bilinguals as two separate,
  distinct systems (two
  monolinguals in one)

• Erase the natural fluid ways bilingual students use their
  languages in everyday life

• Treat the languages of
  bilinguals as co-existing

Answer explanation

The monoglossic perspective views monolingualism as the norm, treats bilinguals' languages as separate systems, and ignores the fluidity with which bilinguals use their languages, making the first three options correct.

The heteroglossic perspective...

• Realized through
  translanguaging practices

• Erase the natural fluid ways
  bilingual students use their
  languages in everyday life

• View bilingualism as the norm

• Treat the languages of
  bilinguals as co-existing

Instructional Models

Transitional Bilingual Education/Early-Exit Program Characteristics:

• Target
  population:
  ELLs who speak the same home
  language

• Language
  goals:
  Learn English as quickly as possible to
  transition to the mainstream

• Academic
  goals:
  Meet the same grade-level content-
  area standards as English-fluent peers
  as soon as possible

• Culture
  goals:
  Acculturation to mainstream school
  and community; assimilation

Instructional Models

Developmental Bilingual Education Program Characteristics:

• Target
  population:
  ELLs who speak the same home
  language

• Language
  goals:
  Bilingualism and biliteracy

• Academic
  goals:
  Meet the same grade-level content-
  area standards as English-fluent peers

• Culture
  goals:
  Biculturalism

Instructional Models

Bilingual Immersion Program (One-Way) Program Characteristics:

• Target
  population:
  Language minority students who have little to no proficiency in the target
  language; English speakers who want to
  learn a world language

• Language
  goals:
  Bilingualism and biliteracy

• Academic
  goals:
  Meet grade-level expectations

• Culture
  goals:
  Biculturalism; cross-cultural
  understanding and communication skills

Instructional Models

Dual Language Program (Two-Way) Program Characteristics:

• Target
  population:
  ELLs who speak the same home
  language and English speakers who
  want to learn the language

• Language
  goals:
  Bilingualism and biliteracy

• Academic
  goals:
  Meet grade-level content-area
  standards

• Culture
  goals:
  Biculturalism, cross-cultural
  understanding, cultural pluralism

Instructional Models

Heritage/Community Language Program Characteristics:

• Target
  population:
  Heritage language speakers who have
  varying levels of proficiency in their
  heritage language

• Language
  goals:
  Broaden linguistic repertoire with
  attention to the standard variety and
  literacy in that language

• Academic
  goals:
  Meet the grade-level content-area

  standards related to world language

  learning or language arts standards

• Culture
  goals:
  Biculturalism, cross-cultural
  communication skills