Chapter One Summary
Chapter One Summary
Kelsey
February 18, 2013
Chapter One Summary
According to Moughamian (2009), "English language learners (ELLs), represent one of the fastest growing groups among the school-aged population in the U.S.” (para. 1). By the year 2015, English language learners will make up 30% of the schools population in the U.S. (Moughamian, 2009). English language learners, as well as native English speakers, are required to be successful in school and succeed as productive members of society. There have been a number of programs developed to help aid in this issue.
Pull-out, Sheltered Instruction, and Bilingual Education Programs
Pull-out, Sheltered Instruction (SI), and Bilingual Education programs were developed in order to help the teachers of ELL students effectively acquire knowledge to succeed.
Similarities of These Programs There are some minor similarities between these programs such as pull-out programs and Sheltered Instruction (SI) offer instruction in English while the student is in the mainstream classroom. Another similarity is that pull-out programs and bilingual education programs work with the student outside the regular classroom during regular school hours. However probably the most important similarity is that these programs were established to help ELLs gain the language and knowledge they will need to succeed in school.
Differences of These Programs There are significant differences between these programs such as pull-out students will have the support of a specialist that pulls them from the classroom and works with them in a different learning environment, whereas the SI student will not. In SI classrooms the instruction is adapted to the ELLs by the use of gestures, visual aids, and manipulatives. Classroom with pull-out students, instruction is not adapted. Even though SI students and at times pull-out students are instructed in mainstream classrooms, bilingual education students are kept separate from the
Kelsey
February 18, 2013
Chapter One Summary
According to Moughamian (2009), "English language learners (ELLs), represent one of the fastest growing groups among the school-aged population in the U.S.” (para. 1). By the year 2015, English language learners will make up 30% of the schools population in the U.S. (Moughamian, 2009). English language learners, as well as native English speakers, are required to be successful in school and succeed as productive members of society. There have been a number of programs developed to help aid in this issue.
Pull-out, Sheltered Instruction, and Bilingual Education Programs
Pull-out, Sheltered Instruction (SI), and Bilingual Education programs were developed in order to help the teachers of ELL students effectively acquire knowledge to succeed.
Similarities of These Programs There are some minor similarities between these programs such as pull-out programs and Sheltered Instruction (SI) offer instruction in English while the student is in the mainstream classroom. Another similarity is that pull-out programs and bilingual education programs work with the student outside the regular classroom during regular school hours. However probably the most important similarity is that these programs were established to help ELLs gain the language and knowledge they will need to succeed in school.
Differences of These Programs There are significant differences between these programs such as pull-out students will have the support of a specialist that pulls them from the classroom and works with them in a different learning environment, whereas the SI student will not. In SI classrooms the instruction is adapted to the ELLs by the use of gestures, visual aids, and manipulatives. Classroom with pull-out students, instruction is not adapted. Even though SI students and at times pull-out students are instructed in mainstream classrooms, bilingual education students are kept separate from the
References: Echevarria, J., Voyt, M., & Short, D.J. (2008). Making Content Comprehension for English. Retrieved from The University of Phoenix eBook Collection database. Moughamian, A. C. (2009). Instructional models and strategies for teaching English language learners. Retrieved from http://www.centeroninstruction.org/files/Instructional%20Models%20for%20ELLs.pdf