English Language Learners Programs

Program models in schools vary depending on staff availability and school-wide resources. Across the United States, most schools use the below 5 English language learners programs to teach English language learners.

Pull-Out Model

The pull-out model is the most often used teaching model by schools. In this model, students are pulled for 20 to 45 minutes to provide students direct language instruction in the domains of listening, speaking, reading, and writing.

In this model, the ESL teachers use school developed curriculum or a commercial curriculum to address areas of needs for the students. Pull-out models might work when schools use a language curriculum aligned with English language development standards. A language curriculum allows the teacher to address language specific needs when students are grouped considering their English language proficiency levels. To determine the pull-out instructional time, ELL teachers and classroom teachers agree to a specific time of the day that won't impact content area learning. It is never recommended to pull-out a student out content area time.

Push-in Model

The push-in model has become very famous over the last years. In this model, ESL teachers arrange to attend content area class time, such as English language arts, to provide immediate intervention and supports to ELL (English Language Learners). A well prepared ESL teacher uses the English language development standard to align language needs (listening, speaking, reading, and writing) to content area standards. This connection facilitates language and content growth simultaneously. This English language learning model allows the ESL teacher to serve more students and more easily advocate for student needs.

Co-teaching Model

Co-teaching is the most effective teaching model for English language learners. During co-teaching, the ESL and classroom teacher co-plan as partners to meet the needs of the students. During content area teaching, the ESL teacher is in the classroom running small group instruction with some students based on their academic and language needs. Pre-planning is essential for this teaching model to be effective. Over time and as the teachers get comfortable with each other, planning time reduces, and it becomes more strategic and specific. A well prepared ESL teacher uses the English language development standard to align language needs (listening, speaking, reading, and writing) to content area standards. This connection facilitates language and content growth simultaneously. This English language learning model allows the ESL teacher to serve more students and more easily advocate for student needs.

Dual Language Immersion Model

Dual language immersion models are the ideal language instruction models for English language learners. One issue with dual language immersion is that it is often only available for certain languages, and the program requires a lot more resources. In this model, students are taught English and another language regularly. For example, math and social studies are taught in Spanish, along with Spanish language arts. English language learners are said to be successful in these programs because the goal is for students to master their native language and English simultaneously. Immersion programs are an excellent option for newcomer students. The difficulties of entering a new school are less when the student continues to learn using their native language and at the same time begins to acquire English.

Transitional Bilingual

Most transitional bilingual programs focus on providing content and language instruction in the student's native language during the first years of a student's school. Once a student acquires "enough English" they are transitioned to another instructional model that would most likely be one of the top three models mentioned above.