Key Considerations for Multilingual Learner Program Types and Instructional Models
Part 2 of Scheduling for MLs series
Explore the Complete Three-Part Article Series, Scheduling for MLs
As I meet with schools and districts to discuss scheduling for multilingual learners (MLs), schools and districts share how they are currently scheduling MLs and their teachers as well as their greatest challenges in doing so. Together, we grapple with the number of MLs in their schools, the academic needs of the MLs, and the number of staff they have to meet that need. For example, some schools have recently enrolled many ML newcomer students and are trying to balance MLs’ language instruction with scaffolding grade-level content. Other schools are managing how to schedule teachers to maximize collaboration between English language development (ELD) teachers and classroom teachers. However, our conversations always lead to the following questions:
- What are your goals for your MLs?
- What is your current ELD program design, and what instructional models are you using in that design to meet those goals?
Tackling these questions and issues with scheduling MLs and their teachers cannot occur without a clear vision for programming and instruction for MLs.
In my previous article, Three Effective Scheduling Considerations for Multilingual Learner Education, I shared general scheduling considerations, recommendations for creating a balanced schedule for MLs based on English proficiency level, and suggestions for placing MLs in classrooms based on the size of the population. However, those considerations need to take into account your ML program type and instructional model.
In this article, the second in a three-part series, I synthesize information on program types and instructional programs shared by the US Department of Education (2017) in the English Learner Toolkit, the Migration Policy Institute (2018), and REL West (2018). I will describe four major ML program types. Then, I will outline several instructional models generally used in schools and districts, providing considerations for how to select the right program type and instructional models for your context. Finally, I will share a tool to guide you and your team in discussing these program types and instructional models as you determine the best instructional model for ML instruction in your school or district.
ML Program Types
A program type is a unique programmatic structure with certain characteristics and components designed to meet specific goals to provide quality instruction for MLs. According to the first prong of the three-pronged test established in Castañeda v. Pickard, ML program types should be based on sound educational theory. The US Department of Education (2017) outlines four ML program types that meet the first prong of the test, which are dual language, transitional bilingual, structured English immersion (SEI), and English language development (ELD). It is important to note that districts and schools may use more than one type of program to support MLs based on their context. Let’s look at the four program types to understand their similarities and differences.
Dual Language Programs
ML Program Types
Dual language programs develop language and literacy in English and a partner language (REL West, 2018; Sugarman, 2018; USDOE, 2017). They can be found in grades K-12 but are most commonly used in elementary schools. Dual language programs are often implemented in schools with larger numbers of MLs that speak a common home language1. Programs often start by first grade and last at least five years. While elementary students in a dual language program receive instruction throughout the day in both languages, secondary students in dual language programs may take certain classes in the partner language and others in English. Academic content is taught in both English and a partner language, such as Spanish or Arabic. In some programs, the partner language is used 90 percent of the time in early grades and transitions to 50 percent by upper elementary grades whereas other programs devote equal time to both languages from the start. Regardless of the time spent early on in the partner language, content is eventually taught equally in both languages to develop bilingualism and biliteracy in English and the partner language.
There are various types of dual language programs designed for proficient English speakers and MLs. However, I will be sharing two types of dual language programs specifically designed for MLs—one-way bilingual programs and two-way bilingual programs. The major difference between one-way and two-way bilingual programs is the makeup of the students.
- One-way bilingual programs, or developmental language programs, consist of only MLs speaking the same language.
- Two-way immersion programs’ classes include a balance of students who speak English and MLs who speak the partner language.
In both one-way and two-way programs, students receive instruction in both English and the partner language to develop bilingualism, biliteracy, and biculturalism.
Transitional Bilingual Programs
ML Program Types
Transitional bilingual programs develop MLs’ English language proficiency by leveraging and building upon MLs’ home language before transitioning to English-only instruction (REL West, 2018; Sugarman, 2018; USDOE, 2017). This goal for transitional bilingual programs differs from the goals of dual language programs. Transitional bilingual programs can be found in grades K-12 with larger numbers of MLs that speak a particular home language. Programs can start at any grade and last five years or longer, depending on the program. In addition, secondary transitional bilingual programs may include all courses or specific content courses for ML newcomer students. MLs are taught separately in transitional bilingual classes until they are scheduled into general education classes based on proficiency criteria, so academic content is initially taught in MLs’ home language and transitions to English over time. In transitional bilingual programs, the partner language is used up to 90 percent of the time early in the program and transitions to 100 percent in English later in the program before MLs exit out of the program. As students gain English language proficiency, especially in secondary grades, they may be scheduled into some general education courses, which are taught in English, and remain in the transitional bilingual program for other courses, taught in their home language
There are various types of dual language programs designed for proficient English speakers and MLs. However, I will be sharing two types of dual language programs specifically designed for MLs—one-way bilingual programs and two-way bilingual programs. The major difference between one-way and two-way bilingual programs is the makeup of the students.
There are three types of transitional bilingual programs, which are mostly defined by the length of time MLs are in the program, but follow a similar design described above.
- Early exit programs shift MLs to English-only instruction program types within one to three years.
- Late exit programs schedule MLs into English-only instruction program types after four or more years.
- Newcomer programs in late elementary through high school may also follow a transitional bilingual design for ML newcomer students in their first year or two in US schools and generally follow an early exit design.
SEI Programs
ML Program Types
SEI programs develop sufficient English language proficiency and content knowledge for MLs to successfully take part in general education content courses (REL West, 2018; Sugarman, 2018; USDOE, 2017). They can be found in schools in grades K-12 as part of instructional programming taught primarily in English. There are varying definitions of SEI Programs. Sometimes SEI programs are defined as intensive instruction in English language skills before MLs take general education classes. However, SEI programs can include sheltered English instruction where content is highly scaffolded and integrates intensive instruction in English language skills. These programs are generally designed for MLs at the beginning stages of English language proficiency with the intention of exiting MLs into general education classes based on proficiency criteria. Instruction in SEL programs is in English and may use MLs’ home language as a resource during instruction.
SEI programs can use some of the same instructional models used in ELD programs, such as newcomer programs, content-based ESL, standalone ELD instruction, and co-teaching. However, students are mostly taught in classes with other MLs and not integrated with their non-ML peers for portions of their day. SEI programs are more commonly found in secondary schools, but MLs in elementary school can be in an SEI program for a portion of their day. For example, upper elementary MLs could be scheduled into SEI programming for English language arts and math but are integrated with their peers for the remainder of their school day.
ELD Programs
ML Program Types
ELD programs are designed to support MLs in developing English language proficiency and academic language skills so MLs can access grade-level content instruction (REL West, 2018; Sugarman, 2018; USDOE, 2017). They can be found in schools grades K-12 as part of instructional programming in conjunction with grade-level content instruction. Instruction is in English and may use MLs’ home language as a resource. ELD programs use various instructional models, such as standalone ELD instruction, in-class support, and co-teaching, to implement in the program design. These instructional models are detailed in the next section.
ELD Instructional Models
An instructional model is an approach used within a program design to meet the specific goal of the program type. ELD instructional models are designed to provide designated or integrated ELD instruction. Designated ELD instruction focuses on advancing English language development, and integrated ELD instruction incorporates scaffolding and language instruction to support simultaneous content learning and language acquisition. Designated and integrated ELD are described in more detail in part 1 of this series. ELD programs utilize six general instructional models, which are standalone ELD instruction, in-class support, co-teaching, sheltered English instruction, content-based ELD, and newcomer programs (REL West, 2018; Sugarman, 2018; USDOE, 2017). Just like with program types, districts and schools may use more than one instructional model to support MLs based on their context. Let’s look at the six instructional models to understand their differences.
Standalone ELD
ELD Instructional Models
Standalone ELD is planned designated ELD instruction that develops MLs’ English language proficiency. This instruction is provided in a separate classroom by an ELD teacher. In elementary schools, an ELD teacher pulls students from their classroom to provide designated ELD instruction in another classroom or space whereas, in secondary schools, standalone ELD instruction is provided as an ELD course for MLs. Standalone ELD instruction should not replace whole group core instruction in elementary classes, and all MLs receiving this instruction should have opportunities to go to specials or take electives.
In-Class Support
ELD Instructional Models
In-class support is planned designated or integrated ELD instruction that is taught utilizing content topics. The goal is to simultaneously develop MLs’ English language proficiency and academic language skills in the content area classroom. During in-class support, ELD teachers can also provide MLs with assistance in completing academic tasks or acquiring academic skills during instruction designed by the classroom teacher. This instruction is provided by an ELD teacher during small group or independent work time. In-class support should not be confused with popping into a classroom to check in on a student. Instead, this instruction is intentionally planned in collaboration with the content teacher to target and develop specific English language skills related to the content topic.
Co-Teaching
ELD Instructional Models
Co-teaching is planned ELD instruction integrated with content instruction to develop MLs’ English language proficiency by providing scaffolds and academic language support in content instruction. Similar to in-class support, this instruction is provided within the content classroom by a content teacher and an ELD teacher. However, in a co-teaching model, content and ELD teachers work in tandem to provide language and content instruction for MLs. This model requires additional time for teachers to collaboratively plan and reflect on lessons and assessments in addition to the actual co-teaching time in the classroom. Quality co-teaching can use various models to best meet the goals of instruction, allowing each teacher in a co-teaching team to lead content delivery both independently and collaboratively.
Sheltered English Instruction
ELD Instructional Models
Sheltered English instruction is planned, integrated ELD and content instruction, scaffolded to provide access for MLs. As with other models that include integrated ELD and content instruction, the goal is to develop MLs’ English language proficiency by providing scaffolds and academic language support through content instruction. Sheltered English instruction is provided within the content classroom by a teacher ideally dually certified in the content area and ELD. This model focuses on making content accessible and comprehensible for MLs by integrating scaffolds, academic language instruction, and peer learning opportunities into content instruction. Collaborative planning with an ELD teacher can support content teachers with integrating scaffolds and academic language skills into instruction when providing sheltered instruction within the grade-level classroom. Sheltered English instruction can also be provided through a standalone course that provides more intensive language and content supports referred to as sheltered content courses. Standalone, sheltered content courses should not be watered down courses but, instead, include rigorous, grade-level instruction that supports MLs’ linguistic and academic strengths and needs.
Content-Based ELD
ELD Instructional Models
Content-based ELD is planned designated ELD instruction that strongly ties to grade-level content. The goal is to develop MLs’ English language proficiency utilizing themes from academic core content (e.g., mathematics, science, social studies, or English language arts). This instruction is provided in another classroom by an ELD teacher. Content-based ELD instruction is provided similarly to standalone ELD instruction, but with a greater emphasis on leveraging grade-level content topics.
Newcomer Programs
ELD Instructional Models
Newcomer programs are made up of specific courses designed for newly arrived MLs. A newcomer program may incorporate components of transitional bilingual, ELD, and/or SEI programs to provide designated and integrated ELD instruction. ML newcomer students may spend a portion of their day or their full day in standalone ELD and sheltered content courses. The goal is to develop MLs’ English language proficiency and provide scaffolds and academic language support in content instruction. Newcomer programs may also develop foundational literacy and math skills and help ML newcomer students with skills they need to acclimate to US schooling. Newcomer programs provide instruction through standalone ELD and content classrooms, and content instruction is commonly taught by a dually certified teacher in content and ELD or co-teaching partnerships with a content teacher and an ELD teacher. Schools and districts with larger numbers of ML newcomer students generally develop a newcomer program model to provide intensive language instruction and content support. However, these programs are designed to transition students to other ELD instructional models within one to two years to limit the amount of time students are segregated from their peers.
Factors to Consider When Choosing the Appropriate Program Type and Instructional Model
Designing a program and selecting instructional models is not a one-size fits all approach. Districts and schools consider many factors such as ML demographics, grade level, teaching staff, state policies, and research when determining the appropriate program types and instructional models. The program design and its effective implementation is part of the second prong established in Castañeda v. Pickard.
Program Type Considerations
One factor you may consider when determining a program type is your ML demographics. The size of your ML population will impact the type of program you can provide for your MLs. The language make-up of your MLs will also affect the program type. For example, schools or districts with a larger group of MLs with a common home language, such as one where the majority of MLs speak Spanish, may benefit from implementing a dual language or transitional bilingual program. However, if your school or district has a greater diversity of languages with MLs in your school speaking many different languages, they may benefit from an ELD program model.
Another factor that may impact your decision is your teaching staff. Districts and schools with a larger ML population may have more staff to support a variety of program types and instructional models. However, if your school or district has a smaller number of MLs, or is unable to fill teacher vacancies, you will need to be more intentional about your program design to maximize your teaching staff. In addition, quality ML programs need content teachers trained to provide integrated language and content instruction. Still, this may be a challenge, especially in districts with smaller numbers of MLs. Finding qualified staff to teach in dual language and bilingual programs can also be particularly challenging.
Your program design should include a plan to enhance the skills of current educators, particularly those teaching MLs in the early stages of English language proficiency. Additionally, it should focus on recruiting new teachers with the necessary credentials and expertise to meet the needs of your program.
Instructional Model Considerations
Once you have chosen your program type(s), you can determine which instructional models you will use to best meet the goals of your ML program design. Similar to your program type, factors you may consider in identifying the instructional models can include the grade level of instruction and your ML population’s demographics.
Models in elementary schools can differ from those in secondary schools due to the structures of master schedules. Elementary scheduling may provide flexibility for a variety of models while secondary schedules may be more rigid. However, secondary schedules could provide more opportunities to schedule MLs at similar proficiency levels together for sheltered content courses or targeted literacy and content instruction to support MLs’ language and content learning.
Instructional models in districts and schools with smaller ML populations vary from the models used in places with larger ML populations. This is so that teachers of MLs can be maximized to provide quality instruction. Secondary schools with a larger ML population may have a newcomer program for ML newcomer students in addition to co-teaching, standalone ELD instruction, and sheltered English instruction for other MLs more acclimated to US schooling. However, an elementary school with a small ML population may choose to use standalone ELD instruction, in-class support, and co-teaching.
In-class support and standalone ELD instruction are commonly used models in grades K-12 regardless of the size of the ML population. The standalone ELD instruction model is typically used to address the needs of MLs across various grade levels or to efficiently utilize ELD teachers’ time when the school has a smaller number of MLs. This is done by grouping students with similar English language proficiency levels for instruction simultaneously.
Secondary schools, or schools and districts with larger ML populations, may implement sheltered content courses, content-based ELD courses, or newcomer programs due to larger numbers of students that can be scheduled together for those courses. Co-teaching can be used in ML programs that have larger ML populations or in schools with smaller ML populations that cluster them with a few teachers. When implementing co-teaching models, co-teaching partners should be provided ample opportunities to collaborate and co-plan instruction to integrate language and content learning.
Gathering Stakeholder Input
After identifying the appropriate program types and instructional models for your ML program, putting the pieces together to create your program design requires input from various stakeholders. This includes administrators, teachers, school counselors, families, and students. These key stakeholders should discuss the pros and cons of each program type and instructional model to ensure your ML program will meet the goals of your MLs.
On-Going Assessment
Finally, according to Casteñeda v Pickard’s third prong, it is imperative to have regular evaluation of your ML program. Whether done in-house or third-party, this is to ensure the program and practices are effectively implemented to meet the needs of your MLs and to make any necessary adjustments. Meeting with focus groups of stakeholders to discuss academic data and other aspects of programming can provide insight into the effectiveness of your ML program and identify areas for growth.
Final Thoughts
In this article, I described four major ML program types, outlined several instructional models generally used in schools and districts, and shared considerations for choosing program types and instructional models are used at various grade levels or with different sized ML populations. Making sure your program design and instructional models are the right fit for your ML program is the foundation for maximizing staffing resources to effectively serve your MLs.
This free tool guide can help guide conversations with stakeholders around program types and instructional models as you determine the best design and instructional models for ML instruction in your school or district. The guide summarizes the program types and instructional models shared in this article.
Explore the Complete Three-Part Article Series, Scheduling for MLs
References
REL West. (2018). The right fit: Selecting an English learning program for your students. https://ies.ed.gov/ncee/edlabs/regions/northwest/pdf/relnw-072518.pdf
Sugarman, J. (2018, June). A matter of design: English learner program models in K-12 education. Migration Policy Institute. https://www.migrationpolicy.org/sites/default/files/publications/EL-Program-Models-Final.pdf
USDOE. (2017). Chapter 2: Tools and resources for providing English learners with a language assistance program. https://ncela.ed.gov/sites/default/files/legacy/files/english_learner_toolkit/2-OELA_2017_language_assist_508C.pdf
1 Comment
Melissa Leverett-King
Thank you ! These shared tools are very useful to support cohesive instruction for ML’s