In each of our elementary schools, collaborative model classrooms allow for the classroom and ENL teachers to co-plan lessons that will be presented to the whole class. In this model, the ENL teacher co-teaches with the classroom teacher in the general classroom. The teachers present grade-level appropriate content to ELLs and English dominant students via best practices for reaching the ENL population in a scaffolded fashion. This means that content material is presented with attention to vocabulary development, background knowledge, and the use of visual aids to expand upon previous concepts taught. The ENL teacher becomes familiar with the mainstream curricular needs of the students and the classroom teacher learns how to make input comprehensible for ELLs. As a result, these teaching partners pool their expertise and refine their knowledge of best practices while providing coherence and rigor across the school day for all learners.
Stand-Alone Instructional Model
During stand-alone instruction, ELLs leave the classroom and spend time with ENL teachers who focus on skills such as vocabulary and conceptual development. This instructional model is often used in conjunction with the collaborative setting for beginning level learners who need double service periods. The work covered in the stand-alone sessions is an extension of classroom learning in the areas of science and social studies and helps to address specific needs presented by ELLs.
Bilingual Program Model
Transitional Bilingual Education programs offer English Language Learner students of the same primary of home language the opportunity to speak, understand, read, and write in English while continuing to learn content areas such as science and math in their primary or home language. The students’ primary or home language is used to help them progress academically in all content areas while they acquire English.