ASCD Poll: English Language Learners

In the ASCD Poll, we asked you to tell us the most effective way to teach English language learners. If you haven't taken the poll yet, please vote now.

To learn more about the models listed in the poll, read the excerpt below from the facilitator's guide that accompanies the ASCD video program Maximizing Learning for English Language Learners.

Models for Teaching English Language Learners

School districts vary in their approach to teaching English language learners. Some choose to immerse students in English with no other languages spoken or written during the school day. Other districts choose bilingual education, in which students learn content in two languages over the course of the school day. Proponents of English immersion, bilingual education, sheltered instruction, and other models are passionate about their preferred approach. Over the course of this workshop series, we will explain the different models and show examples of how they operate.

In our research, we found that professional organizations and school districts differ in their definitions of many of the terms you will find in this guide. The following list includes the models we will discuss in the workshops and the definitions we will use. We have also included a glossary of terms in the Handouts and Overheads section of this guide.

Bilingual education: A program that teaches children two languages. Children are taught for one portion of the day in one language and for the other portion of the day in another language. In the United States, one of the languages is English.

One-way bilingual education: A bilingual program in which students who are all speakers of the same primary language are schooled in two languages. This model shares many of the features of the dual language or two-way bilingual education approach. An example is a class of Hispanic students learning English and Spanish.

Two-way bilingual or dual language education: A program that teaches children who are learning English and those who are native English speakers, side by side. A San Francisco school with a two-way bilingual program teaches English and Chinese for Chinese immigrants side by side with native English speakers.

English immersion: A program in which instruction in all academic areas is given entirely in English. Teachers strive to deliver lessons in simplified English, using teaching strategies appropriate for second language acquisition, so that students learn English through their academic subjects. Sometimes English immersion means that students with limited English proficiency are mainstreamed in the general education classroom with accommodations.

Sheltered instruction: A program in which students with limited English proficiency are taught academic subjects in a separate classroom through the medium of English, their second language. Teachers adjust the language demands of the lesson by modifying speech rate, using context clues, relating instruction to student experience, and using visual aids to help students understand content.

Newcomer center: A one- or two-year transitional school dedicated to helping immigrant students feel welcome, adjust to their new environment, succeed in learning to read and write in English, and become self-assured. The goal of this intensive program is to quickly acclimate students to the United States and prepare them to continue their education in another school.

Source: Excerpted from Maximizing Learning for English Language Learners: Facilitator's Guide (pp. 4-5), ASCD, 2003, Alexandria, VA: Association for Supervision and Curriculum Development. Copyright 2003 by ASCD. Reprinted with permission.

What is your most effective way to teach English language learners? Share your comments with your peers.

Comments

[Jill Kerper Mora]

Why is the ASCD taking a poll to determine "the most effective way" to teach English Language Learners when the fact is that many different types of programs are effective when they are based on theoretically sound pedagogical principles and are properly implemented? Furthermore, so-called "English immersion" is not a program or even an "approach" to educating ELL. It is simply a ban on the use of students' native language as a medium of instruction. We have ample research evidence that merely restricting or banning the use of a bilingual learner's first, dominant or native language does not enhance learning, nor does it lead to the enhanced achievement enjoyed by students (and people in general) who are fully bilingual or multilingual. As an expert in educating ELL, I also take exception to the descriptors of programs for ELL. The purpose of bilingual education is not ..."a program that teaches children two languages" by teaching in two languages during a portion of the school day. Please, if we are being asked to respond to this poll, the least we could ask is for accurate portrayals of the theory, purpose and design of effective bilingual programs.

[Irma Olmedo]

Prefer bilingual education and dual language programs. Unfortunately, not too many urban areas have the demographic profiles or the philosophical commitment needed to establish sound and effective dual language programs, which would foster bilingualism for all children. In the absence of that commitment, it is important that children who speak other languages be able to learn academic content, learn English and develop their native languages so that they can also be tools for further learning.

[Margaret Serpa]

It would helpful if ASCD clearly described commonly used models of Teaching English Language Learners properly.

There are many models that are "effective" in teaching language and content to ELLs most of which of course are dependent on teacher quality, teacher expectation of students, and implementation of a program model that is applied consistenly and constantly assesses students' needs and progress continuously.

[Stephen Krashen]

This poll is a mess. It provides a choice (choose one only) among Bilingual education, One-way bilingual education, Two-way bilingual or dual-language education, English immersion, Sheltered instruction , or “Newcomer center.” One-way and two-way bilingual education are different models of bilingual education. Sheltered instruction is generally part of both bilingual education and English immersion. Newcomer centers may use bilingual or all-English models.

[Norm Gold]

The poll itself has little meaning. There is no ONE BEST way to teach all English learners. But, where feasible, the advantages of some form of bilingual instruction (developmental or late-exit, dual language immersion or other models) are enormous. They result in attainment of English proficiency. They have the added benefit of academic literacy and more likelihood of lifelong vibrancy in the home language; they provide students and their families -- and society as a whole -- with many social and economic benefits.

Here is a link to the just-completed report on six successful bilingual schools in California, a project of the San Diego County Office of Education. For the most part, these are large elementary schools, with high poverty, and high concentrations of English learners from homes where neither parent has a college education -- schools usually viewed as the biggest challenges. These are six encouraging examples. Throughout the country there are many, many more.

http://normgoldassociates.com/reports

[Margaret Adams]

This poll simplies a very complex issue. The type of program used really depends on many other characteristics such as the languages of the students, availability of teachers, etc. Any of the programs listed could be effectiveif appropriately implemented with adequate resources. However, overall, research is clear that models using student's native language, bilingual approaches, will have superior results.

[Vilma Gonzalez]

If "Bi___" stands for two then why are school systems instructing ELL's in only one language? It makes no sense to take skills and strategies learned and sometimes already mastered by students in their native languge away from them in order to teach them new strategies in English. Countries all over the world are multilingual why then is the most "powerful country in the world" tying students and teachers hands and then expecting them to succeed over their counterparts in other countries.
The type of program or name you give it is meaningless if you don't work with what students bring to the classroom. Ignore their culture, their beliefs, their customs and expect them to salute the american flag - that makes sense to whom?
I am bilingual because I was allowed to learn my second language while improving my first language skills. My cultural beliefs and customs were questioned and that cost me many years of finding an identity. But I made it! I taught my students, "never to deny who you are or where you are from."
Teachers need to have this sensitivity and yes proper and longterm training (irrigardless of what they teach) in order to get students to the levels of proficiency needed and for our students to become life-long, productive and happy citizens.

[diligent]

I agree with many of the posts about the limitations of this poll. However, I disagree with the comments regarding the "most powerful country in the world" and our lack of cultural sensitivity.
There is no research that indicates that any multi-lingual country has an advantage over the US in education as a function of it being multi-lingual or multi-cultural. In fact, there is evidence of decline, specifically in certain European countries where multi-culturalism has eclipsed national identities. It is a GOOD thing for all the people of a nation to be fluent in the same language. In fact, it is a matter of national security and longevity. If people choose to be bi or multi-lingual, that is one thing. To lose or sacrifice the culture of the host nation to appease those who choose to move to a new country just doesn't make sense.
Therefore, in terms of what is best pedagogically, sheltered instruction or programs that use its techniques benefit both the students and the community. Students are able to learn the language within the context of the subject matter. This provides an "immersion like" environment that results in increased language acquisition as well as learning the content. In any event, the program of choice needs to have student and community in mind.

[Jill Kerper Mora]

Vilma González's comments typify the problem with taking a poll in an attempt to judge the "most effective" method for teaching bilingual learners. It's much like taking a poll to determine which is a more effective tool, a hammer or a saw, without asking the question, most effective for what purpose. Ms. González apparently believes that "sheltered instruction" is the best means for achieving a society where everyone is fluent in the same language. She has clearly stated her purpose. However, there is no evidence whatsoever that when people are bilingual, they are not fluent in the common language of the culture. Nor is there any evidence that bilingual education detracts from students' becoming fully proficient in English.

[S.L. Schwartz]

Not only is it disheartening, it is also a bit scary that a preeminent educational organization such as ASCD lacks a fundamental understanding of the types of programs used to educate English Language Learners. If ASCD can't correctly explain what bilingual education and sheltered instruction are, it's no wonder that most educators in the US don't know how to provide appropriate and effective instruction to students who are learning English as an additional language.

[Sarah Nakamaru]

In response to the comment "It is a GOOD thing for all the people of a nation to be fluent in the same language. In fact, it is a matter of national security and longevity":

Switzerland, which, the last I heard, enjoyed both national security and longevity, has three national languages. The French, Swiss-German, and Italian- speaking areas of the country have both shared (i.e., "Swiss") and unique cultural identities.

So there is at least one example of an officially-sanctioned multilingual society not running amok...

[Ines Lormand]

I believe that ALL students should grow up speaking more than one language. Bi-lingual in this contry is a mis-nomer because the idea is to make students monolingual
(English) rather than bi-lingual.Now we have dual language instead. However it is not fair to compare European language programs to those ELL in the US. In Europe students that study another language are not expected to function on a high acedemic level in that lanuguage till they reach the end of their highschool years. By then they have studied the language for as many as 9 years.

[Ana Lomba]

Thank you for posting this interesting question. While I agree with most participants that the definitions posted need to be refined and that the solution to this question is not unilateral, it is fantastic that ASCD is immersing itself in this topic :-).
In my country, Spain, we have four official languages depending on the region. Castilian is spoken nationally, but three "Comunidades Autónomas" also have their historical languages institutionalized. These regions have waited hundreds of years to see their languages recognized and developed. Now that they achieved that, they are prospering.
I am Castilian and I know that some people in the rest of Spain would prefer to return to one official language (Castilian). I simply don't see what would be the benefit of that except to satisfy selfish interests.
I'd love to see more multilingual people in Spain and here.
I'll end up my note saying than in Spain-as in most of Europe-the language policy is pushing strongly toward multilingualism/multiculturalism (go to the Council of Europe's webpage). In many countries, second language learning starts in preschool. That is the case in Spain.

[robert b.l. raymond]

though i am not partial to the idea that any one approach to teaching ELLs is the best of all, bilingual programs, in which the targeted languages meet, offer opportunities for learners which are very important. for instance, when cognate connections between languages are made, as cummins has emphasized, there are significant possibilities for the students for linguistic enrichment. this is one reason among others that i find myself partial to dual-language immersion programs if they are designed to (1) support making cognate connections, and (2) if especially they’re designed to support the on-going development of literacy and oral ability equally in both languages.
the opportunities offered to students in dual-language programs for cross-cultural exchange also help place the students at the center of learning. the respective L1 speakers of each of the languages become the ambassadors for their cultures. this, i think, can be empowering for students, and can help develop in them the understanding that neither culture is superior to the other. they’re simply different. finally, i would like to add that the outcomes for dual-language immersion students by middle school outstrip the outcomes for their monolingual counterparts.

[Sheryl L. Santos]

In today's global marketplace, ALL children should be learning multiple languages and in more than one language. It is especially critical for ELLs to maintain their native languages and become biliterate. In that way, employment opportunities and post-secondary educational opportunties all over the world will be available to them! I think it is short-sighted to place ELLs into programs that only teach English or in English. In fact, it is darn-right ridiculous!

[Mark Hansen]

An issue that must be considered is that many English speaking content teachers are delivering a large portion of instruction to EL's. These content teachers tend to not have much opportunity to be trained in doing this well. All teachers must take ownership for the learning of all students. No matter the "program," teachers must take ownership for the instruction of every child. When training is offered on the topic of ESL usually content teachers don't choose the training. Because most of the strategies used to teach EL's are good practice for all students more of the strategies must become part of our normal instruction of all students. Along with this we must capitalize on student's native language, not limit a student to English.

[learnenglishquickly]

English is the easiest language to learn at the most basic level. This is why it is and will remain the language of global communication.