Questions & Answers
1. What is Bilingual Education?
Bilingual Education is a carefully planned instructional program
where two languages are used, e.g., Spanish and English or Chinese
and English. It is an approach to second-language instruction in
which students are instructed in academic subject areas in their
native language while simultaneously being taught to speak, read
and write English. The amount of instruction delivered in the native
language decreases as students become more proficient in English.
There are three types of Bilingual/ESL models: transitional, dual-language
and ESL (Self-Contained classes or "Push-In" or "Pull-Out" programs).
http://dir.yahoo.com/Education/Bilingual/
2. What is Second Language Acquisition?
The study of Second Language Acquisition analyzes the process of
second language development (very much like first language learning/
acquisition studies). The main objective of this line of study is
to enhance our understanding of the complex processes that influence
second language learning.
http://www.sk.com.br/sk-krash.html
3. How does Bilingual Education support and develop Second Language Acquisition?
Bilingual Education supports the development of a second language by instructing students in their native language in order to build oral language development in their first language and to develop and enhance their cognitive skills as they are acquiring the target language, English. The idea is to decrease the percentage of instruction delivered in the native language as students become more fluent in the second language. It is important to note that Transitional Bilingual Education (TBE) and ESL programs are geared towards moving students from learning in their native language to becoming proficient in English. Dual Language programs maintain the native language and promote language development and literacy in language to be learned, e.g., English/Chinese. The native English speaking children learn Chinese and the Chinese speaking children learn English.
4. What are some factors that affect Second Language Acquisition?
According to Snow (1992), second language acquisition is a very complex process. Essentially, its success or failure cannot be attributed to a single factor or theory. Many factors can influence acquisition/learning of English. They include but are not limited to the following:
- Cognitive Ability
- Motivation
- Quality of Instruction
- First-language Development
- Access to the Second Language
- Personality
- Age
http://www.misd.net/Bilingual/shelteredcontent/sld002.htm
5. What is English as a Second Language (ESL)?
English as a Second Language (ESL) is a course of study designed
specifically for students whose native language is not English.
It is a program of techniques, methodology, special curriculum,
and materials designed to teach limited English proficient (LEP)
students English. Instruction in English language arts and the content
areas includes the development of listening, speaking, reading,
writing, study skills, content vocabulary, and cultural orientation.
http://www.ncela.gwu.edu/pubs/cal/contentesl/
6. What is Sheltered Content Instruction?
The main goal of Sheltered Content Instruction is to enable students
who are Limited English Proficient/English Language Learners (LEP/ELLs)
to interact with peers, increase the level of participation and
learn academic subject matter using English. The emphasis of Sheltered
Content Instruction is on developing English language while instructing
ELL students in the content areas.
http://www.misd.net/Bilingual/shelteredcontent/sld002.htm
7. How are English Language Learners (ELLs) assessed and placed into bilingual/ESL programs?
All new school enrollees are screened through the Home Language
Survey to determine whether they are limited English proficient
(LEP)/ English Language Learners (ELLs). Students are given the
Language Assessment Battery - Revised (LAB-R) to determine which
students are entitled to bilingual and English as a Second Language
(ESL) education services. Placement procedures require that parents
be given an opportunity to make an informed choice of either the
bilingual or Free-standing ESL (ESL only) program for their children.
Program selection must be made using the appropriate NYC Department
of Education Parent Survey/Selection Form.
http://www.nycenet.edu/daa/test_info/default.asp#LAB
8. What is the NYSESLAT?
The NYS English as a Second Language Achievement Test (NYSESLAT)
is a standards-driven annual assessment, which measures the English
proficiency of students in grades K-12 in all public and charter
schools. The results are used to inform instruction and determine
the eligibility of ELLs for additional ESL services.
http://www.nycenet.edu/daa/test_info/default.asp
http://www.ncela.gwu.edu/expert/faq/26ayptests.htm
9. What is a Language Allocation Policy (LAP) and how is it implemented at local schools?
The Language Allocation Policy (LAP) is a set of guidelines generated
by a local educational agency for language use in classes as students
progress through a bilingual or free-standing ESL (ESL only) program.
The LAP delineates the recommended ratio of the language of instruction
to ensure that students receive the appropriate proportion of ESL
and/or English language arts services, which is determined by the
students' level of English proficiency. This framework may require
the classroom teacher to be flexible in order to meet the students'
academic needs.
There are three types of language models commonly used in NYC schools:
- Transitional Bilingual Education (TBE)
Programs
Academic instruction is in both English and the native language. English language development is infused through ESL as well as through enrichment classes such as Art, Music, Computer Lab and Physical Education, which are taught in English. It is important to note that the ratio of English to native language instruction increases according to the student’s English language proficiency, until the student is ready to exit the program. The objective of this program is to have ELL students become literate and fluent in English. Exit from this program is targeted at three years or less.
http://www.ncela.gwu.edu/pubs/nabe/brj/v19/19_34_roberts.pdf
- English as a Second Language (ESL)
Programs
Free-standing English as a Second Language Program (English only): Implemented in schools which do not have a sufficient number of students who speak the same language on the same grade to establish a bilingual class, or for LEP/ELL students whose parents have "opted them out" of the bilingual program. The Free-standing ESL program has two components: language arts and content area instruction. Language arts is delivered through ESL and/or English language arts methods and materials, to improve the LEP/ELL students' level of English proficiency. The content area instruction is delivered using ESL methodologies and materials.
- Pull-out: The most common type of ESL program
used in New York City public schools is the “Pull-out”
program. In this program, the ELL students spend most of their
day in a mainstream English classroom. Some time during the
day, an ESL teacher removes the ELL students from their regular
classroom and provides 50-60 minutes of ESL instruction; afterwards,
the ELL students return to their class. The objective of this
program is to have ELL students become fluent and literate
in English.
- Push-in: In this program, the ELL students spend most of their day in a mainstream English classroom. The “Push-in” program is implemented through "team-teaching” and “team-planning” that require the regular classroom teacher and the ESL teacher to plan on a regular basis (e.g., once a week). In this way, ESL instruction can be integrated into the regular classroom through the content areas using ESL standards-based methodologies including listening, speaking, reading, writing, study skills, content vocabulary, and cultural orientation. The objective of this program is to have ELL students become fluent and literate in English.
Self-Contained ESL classes: All academic instruction during the school day is in English. The core content areas are taught using ESL methodologies and materials that allow for and enhance student participation as well as teach academic subject matter using comprehensible language and context, enabling information to be understood by the learner. The objective of this program is to have ELL students become fluent and literate in English.
http://www.ncela.gwu.edu/pubs/cal/contentesl/c-esl2.htm - Pull-out: The most common type of ESL program
used in New York City public schools is the “Pull-out”
program. In this program, the ELL students spend most of their
day in a mainstream English classroom. Some time during the
day, an ESL teacher removes the ELL students from their regular
classroom and provides 50-60 minutes of ESL instruction; afterwards,
the ELL students return to their class. The objective of this
program is to have ELL students become fluent and literate
in English.
- Dual Language (DL)/Two Way Programs)
Academic instruction during the school day is 50 percent in English and 50 percent in another language. Classes include students who are native English speakers and native speakers of a language other than English, e.g., Spanish and English or Chinese and English. The objective of this program is to maintain the native language while the LEP/ELL student simultaneously learns English. The native English speakers learn the other language, e.g., Chinese. The Dual Language Program is a developmental, language enrichment, bilingual education program that integrates students who are native English speakers and native speakers of another language for most of their content area instruction. The Dual Language Program is the only program that promotes bilingualism and biliteracy.
http://www.ncela.gwu.edu/resabout/programs/11_all.html
http://www.ncela.gwu.edu/pubs/ideabook/dual/biliteracy.pdf
10. What are the legal responsibilities of schools to educate English Language Learner (ELL) students?
In New York City, the ASPIRA Consent Decree mandates that all Spanish-dominant
ELLs are entitled to a transitional bilingual education or ESL services.
The Lau Compliance Plan also requires that students who speak languages
other than English and Spanish, and who are not proficient in English,
are also entitled to bilingual and ESL services. In New York City,
when there are 15 students who speak the same language are in the
same grade or two contiguous grades, a bilingual class must be established.
The same holds true on the high school level when there are 20 students
in the same grade who speak the same language. If there is an insufficient
number of students to form a bilingual class, the school must provide
a transfer option to another school that has a bilingual program.
If parents decide against enrolling their children in the bilingual
program, in other words, "opt out" of the program, their
children are placed in a Free-standing ESL (English only) program.
Bilingual programs are available in a number of languages, including
Bengali, Chinese, Greek, Haitian/Creole, Russian, and Urdu.
http://www.puertorico-herald.org/issues/vol4n46/ProfilePantoja-en.shtml
11. What qualifications are needed to be a Bilingual or ESL teacher?
In New York City, candidates must pass the Liberal Arts and Science
Test (LAST) exam and the Assessment of Teaching Skills-Written (ATS-W)
exam. Bilingual teachers must also pass the Target Language Proficiency
Assessment (TLPA) exam and the English Language Proficiency Assessment
(ELPA) exam. ESL teachers must pass the ELPA as well.
It is important to note that each state in the U.S. sets its own
teacher licensure requirements to ensure that every teacher has
a certain level of competence in his/her subject area. The following
links will give you more details that are specific to state requirements
in general, as well as discuss teacher preparation, state reciprocity,
and how to become a bilingual/ESL teacher:
http://www.ncela.gwu.edu/expert/faq/24teacher.htm
http://www.ncela.gwu.edu/pubs/reports/teacherprep/teacherprep.pdf
