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A variety of program models or methods exist to reach students who do not primarily speak English in their homes. These models can be geared towards higher use of their native language, a combination of the native and English languages, or fully English. Let’s explore a few of these models.

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From 1787 to 1868, the Constitution of the United States created the foundation of equality for people speaking other languages. Two amendments to the Constitution state that there can be no law against freedom of speech or the privileges, immunities, and protection of a person. Then, in 1923, the Meyer V. Nebraska case that the U.S. Supreme Court declared that the Constitution extended to those that spoke other languages.

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The Civil Rights Act of 1964 declares that no person should be discriminated against due to race, color, or national origin. A significant step towards equality for those who speak another language came in 1970 when the Office of Civil Civil Rights declared that school districts with more than 5% national-origin minority children must offer specialized language instruction. This law was one of the first created to address students speaking a different native language specifically. Schools and teachers now had to provide differentiated instruction to ELLs.

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The Bilingual Education Act, Title VII, 1968 – 1994

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The Bilingual Education Act, Title VII, 1968 – 1994

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The BEA Act of 1968 is the first federal acknowledgment of the needs of students with limited English speaking ability. The original purpose of these funds was to allow schools the resources to provide educational programs, training, materials, and parent involvement project to ELLs. Over time, amendments and adjustments to this federal law guided schools into appropriate and effective use of this funding. In 1974, an amendment to the BEA Act included program goals for ELLs and the establishment of trainers or consultants to provide support to schools.

For districts participating in this funding, teachers, administrators, and specialists were, by law, required to see to the effective transition of students who spoke other native languages to English learning.

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Lau. V. Nichols, US. Supreme Court, 1974

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Lau. V. Nichols, US. Supreme Court, 1974

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In this case, the primary claim was the ELLs were not being treated with equal opportunity to learn because they were merely given the same instructional materials. From this case, The 1975 Lau Remedies were produced to help schools create meaningful opportunities for ELLs to participate in the school programs. School teachers and administrators must comply with the Office of Civil Rights requirements, or they would be required to submit a compliance plan. This case directly influenced the BEA Act amendment of 1974.

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Written to address civil rights for ELLs, it is the framework for compliance with federal and state laws regarding the education of ELL students. Including, but not limited to, Title VI and VII of the Civil Rights Act of 1964, Requirements from the Lau V. Nichols of 1974, Equal Education Opportunities Act 0f 1974, and the Florida Education Equity Act of 1984.

The Florida Consent Decree addresses six areas.

1. Identification and Assessment: All ELLs must be appropriately identified to be provided proper services. Identification includes a home language survey and assessment of language proficiency.

2. Equal Access to Appropriate Programming: Each ELL is entitled to programming that is adaptable to their level of English proficiency for all core subjects.

3. Equal Access to Appropriate Categorical and Other Programs for EL Students: Similar to section two, this access includes programs like drop-out prevention, early childhood, compensatory and exceptional students.

4. Personnel: All teachers must have a minimum of 3 credit hours. ESOL endorsement for teachers consists of 15 credit hours. One credit hour can equal 20 in-service hours from professional development.

5. Monitoring Issues: The Florida Department of Education (FDOE) will regularly monitor school districts' compliance.

6. Outcome Measures: The FDOE will develop an evaluation process to address topics concerning ELL students, such as equal access and program effectiveness. This can include comparisons between EL and non-EL students.

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This program is English-dominant instruction brought into the classroom taught by teachers trained to teach ELL students. Content-based instruction leads to English proficiency. ELLs can be from various backgrounds. The instruction might be modified to be more easily understood by the students. The teachers may use second language acquisition strategies to assist ELLs in understanding the curriculum. The goal is to connect the English content and instruction. Depending on the school staff structure, this program can help develop a positive relationship between ELL coordinators and general education teachers. Or, this structure encourages teachers to receive ESOL certification to teach ELLs. This point can be both a positive and negative outcome. It can be difficult and expensive for teachers to get enough credits and training to become ESOL certified.

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Instruction is provided in a bilingual classroom to both English-speaking and language minority students. The two languages are used through co-teaching or instructional shifts. The goal of this program is bilingualism. This program is culturally inclusive and allows the native language to be used as an instructional tool. However, it can be challenging to implement in certain districts and schools. Problems of this method can be finding bilingual teachers, having enough students to create a class in the native language, and making an adequate native language to English schedule.

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1. Be Culturally Responsive: See culture as an additive to who they are as a person. Example:

1. Books in a classroom library that reflect diverse backgrounds.

2. Teach Language Across Curriculum: Apply developmental language skills in all academic content areas.

1. Example: Use the language of mathematics in math.

3. Lesson Planning for ELLs: Take into consideration the way the lesson will be presented.

1. Example: A yes or no question may automatically cause a student to disconnect.

4. Productive Language: Add leading questions or statements to aid in productive work.

5. Speak Slowly and Add Wait Time: Slowing speech and allowing time in between questions gives an extra few seconds for processing.

6. Differentiate Instruction: Differentiation can include teaching to interests, or using multiple modes of work like writing, speaking drawing and more in one lesson to offer more possibilities to decipher the right answer.

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1. Rosetta Stone: Citrus County uses funding from Title III for ELL students to have courses and practice. This also provides progress monitoring.

2. ESOL/ELL Specialists: Collaboration with other teachers and curriculum specialists. Other teachers have had trials and errors; we learn together!

3. Word-to-Word Dictionaries: Students can learn to use these dictionaries to help with independent work while in English language classrooms.

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1. Class Dojo: This app is a teacher-led group.  With an instant translator, both parties can shorten the time and decrease the stress of communicating.

2. i-Ready: This learning platform offers personalized instruction. The program is flexible to what academic capabilities your ELL has.

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1. Building Good Relationships with Co-Teachers: To stay on track, the English-speaking teacher and the first-language teacher need to keep a strong relationship. Doing so will provide a cohesive atmosphere for the student.

2. Speak Slowly and Add Wait Time: Slowing speech and allowing time between questions gives an extra few seconds for processing. Successful in multiple program models!

3. Practice Patience: Students learn two languages during one day or week! Just as a bilingual teacher may need to preprepare ahead of time to teach the lesson in one language or another, students need to prepare their answers in the correct language.

4. Differentiate Instruction: Differentiation can include teaching to interests or using multiple work modes like writing, speaking, drawing, and more in one lesson to offer more possibilities to decipher the correct answer.

5. ESOL/ELL Specialists: Collaboration with other teachers and curriculum specialists. Other teachers have had trials and errors; we learn together!

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1. Visuals: Providing visuals in both classes can connect to comprehension of the topic in the native language and English.

2. Word-to-Word Dictionaries: Students can learn to use these dictionaries to help with independent work while in English language classrooms.

3. ELLevation: This program provides professional development opportunities for teachers in dual language teaching. Also, it has on-hand student activities in multiple languages.

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1. Class Dojo: This app is a teacher-led group.  With an instant translator, co-teachers can shorten the time and decrease the stress of communicating with parents, students, or each other.

2. i-Ready: This learning platform offers personalized instruction. The program is flexible to what academic capabilities your ELL has.

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EDU 342 - Bandstra - Analysis of Program Models - Venn Diagram

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Works Cited

Ariza, E. N., & Coady, M. R. (2018). Why TESOL? Dubuque, IA: Kendall Hunt Publishing Company.

Colorín Colorado. (1993). Program Models for Teaching English Language Learners. Retrieved from Colorín Colorado: https://www.colorincolorado.org/article/program-models-teaching-english-language-learners

Colorín Colorado. (2019). A Chronology of Federal Law and Policy Impacting Language Minority Students. Retrieved from Colorín Colorado: https://www.colorincolorado.org/article/chronology-federal-law-and-policy-impacting-language-minority-students

ELLevation. (2022). Dual Language and Bilingual Programs. Retrieved from ELLevation: https://ellevationeducation.com/product/ellevation-strategies/default

Kaplan. (2022). Teaching Strategies for Working with Dual Language Learners. Retrieved from Kaplan: https://www.kaplanco.com/ii/strategies-for-teaching-dual-language-learners

Kaplan, E. (2019, April 12). 6 Essential Strategies for Teaching English Language Learners. Retrieved from Edutopia: https://www.edutopia.org/article/6-essential-strategies-teaching-english-language-learners

Standards Plus. (2011). SDAIE Strategies. In EL Support (pp. 1-7). Learning Plus Associates. Retrieved from https://standardsplus.org/wp-content/uploads/2016/05/ELD-SDAIE-Strategies.pdf

Stewner-Manzanares, G. (1988). The Bilingual Education Act: Twenty Years Later. NCBE(6), 10. Retrieved from NCELA: https://ncela.ed.gov/files/rcd/BE021037/Fall88_6.pdf

Successful ESL Program Models. (2018, August 6). Retrieved from Your Agora: https://blog.youragora.com/how-to-create-a-successful-esl-program

U.S. Department of Education. (2020, January 16). Developing Programs for English Language Learners: Glossary. Retrieved from U.S. Department of Education: https://www2.ed.gov/about/offices/list/ocr/ell/glossary.html

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EDU 342 - Bandstra - Analysis of Program Models - Citations