•Define English as a Second Language (ESL) and English as a New Language (ENL)

•Purpose: Help multilingual learners acquire academic and social English

•Overview of program models (Pull-out, Push-in, Co-teaching, Sheltered, Dual-language)

•Description: ENL teacher supports students in the general education classroom

Models:

•Push-in support

•Co-teaching (One Teach–One Assist, Station Teaching, etc.)

•Goal: Integrate language instruction with content learning

•Promotes inclusive education

•Encourages collaboration between ENL and general education teachers

•Helps ELLs access grade-level content

•Reduces stigma of being “pulled out”

•Limited time for planning/collaboration

•Classroom management with diverse language levels

•General education teachers may lack training in language acquisition

•Risk of ENL students being overlooked in large classrooms

•Co-teaching models for flexibility

•Use of scaffolding (sentence frames, visuals, modeling)

•Differentiation of tasks

•Ongoing formative assessment for language progress

•Importance of shared planning time

•Respecting both teachers’ expertise

•Joint goal-setting and assessment

•Building trust and consistent communication

•Increased confidence and participation

•Better language acquisition through context

•Improvement in academic achievement

•Stronger peer relationships

•In-class/push-in instruction supports both language and content learning

•Success depends on collaboration, intentional planning, and responsive instruction

•Push-in models promote equity and inclusion

•“How can we better prepare general education teachers to support ELLs?”

•“What co-teaching model do you think works best?”

•Wright, W. E. (2019). Foundations for Teaching English Language Learners. Caslon Publishing.