Schools don’t have the capacity to provide instruction in all the languages represented by children, so they should provide English-only instruction.
The truth is... Although the end goal may be for students to develop English-language proficiency, according to Wright in 2010, students learn the best in the language they understand the best. In literacy, it is quite easier for students to learn to read and write in the their native language first, and then transfer those skills to reading in English. This is the typical flow for bilingual education models. Dual language and DBE are considered to be the strongest program model for ELLs (Wright, 2010, p.108).
There are many different ESL program models. Sheltered instruction in English-only is the most common. The key here is to make the language comprehensible for ELL students. English-medium program models include pull-out ESL instruction, in-class English instruction, Sheltered English Immersion, and the Submersion model. There are also a variety of bilingual program models such as Transitional Bilingual Education (TBE), Developmental Bilingual Education (DBE), Dual Language, Bilingual Immersion, and Heritage Language programs.
Longitudinal research on the effectiveness of bilingual programs and English-medium programs shows that TBE programs are more effective than English-medium programs (Wright, 2010, p. 90). Research also shows that ELLs who finish thoughtfully implemented DBE programs achieve educational equivalence with their English-speaking counterparts (Wright, 2010, p. 92). Bilingual programs are the most effective programs for ELL students. They have grown in popularity. According to Wright in 2010, “longitudinal research demonstrates that dual language programs are the most effective programs for ELLs and English speakers.
Not only are dual language programs effective for learning a second language, but scholars have acknowledges the possibilities of dual language programs to foster friendships and cross-cultural understanding between English-speaking families and language-minority families.
In the past, the Submersion method was the program model used in many schools across the country. Although there are many teachers who are able to effectively navigate and provide effective instruction that is comprehensible for ELL students, the submersion method is not recommended without major changes in order for ELLs to make progress in learning English and academic content in a less frustrating environment. The most important thing that teachers should keep in mind is that a student’s first language should be looked at as an asset or a resource. The highest quality programs help students become fully bilingual and biliterate in English and their native language.
There are many different ESL program models. Sheltered instruction in English-only is the most common. The key here is to make the language comprehensible for ELL students. English-medium program models include pull-out ESL instruction, in-class English instruction, Sheltered English Immersion, and the Submersion model. There are also a variety of bilingual program models such as Transitional Bilingual Education (TBE), Developmental Bilingual Education (DBE), Dual Language, Bilingual Immersion, and Heritage Language programs.
Longitudinal research on the effectiveness of bilingual programs and English-medium programs shows that TBE programs are more effective than English-medium programs (Wright, 2010, p. 90). Research also shows that ELLs who finish thoughtfully implemented DBE programs achieve educational equivalence with their English-speaking counterparts (Wright, 2010, p. 92). Bilingual programs are the most effective programs for ELL students. They have grown in popularity. According to Wright in 2010, “longitudinal research demonstrates that dual language programs are the most effective programs for ELLs and English speakers.
Not only are dual language programs effective for learning a second language, but scholars have acknowledges the possibilities of dual language programs to foster friendships and cross-cultural understanding between English-speaking families and language-minority families.
In the past, the Submersion method was the program model used in many schools across the country. Although there are many teachers who are able to effectively navigate and provide effective instruction that is comprehensible for ELL students, the submersion method is not recommended without major changes in order for ELLs to make progress in learning English and academic content in a less frustrating environment. The most important thing that teachers should keep in mind is that a student’s first language should be looked at as an asset or a resource. The highest quality programs help students become fully bilingual and biliterate in English and their native language.