BE 5013 Module 1 Assignment 1

docx

School

American College of Education *

*We aren’t endorsed by this school

Course

5013

Subject

Medicine

Date

Dec 6, 2023

Type

docx

Pages

Uploaded by MasterTeamSardine39

Analysis of a Bilingual ESL Program Miranda Beck King Department of Teaching and Learning, American College of Education BE5013: Foundations of ESL and Bilingual Education Dr. Ava Belisle-Chatterjee August 28, 2023 1

Analysis of a Bilingual ESL Program The Western Boone County Community School Corporation (WBCCSC) is a public school district located approximately 35 miles northwest of Indianapolis, Indiana. The WBCCSC territory covers approximately 220 square miles of Boone County, including mainly land used for agricultural purposes and three small, incorporated towns. The Stats Indiana website estimates approximately 11,000 people live in the five townships WBCCSC serves (2020). Current enrollment at WBCCSC is 1534 students in grades PK-12. The district has two elementary schools covering preschool through sixth grade and one Junior/Senior High School, which houses students from seventh to twelfth grade. Based on current enrollment data, fourteen students are identified as Multilanguage Learners (ML), eleven in grades PK-6, and three in grades 7-12 (T. Reed, personal communication, October 2, 2023). Overall, these students represent less than 0.01% of the student body. Over the last few years, WBCCSC has begun to develop a structured ML program consisting of a part-time teacher at the elementary level and one class period per day at the junior/senior high for students whose home or native language differs from English. WBCCSC uses data from the WIDA assessment and screener to discern the individual needs of each ML student. The acronym WIDA, named after Wisconsin, Delaware, and Arkansas, refers to the states that helped to develop and research English proficiency standards and assessments following the No Child Left Behind Act of 2001 (2023). Because there are so few ML students and no dual language options at WBCCSC, students are integrated into an English-speaking class immediately upon enrollment. When necessary, classroom content and social interactions are translated using electronic translators, such as Google Translate, as well as translation dictionaries, and translated content materials. 2

The end goal of the WBCCSC ML program is to integrate students into the English- speaking classroom without support. Until that time, ML students are supported in a content- based program, with push-in and pull-out supports. This plan can be described as Sheltered English instruction, where all content is presented in English (Colorín Colorado, 1993). As the classroom teacher instructs the class, they may use modified language, gestures known as Total Physical Response, visual supports, and translated materials to help support the ML learner and the class as a whole. Multi-Language learners gradually transition to all English as they become more confident and proficient. The elementary ML program consists of push-in/pull-out supports based on the individual needs of the student and proficiency level in English. Proficiency levels are determined by student performance on the WIDA, which is administered each spring, or a WIDA screener if the student does not have a documented assessment score. Students are rated in categories from one to six, beginner to proficient respectively. Typically, level one students receive 40 minutes of push-in or pull-out service five times per week, including basic English vocabulary, sentence structure, and content-related practice. Level two students receive 40 minutes of push-in or pull- out services three times per week. Each student at levels three and four on the WIDA receives 15-20 minutes of push-in support two times per week. Level five and six students are serviced based on consultations with the classroom instructor and minimal push-in interventions. In all cases, the ML instructor will consult with classroom teachers to see if there are any areas of concern that need to be supported. If so, those areas will be addressed during the service time with the ML instructor. At the Junior/Senior High School, ML students are fully integrated into English-speaking classrooms, again following the Sheltered Instruction model. In an interview with Mrs. 3

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Marconette, the ML instructor, she states that the ML students receive one class period a day specifically dedicated to English language proficiency and academic support. (K. Marconette, personal communication, August 23. 2023). During this time, the students focus primarily on completing current class assignments, asking questions, and addressing any miscommunications from content area classes. The students may also bring quizzes and assessments to the class for additional language support. As one can see, WBCCSC has a small population of Multi-Language students, but that number fluctuates yearly. With dedicated and informed teachers, individualized support for each ML student, and yearly assessments, it is the hope at WBCCSC that our students improve their WIDA scores by one-half or whole level each school year, until they are independently successful and proficient in English. There are a variety of ways that WBCCSC uses home or native languages within the classroom and school as a whole, as we value our students and their heritage. For example, level one and two learners, who have already established foundations of reading and writing in their native language, have dual language supports where materials are presented in written and oral English and they also receive translated written materials, to help bridge the language gap. These learners will slowly be acclimated to answering questions and assignments in English, while being provided with native language supports and translations. Level one and two learners who have not established a foundation of reading and writing in their native language are supported with English script and oral translations, when needed. At Levels three and up, learners are provided with native language translations as necessary to communicate an unknown topic, when English descriptors are not clearly conveying the message. 4

Exiting the Multi-Language program at WBCCSC is a very gradual process. Once ML learners score a five on the WIDA exam they are moved to consult for two years and dismissed if their grades remain consistent. If their grades fall more than one letter grade during the consultation period, intervention and support will be discussed in a meeting with the student, teachers, and possibly their family. If service is deemed necessary, they will again receive services until consistency is maintained. This process has oversight by the building ML teacher and a district administrator. Table 1 Qualitative Analysis of the Multi-Language Program at WBCCSC Yes or No What is your evidence? Can the program be improved? Comments/Next Steps Is the program successful in promoting the achievement of English learners? Yes Student success is measured on an individual basis and tailored support is provided by the classroom teacher and ML instructor working as a collective unit. Yes, of course. Increasing the number of instructors who are certified to work with ML students will improve teaching strategies and cultural awareness districtwide. As the ML program grows at WBCCSC, professional development for content teachers would help address current trends in ML instruction and effective teaching strategies. Is the program tailored to meet the linguistic, academic, and affective needs of English learners? No Studies have shown that a Dual Language approach to teaching ML students to be more effective and supportive of learning. (Center for Yes, of course. Individualizing the needs of students is a great start. However, WBCCSC could also be sure when adopting new texts and More research is needed comparing academic achievement and English proficiency within the school district. This research could 5

Yes or No What is your evidence? Can the program be improved? Comments/Next Steps Applied Linguistics, 2022) However, at this time, WBCCSC does not have the need nor resources to provide such a model. materials, that adequate translations are available to meet the linguistic needs of our students. guide future changes in implementation. Does the program provide English learners with the instruction necessary to allow them to progress through school at a rate commensurate with their native English- speaking peers? Yes The Sheltered Instruction model with push and pull-out supports provides individualized support for each student to succeed along with their peers. While a generalized WIDA overview is presented to staff annually, professional development specific to WIDA standards and teaching techniques is necessary for every teacher who has an ML learner in their classroom. Again, awareness and professional development are necessary for content teachers to provide the most effective instruction for ML learners. Does the program make the best use of district and community resources? Yes WBCCSC has shown diligence in placing a priority on educating ML learners in our district. The district is offering reimbursement of tuition for teacher certification in ELL. We also have free access to multiple resources and professional More communication about resources available to all district teachers would be beneficial. Many district staff members are unaware of the resources and supports available to them free of charge. District wide announcements and memos would help bridge this gap. 6

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Yes or No What is your evidence? Can the program be improved? Comments/Next Steps development within our local education consortium. In conclusion, the Multi-Language program offered at Western Boone County Community School Corporation is effective in serving the current population of ML students. Overall, the supports in place are meeting the needs of both the students and teachers alike. However, it would be beneficial for there to be more communication about available professional development for staff servicing the ML learners in their classrooms. As the ML population grows, WBCCSC will need to assess its model and make shifts in assessment, effective instruction, and collection of data to reflect current trends and standards for educating ML students. 7

References Board of Regents of the University of Wisconsin System. (2023). Mission and History . WIDA. https://wida.wisc.edu/about/mission-history Center for Applied Linguistics. (2022, October 18). Dual Language and Multilingual Education . Center for Applied Linguistics. https://www.cal.org/areas-of-impact/dual-language-and- multilingual-education/ Colorín Colorado. (1993). Program Models for Teaching English Language Learners . Colorín Colorado. https://www.colorincolorado.org/article/program-models-teaching-english- language-learners#:~:text=Bilingual%20program%20models,-All%20bilingual %20program&text=These%20programs%20are%20most%20easily,and%20the %20students’%20home%20language. Indiana Business Research Center at Indiana University’s Kelley School of Business. (2020). Annual Population Estimates for Indiana Townships by County . Township Population Estimates: STATS Indiana. https://www.stats.indiana.edu/population/sub_cnty_estimates/2020/e2020_townships.asp Markos, A., & Himmel, J. (2016). Using Sheltered Instruction to Support English Learners [Review of Using Sheltered Instruction to Support English Learners ]. 1–16. https://www.cal.org/siop/pdfs/briefs/using-sheltered-instruction-to-support-english- learners.pdf 8

BE 5013 Module 1 Assignment 1

Related Documents