English Language Learning programs are offered in schools to help students develop fluency and literacy in the English language in order to function in the social and academic environment of mainstream classes. These programs may vary from school to school and district to district depending on need and context. However, here is an overview of a general ELL program at the secondary level.
Initial Assessment: When new students enter the district, they will be assessed for their language proficiency in the following areas: speaking, listening, reading and writing. From there students will be placed in a class of their peers, who share a similar level of English language proficiency and language learning needs.
ELL Levels 1 & 2: Beginner and Lower Intermediate ELL Students at this level have a limited understanding of English. These courses provide access to the building blocks of English, and focus on developing fundamental language abilities in listening, speaking, reading and writing. Students will receive carefully scaffolded instruction and high levels of support. They will engage in a multitude of activities including group work, to explore their learning, and will be provided with various learning strategies to be used in and out of the ELL classroom.
ELL Levels 3 & 4: Upper Intermediate and Advanced ELL These courses are focused more closely on developing language fluency. While still focused on elevating listening, speaking, reading and writing skills, these courses are more content-based and are meant to prepare students for the transition to the mainstream classroom. Students will be exposed to a variety of literature and genres or writing, such as research papers and formal essays. The program will include more advanced learning strategies and critical thinking skills.
ELL Level 5: Exit to Mainstream Students will transition to mainstream courses, and are no longer required to attend a regular ELL class. Students are assigned a support teacher, and may seek assistance on a voluntary basis. In some cases, students are required to meet with their assigned support teacher at set time throughout the term. However, this may be dependent on the students level of need.
Assessment for Promotion: All students are formally assessed (using a district-generated exam) at the end of each semester or term to measure their progress, and to determine whether they are ready to be promoted to the next level. However, classroom teachers (who perform ongoing assessment of all skill levels throughout the term), may examine the full scope of their students learning and compare this to their exam results. In turn, the classroom teacher have the ultimate say in whether a student continues receiving support at their current level or is promoted to the next.
Additional Support: Aside from their regular classroom teachers, students may receive support from the LST. Depending on the student's individualized needs and learning style, as well as the resources available to the school, this may take many forms. Ideally, students will receive a combination of approaches that fit their needs and goals. Support staff and classroom teachers must work together closely to ensures the student is developing their language skills, while also meeting curriculum standards.
Pull-Out Support Model In this approach the LST or ELL specialist will pull the student out of their regular classroom to work in a small group or one-on-one. The advantage of this support model is that the student is able to receive direct instruction and assistance focused on their area of need. However, students miss out on the classroom experience, and are unable to participate in regular classroom activities.
Push-In Support Model The LST or ELL specialist teacher comes into the classroom to support the student during regular lessons. The student is still able to participate in the general lesson and classroom activities, while collaborating with their peers. In addition, they are still receiving individualized support. However, this approach does not always allow students to focus on a particular skill area.
Co-Teaching The LST or ELL specialist teacher may also teach alongside the regular classroom teacher. This may involve providing direct instruction, providing support/assistance during activities led by the classroom teacher, or interjecting to provide specific language knowledge/strategies.