Pedagogical Models for Educating LM Learners Guest Speaker: Catherine Snow Seminar 2 February 11, 2008 Jeannette Mancilla-Martinez Gutman 303

Seminar 1: Educating L2 Learners in the U.S. Seminar 2: Pedagogical Models Seminar 3: Reading Words & Comprehending Text Seminar 4: Vocabulary & Academic Language Seminar 5: Spelling, Grammar, & Writing Seminar 6: Disability vs. Exposure

Instructional Models

English-Only ELLs learn English from the beginning English as a Second Language (ESL/content- ESL), Structured English Immersion (SEI) For students with limited/beginning level proficiency; goal is academic English proficiency Students integrated in mainstream, English- only classroom with little or no support services

Structured English Immersion (SEI) For students with limited or no oral proficiency; goal is academic English proficiency All students are ELLs Academic subjects (e.g., science, social studies) are taught in English using the core curriculum modified to meet the language development needs of ELLs (typically no L1 support)- ELD and SDAIE approaches Teachers are often certified ESL teachers or bilingual teachers, and content teachers with SEI training. Bilingual proficiency is preferred, but usually just receptive skills

Bilingual Programs Native language used to varying degrees

Transitional Bilingual Education Early-exit models Most common form of bilingual education for ELLs in the U.S. Initial instruction in literacy and academic content areas is in the native language, along with English oral language development The shift to English is gradual, but usually transition to mainstream classes within 2-3 years Used in primary and elementary grades Teachers must have bilingual certificate

Transitional Bilingual Education Late-exit models Development of both languages Transitional vs. developmental programs Native language instruction continues throughout elementary school years

Two-way Immersion Programs Provides bilingual instruction throughout the elementary school years (grades K-5) and, when possible, into the middle and high school grades Ideally, 50% native English speakers and 50% native speakers of another language Academic instruction takes place through both languages, with 2 major program models 90-10, Teachers are required to have bilingual immersion certification, bilingual proficiency, and multicultural training.

Newcomer Programs Typically middle- and high-school-aged immigrant students with limited proficiency in English Targets recent immigrants; goal is to transition them to regular ESL, bilingual or mainstream programs Program components include: Instructional strategies for initial literacy development; Instructional strategies for the integration of language and content; Courses or activities for student orientation to U.S. schools and the community; Regular teacher certification; training in SI strategies

The Readings Snow (1990) Beyond (“good”) surface-level arguments Bialystock (2002) More nuanced understanding of transfer Cheung & Slavin (2005) Role of language skills underscored Francis, Lesaux, and August (2006) Critical methodological issues raised Manyak (2007) Basic, but important, literacy components

Common themes Central debate = language of instruction for LM learners vs. quality of instruction Limited number of studies and the quality is often questionable Native language use not detrimental to English reading outcomes

Guest Speaker: Catherine E. Snow Henry Lee Shattuck Professor of Education