Building Background Knowledge for Teachers of ELLs

While digesting chapters two and three, I was overwhelmed by the numerous connections that I have made thus far in terms of what I have and am learning in my courses as well as an ESL program through Mercy Bridges that I volunteer for, which almost exactly mimics the One-On-One study demonstrated in this book. As the rigorous researcher, I picked a few concepts to broaden background knowledge that would be essential for all teachers in relation to ELLs in their classroom.

The Structured English Immersion, (SEI) an assimilation approach, and Bilingual programs a pluralistic approach, which were described in the text are only two of the various types of implemented ESL classroom instruction. I further researched other popular ESL program models found in schools across America. All program models are either assimilative meaning, the ELL is mainstreamed into the dominant culture, or pluralistic where there is support in the minority language and culture to build self-esteem and achievement.

Language maintenance programs are pluralistic programs, which in short concepts are derived from L1 and transferred in L2 . Another ESL program model is Enrichment programs, which are pluralistic and encompass classrooms with both native speakers of English and ELLs 50% English 50% Language other than English (LOTE). Immersion programs umbrella Two Way, Enrichment, and English Immersion. Two way is a pluralistic approach and involves a gradual increase of English incorporated in the curriculum until 50% of instruction is English. Enrichment, a pluralistic approach. English is an assimilation approach. Focusing back to the programs used in the text SEI and the Bilingual approach, I believe they made the best choice in picking the Bilingual approach for their research because pluralistic models help with developing both L1 and L2, which is helpful for conversing at home and keeping their culture evidently existing in their life.

I also took note in the Design Research Experiment. As teachers, it is inevitable that we will be consciously and unconsciously researching and conducting experiments based on the situations that take place during the day. Some inquiries will last a day and others will exceed a school year of research. It is important for us as educators to be aware of the reliable research available to us so we can continue to best facilitate English language learning.