Bilingual/ESL Program Training
Goal 1: Overview of implementing a Bilingual/ESL Program
Why a Bilingual/ESL Program?
How will the Bilingual/ESL program be funded?
- Federal Funds: Title III and Title I
- Local Funds
Bilingual/ESL Program Designs
- Transitional Bilingual/Early Exit
- Transitional Bilingual/Late Exit
- Dual Language Immersion/ 2 way
- Dual Language Immersion/ 1 way
2. ESL Models
- ESL Content Embedded
- ESL Pull-Out
Advocating and Creating Systems of Support for ELLs
- Program commitment, support, and investment
- Program support, knowledge, highly qualified, language skills, and high expectations
- Educational benefits, investment in the ideals, advocacy, goals, commitment
- student-centered instruction, engagement, cultural identity preserved
- GT, SPED services, Dyslexia services
Goal 2: Program maintenance through the school year
Cognitive needs-provide content area instruction addressing essential knowledge and skills and higher order thinking skills
Affective needs- instill a positive identity with cultural heritage, confidence, and self-assurance
Linguistic needs- Depending on the program model either quality instruction in both the native language and English or English language structured to ensure rigor and mastery of content
Effective Instructional Practices- bilingual pairs, TPR, labeling, native language support, informal interactions, scaffolding, visuals, sentence stems, vocabulary, word banks, oral responses, semantic maps, SIOP model, high/low affective filter
"7 Steps to a Language-Rich Interactive Classroom"
"Fifty Strategies for Teaching English Language Learners"
"Dual Language Instruction a Handbook for Enriched Education"
Data and LPAC : Monitoring Program and effectiveness
Math Inventories- SMI, istation
Language Surveys: Woodcock-Munoz, LAS, Pre-LAS, IPT
District and State Assessments