By the year 2025, it is predicted that one in four students will be identified as an English Language Learner (ELL) or English Learner (EL). That is, twenty-five percent of students in the United States will require English language development instruction throughout the school day. While this group of students continues to grow, the number of teachers who are certified to teach these students English language skills is not increasing at the same pace. Thus, all educators need to be aware of the various models that exist for English language development (ELD).
Understanding the Push-in and Pull-out Models
The two most common models for English language development within schools are push-in and pull-out. Both models require a certified ESL teacher. School districts choose what type of program works best for their schools, teachers, and students. The push-in model has the ESL teacher going into the regular education classes and working with the English learners (ELs) on the lesson or activity that the regular education teacher is instructing that day. The ESL teacher will work directly with the ELs to help them complete the assignment or to help them understand what is being taught.
The ESL teacher is focusing on the content while explaining language skills. Typically, the ESL teacher will gather the ELs in the class and work with them in a small group in the regular education classroom on the same assignment as the native-English speaking students.
The pull-out model provides English Language Development (ELD) outside of the regular education classroom. The ESL teacher will take the ELs out of their class and provide explicit language instruction in the ESL classroom. These small groups provide time for language development in reading, writing, listening, and speaking.
The amount of time dedicated to these pull-out sessions depends upon the school schedule and language need. Although the pull-out model allows for individualized language instruction, some educators feel that ELs miss out on content that is being taught in the regular education classroom. Additionally, as students get older, they may feel embarrassed to be taken out of the classroom while the rest of their peers stay.
Implementing Push-In
The push-in model can be a wonderful program as long as it is implemented properly. The major factor that the push-in model requires is co-planning time between the general education teacher and the ESL teacher. Schools have to have dedicated time for these teachers to work together so that the ESL teacher is not just seen and used as an aid. Co-planning time can prove beneficial for all students because the ESL teacher can teach content through a language lens while the general education teacher presents the same material in another way.
The SIOP model is an excellent planning tool that the ESL teacher and regular education teacher can use to create lessons together. These are lesson plans that focus on both content and language objectives. The SIOP has students learning language through the content by building on background knowledge and using different strategies for the differing levels of language proficiency. All students, not just ELs, will find success when teachers follow the SIOP.
Optimizing Pull-Out
The pull-out model provides the targeted language instruction that ELs require to advance in their language proficiency. As long as the pull-out model is used properly, ELs can really thrive. ESL teachers can create a welcoming environment for ELs to be brave and use the language. Many times, ELs will feel intimidated by their English-speaking peers and will not speak in the regular education classroom. Thus, by providing a small space for ELs to use the English language in the pull-out model, the students will begin to thrive, and their language skills will increase.
The pull-out model functions the best when students are grouped by language proficiency level. Having level one ELs with level four ELs is not the best method. ESL teachers need to be able to create lessons at the students’ proficiency level so that they can engage with the language and eventually start producing it.
It is vital that the regular education teacher and ESL teacher strategically plan when the ELs will be taken out of the classroom for ELD instruction. All students want to feel like the belong – so ELs must not miss out on important activities and events within the regular education classroom while being pulled out for ELD instruction.
No matter what program model a school chooses to use for their English learners, it requires co-planning with the regular education teacher. ELs need extra support as they are learning the language of instruction. If a school uses the push-in model, the ESL teacher and general education teacher have to work together to provide language instruction through content instruction. If the school uses the pull-out model, the teachers still have to work together to devise a plan where the ELs are missing the least amount of time from lessons or activities where they would also be learning the language and interacting with peers.
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