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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A master’s degree in dual language (sometimes called bilingual, ESL, or TESOL) provides an educator with a background of the philosophy, research, and methods of instruction in a linguistically diverse setting. The goal of a dual language program is for students to become bilingual, bi-literate, and multicultural. Teachers pursuing a master’s in dual language will learn that students learn to read differently in different languages. For instance, in the Spanish language, students learn to read by forming syllables first, and then combine them to form words.

While there are differences between languages, dual language programs focus on similarities between the two target languages as well. Words that sound similar and have the same meaning between the two languages are called “cognates”, and students excel at pointing them out to the teacher. Focusing deeply on the similarities and differences between the two languages is called “metalinguistic transfer”. Students learn a great deal about grammar in both languages when they study the similarities and differences between words and phrases in each language. A master’s degree in dual language will teach you about these similarities and differences and how to best deliver instruction to students because of them.

Most importantly, a teacher who is pursuing a master’s in dual language will learn that students in this program will use their entire “linguistic repertoire” when working in either language. For this reason, it is important that teachers assess student work from an emerging bilingual perspective. When students overgeneralize certain grammar rules from one language to the other, they are showing an understanding of the grammar rule. Penalizing students for doing this does not help the student reach the goal of becoming bilingual, bi-literate, and multicultural. Instead, the teacher would embrace and praise this overgeneralization as a pathway to the end goal. The teacher would also learn the importance of assessing students in both languages or even creating bilingual assessments that are a true predictor of success towards students’ goals.

Reasons to Get a Master’s in Dual Language

If you are looking for a degree that will bring social justice and equity into our public education system, then a master’s in dual language is a rewarding option. Dual language programs see bilingualism as an asset rather than a deficit towards student success. Historically, our schools have focused on subtractive models when instructing students that speak a language other than English at home. In other words, the goal of the model would be to shed the students of their home language in order to focus on acquiring English. In addition, these students have been required to assimilate to the Anglo culture in order to achieve success.

We all know that there are achievement gaps between students who speak English at home and those who speak languages other than English at home. This is to be expected as our previous attempts to instruct bilingual students have been done in segregated classrooms with the assessments of achievement all taken in English. Students in these sheltered bilingual classes have few models of strong English language, and at times it is only the teacher.

Lastly, dual language teachers and specialists are in great demand. As the number of dual language programs increases, there is a shortage of qualified staff to fill these positions. Having a master’s degree in dual language will guarantee, at the very least, receiving an interview for the position.

Benefits of a Degree in Dual Language

The benefits of a master’s degree in dual language are endless. You’ll likely see an increase in salary. Additionally, most school districts offer a signing bonus for bilingual teachers, especially in a dual language setting. Not to mention, with the shortage of qualified staff in this arena, having a master’s in dual language will increase career opportunities for the educator.

The professional development offered to dual language teachers is some of the best, research-based PD provided by highly talented experts in the field. Also, with a master’s degree in dual language, you’ll be equipped with the knowledge and expertise to advise others on the subject, possibly by leading PD efforts in your school. And finally, having a master’s in dual language will make you a warrior for social justice and equity. Who doesn’t want that?

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