- Announcements
- Course Details
- Introductions Class
- Topic One: ELLs & the ESOL Field
- Topic Two: Court Cases
- Topic Three: Program Models
- Topic Four: Enrollment to Exit Cycle
- Programs for ELLs
- Topic Five: Federal Legislation
- Topic Six: Assessment/ Evaluation
- Topic Seven: Anti-Bilingual Movements
- Topic Eight: Research
- Final Assessment
- Questions for Karie
- Course Feedback
Topic Three
Program Models provide the blueprint for how districts and schools structure their content and language programs for ELLs.
We will see that it's not just the program model that's important, but also the components of that program. You can have a poor model that is implemented well, or a strong model that isn't successful.
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Separating students for homogeneous or L1 instruction can be beneficial academically, but there are linguistic and psychosocial issues that are important to consider. It's a fine line between separation and segregation . . . and a complex issue!
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Once you get an ESOL Endorsement, you can have a variety of roles: Teach content in a sheltered class, teach ESL/ELD, or be an ESL/ELD Specialist. In Oregon, the ESOL (and ESOL/Bilingual) Endorsement spans K-12, which means that whatever area you are licensed for, you can teach ELLs in their *language* class (ESL/ELD) or in their *content* class (either sheltered - making adjustments for ELLs - or mainstream - where adjustments are helpful but not as necessary). Please ask if you have any questions about this!