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Instructional models vary from school to school and from class to class. Choosing the instructional model that is best for your students will depend on several factors, including the students’ proficiency levels, the number and distribution of ESOL students and teachers at your school, and the school schedule. Many teachers implement and/or combine more than one instructional model. We recommend consulting with other teachers, school staff, and the Division of ESOL/Bilingual Programs before choosing a consistent - yet flexible - model for your students. In ALL cases, ESOL teachers should collaborate with classroom teachers to ensure that ESOL instruction and classroom instruction are aligned and coordinated.
In a pull-out model, the ESOL teacher instructs students outside of the general education classroom in an ESOL classroom.
This model of instruction is best for beginning students, as it allows them a space in which they can build confidence in their communication skills, when they spend time developing their oral language and receive instruction that specifically addresses their language needs.
It is recommended that students are pulled for instruction during the literacy block when students are assigned to centers, writer’s workshop, or other independent work time. Students should NOT be pulled during their guided reading. Time allotted for pull-out instruction varies. Beginners should be seen most frequently—every day for at least 45-60 minutes if possible.
In a plug-in model, the ESOL teacher instructs students in the general education classroom. This may include co-teaching the whole class, instructing small groups of ESOL students during center time, or modeling/guiding instruction for the classroom teacher.
The Plug-in instructional model provides opportunities for intermediate or advanced English Language Learners (ELLs), who have mastered basic communication skills, to participate in complex academic tasks through scaffolding provided by the ESOL teacher.
For any level of proficiency, plug-in instruction may be implemented in combination with pull-out instruction, in order to take advantage of the benefits of both models. It may also be beneficial for the ESOL teacher to use plug-in during the first weeks of school, in order to allow time for students to adjust to their new setting and for the ESOL teacher to build a rapport and establish communication with the classroom teacher.
Preplanning/master scheduling, co-planning and the consistent communication between the teachers ensure that optimal language and content instruction is taking place for ESOL students.
In the self-contained model, students remain with the ESOL teacher in the ESOL classroom for an entire instructional block. In some cases, the ESOL students are instructed by the ESOL teacher for the entire literacy block, when ESOL is combined with balanced literacy instruction.
The ESOL teacher must be dually certified in ESOL and Elementary Education.
In other cases, ESOL students might stay with the ESOL teacher for all or most of the day, as in METS classes which serve students with interrupted education. METS classes integrate ESOL with content instruction.
The ESOL consult model for delivering English language instruction is a model for delivering indirect ESOL instruction through collaboration with the classroom teacher and other specialists. Any decision to use the consult model should be made in collaboration with the ESOL Instructional Team.
Please contact Lois Wions, supervisor of ESOL Instruction. |
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