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English Language Development Paper

498 Words2 Pages

The Douglas County School District (DCSD) in Colorado offers a number of different English language learning models that serve ELLs. Of these, the English as a Second Language (ESL), Sheltered Instruction Observation Protocol (SIOP), Push-In English Language Development, and Pull-Out English Language Development are most commonly implemented. ESL is currently the most popular among the models due to the number of languages spoken by families with ELLs in DCSD. Essentially, the goals of the ESL model is to provide comprehensible input in the content areas, to focus on targeted English language development, and to meet the needs of each individual ELL (CDE, 2018). Program of techniques, methodology, and special curriculum designed to teach ELLs …show more content…

ELLs may receive content instruction from other sources while they participate in ESL or may be placed in self contained ESL classrooms. The ESL model also focuses on developmentally appropriate language instruction for ELLs. In addition to the ESL model, Douglas County also programs for ELLs using a Sheltered Instruction Observation Protocol model (SIOP). The SIOP model helps both language and classroom teachers make content material comprehensible to ELLs. The key features of the SIOP model includes teacher preparation, instructional indicators such as comprehensible input and the building of background knowledge (Evchevarria, Short, & Vogt, 2004). It also comprises strategies for classroom organization and delivery of instruction. This model provides opportunities for teachers, teachers, and other staff to work collaboratively to develop school-wide practices to positively impact the achievement of all the ELLs. The SIOP can be implemented in classes with heterogeneous populations of ELLs and native English speakers (Evchevarria, Short, & Vogt, 2004). Another model used in Douglas County is Push-In English Language

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