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Monica has gone from teaching exclusively using a pull-out ESL model to mostly coteaching, and I feel that she sees the benefits of each model.
During pull-out instruction, ELs miss instruction that takes place in the general education classroom. Some ESL teachers pull out mixed-level proficiency groups while others pull out by proficiency level i. Some practitioners believe that teaching to meet the needs at each proficiency level is beneficial.
The ESL teacher may be supporting ELs during a mini-lesson next to her students while the general education teacher is teaching, or he or she may wait until instruction is completed and then work with ELs in a small group in the classroom. There are different configurations as to how to group ELs in small groups and where in the general classroom.
He or she generally calls on ELs so they get a chance to participate in oral discussions while she scaffolds language for them to communicate effectively and move on the language trajectory.
In both cases, coplanning is needed to define the lesson objectives. This can be done by email, short conversations, using google. Here are some of the exchanges: It push-in ESL does not work very well; I do not recommend it at all!
Students never get a chance to practice speaking nor do they really benefit. You are correct in that they never really develop the grammar skills they need to be successful writers.
POE Port of Entry students need to be taught outside the classroom. They are not getting anything out of whole group instruction. I hear your frustration.
I would like to politely disagree with the anti push-in sentiment pervasive in many of these responses. I have done both pull-out and push-in for my ESL students and I can honestly say that both methods work quite well in our district.
The push-in model is more than providing support; it is planning lessons and teaching parts of the lesson to the whole class, including the non ELLs. In my experience, push-in works amazingly well if properly implemented, particularly in the primary grades. I call this a hybrid model of ESL instruction.
Best of Both Worlds: A Hybrid Model A hybrid model requires buy-in from administrators, professional development for classroom and ESL teachers, and the willingness to collaborate and not work in isolation with a closed-door policy.
It is easier for us to pull our students out of their general education classroom, to teach in small groups in our rooms with our strategies and materials at our own and their pace.
The affective filter may be lower, they take risks using language, and the results may be faster. However, their lives are in the classroom except for the times we pull them out.
Supporting our ELs in the general education classroom accomplishes: English learners benefit when teachers are scaffolding lessons so that they have a chance to shine amongst their classmates and participate in classroom instruction, discussions, projects, and assignments.
Teachers benefit because they are collaborating in planning lessons that include language, skills, and content goals ELs need to perform successfully.
These are a few reasons why we should move to this hybrid model, combining push-in or coteaching models for all ELs while additionally pulling out newcomers and very low-proficiency students to support them in small group instruction. Replicating real life in the classroom is a way to teach life skills to all students.
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