ELs learn alongside their English-proficient peers.Goals are to develop mastery of academic language and facilitate engagement with grade-level content.Focus on integrating language and content instruction. ![]() Sheltered Immersion (Content-based English Instruction) Most importantly, the push-in service often prioritizes learning content itself over using content to develop language skills.īecause most schools follow the ESL model, I’ll describe how to make this it more inclusive in next’s week’s article. Though there are possibilities for co-teaching, the ELTs are often treated as teaching aides. This model also isn’t collaborative because the ELT doesn’t plan with the content teacher to integrate content standards. The ELs miss out on learning both content and language in context. It isn’t effective for ELs in secondary school where learning becomes more content-driven. While the pull-out sessions can be used to deliver fundamental English lessons, the push-in service allows the ELs to stay in class and learn from content teachers, which is less socially isolating than English Immersion. During pull-out sessions, ELs receive more attention because of the small-group setting. Also, if your school has the funding to hire ELTs, it produces a favorable teacher-student ratio. This program model works well in elementary school where learning is process-focused. Language specialists push into the content class to provide assistance to ELs. ![]() Pull-out causes students to miss out on content instruction.ELs are pulled out of content classes for a period of time to receive language instruction.Focus on developing English proficiency.English as a Second Language (ESL) aka the Pull-Out, Push-In (POPI) Model We had prioritized learning language over content instead of learning language through content. My school’s implementation of English Immersion limited ELs’ exposure to content specialists and restricted their chances of using language authentically with native-English students. ![]() However, this works better in theory than in practice. It was like having a language school inside a secondary school. An ELT delivered English, science, and history instruction, while content teachers would teach ELs in art, music, drama class, physical education, and home language classes.
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