1. Language and Content Programs
for English Language Learners
By: Tara Engelsman

2. Language Program Levels
• Beginning, pre-production, ELL 1
• Early Intermediate, Early production, or
ELL 2
• Intermediate, Speech Emergence, or ELL
3
• Early Advanced, Intermediate, or ELL 4
• Advanced, Advanced, or ELL 5
• Proficient, Fluent, FEP

3. • ESL/ELD/ESL is a subject area with their
own standards, curriculum, and time slot
• This can mean pull-out/push-in by ESL
specialist or taught by classroom teacher
• Secondary level has a class period
• Should be at least 30 minutes a day
• While moving from one ELP level to the next
students have content-area instruction with
ELD/ESL

4. Roles of ELD/ESL and
Content Teacher
ESL/ELD Teacher:
Content Teacher
• Focuses on language:
• Focuses on content:
math, S.S., Language
Arts, science
forms, functions, ELP
standards
• Prepares student for
language use in content
areas
• 30 minutes of ELD with
no more than 2 levels
• Content standards
• Sheltered strategies
• Reinforces &
practices language
from ESL class

5. Division of Language
between ELD & ELA
Teachers
English Language
Development (ELD)
• Focus on oral language
• Language functions
English Language Arts
(ELA)
• Punctuation and
capitalization
• Level appropriate forms
• Story structure
• Communicative competence:
grammatical, sociolinguistic,
discourse, strategic
• writing process
• naming parts of speech
• genres of writing
• content specific
vocabulary

6. Difference between ELD
and SI
ELD
Sheltered Instruction
• A language program
• A way to deliver
content lessons
for an ELL just as
Spanish I, II, or III is
a language program for
a Spanish language
learner
•Series of techniques
that teachers learn to
make the content they
teach more
understandable for
language learners

7. Effective Teachers of
ESOL
• Knowledge: bilingual politics versus
pedagogy
• Skills: sheltered techniques and
language and content objective
• dispositions: culturally competent
and advocates for educational equity

8. ESOL Terminology
• English to Speakers of Other Languages (ESOL)
•
•
•
•
•
•
•
•
Non English Proficient (NEP)
Limited English Proficient (LEP)
Fluent English Proficient (FEP)
Language minority (vs. language majority)
English Language Learners (ELLs)
English Learners (ELs)
English as a Second Language (ESL)
English Language Development (ELD)

9. Additive and Subtractive
Additive
Subtractive
• Adding L2 to L1
• Replacing L1 with L2
• Importance of English
in addition to home
language, not instead
of
• Linguistic and cultural
“Assimilation
•Multilingual ability
•Social and economic
benefits
• Home responsibility
to maintain native
language

10. Content Programs with
Subtractive Outcomes
• Structured English Immersion:
submersion aka sink or swim
• Sheltered Instruction: best
practices for ELLs
• Transitional Bilingual Education: early
exit
• English based programs for ELLS

11. Content Programs with
Additive Outcomes
• Developmental Bilingual Education:
late exit
• Two-Way Immersion: dual immersion
• Foreign Language Immersion:
bilingual immersion model
• Includes native English speakers