Praxis Study Guide: Topic 2 (Instructional Delivery Models)
Study Point A. Instructional Theory, Bullet #2 (Chapter 3, p.15)
● Knows how to implement a variety of instructional delivery models
1. What is ESL pullout?
 Program that removes students from regular classes for part of the school day to participate in
the ESL program, commonly used in elementary schools.
http://www.education.com/definition/esl-pullout/
2. What are the characteristics of a sheltered ESL class?
 Engages ELLs above the beginner level in developing grade-level content-area knowledge,
academic skills, and increased English proficiency.
 Teachers use clear, direct, simple English and a wide range of scaffolding strategies to
communicate meaningful input in the content area to students.
 Learning activities…
o connect new content to students' prior knowledge
o require collaboration among students
o spiral through curriculum material
o offer ELLs grade-level content instruction of their English-speaking peers, while adapting
lesson delivery to suit their English proficiency level.
 used in variety of classes and programs
o English as a second language (ESL) programs with sheltered content courses (e.g.,
sheltered chemistry, sheltered U. S. history)
o newcomer programs, transitional bilingual education, developmental bilingual
education, dual-language programs, and two-way immersion programs
o classes that consist of only English language learners
o Classes of both ELLs and native English speaking students.
o Also used in many foreign language classes in the United States.
http://www.alliance.brown.edu/tdl/tl-strategies/mc-principles.shtml
3. How are dual-immersion programs implemented?
http://www.cal.org/twi/toolkit/PI/Basics_Eng.pdf
 use two languages for literacy and content instruction
 In the United States, programs use English and a partner language, often Spanish.
 Provide the same academic content and address the same standards as other educational
programs.
 Provide instruction in the two languages over an extended period of time, from kindergarten
through at least fifth grade.
 Instruction is in the partner language at least 50% of the time.
 Two-way immersion combines students from two language groups for instruction in both of
their languages
 High quality two-way immersion programs include fairly equal numbers of two groups of
students: native English speakers and English language learners (native speakers of another
language, such as Spanish, Korean, or Chinese).
 Two languages are used for instruction, and two groups of students are involved—students
who are native English speakers and students from another
 two main program models in two-way immersion education that are generally referred to as
“90/10” and “50/50.”
90/10 model
 90% of instruction in the first year or two is in the partner language and 10% in English.
 Over a period of elementary school years, percentage of instruction in the minority language
decreases, while the percentage of instruction in English gradually increases.
 By about fourth or fifth grade, instructional time in each language reaches a 50/50 ratio.
50/50 model
 Instruction in English and the partner language is divided evenly at all grades.
4. What are the advantages and disadvantages of ESL immersion programs?
Advantages:
http://www.cal.org/twi/toolkit/PI/Basics_Eng.pdf
 Students will develop high levels of proficiency in their first language.
 Native English speakers will develop high levels of listening, speaking, reading, and writing
ability in English, and English language learners will develop these same abilities in their native
language (e.g., Spanish).
 Neither group of students will have to forego development in the native language as second
language proficiency improves.
 students will develop high levels of proficiency in a second language
 students will demonstrate positive cross-cultural attitudes and behaviors
Disadvantages:
http://www.publicschoolreview.com/articles/25
 Some question child’s ability to fluently master both the immersion language and English
simultaneously.
 Research in the United States pertaining to this concern is limited, as immersion programs are
relatively new in this country.
 Dual languages can be effectively learned, especially if the child is under 12 years of age. In this
sense, the child is learning two languages, instead of a “second language.”
 Some parents worry about "too much" exposure, meaning they want their children to soar
with their new knowledge, but they also don’t want them to forget their roots.
 finding quality immersion teachers in science, math, and language arts can be a challenge
5. What are the advantages and disadvantages of bilingual programs?
http://bpayne.myweb.uga.edu/Shawn.htm
Advantages
Disadvantages
All students use their first language in order to learn their
second.
Usually this is for Spanish and English speakers.
Speakers of other languages are not provided for
adequately.
Both groups of language users serve as models for each
other.
Students may be become dependent on
instruction in their first language and not try to
understand content in the 2nd language.
The classroom teacher is proficient in both languages and
will instruct knowledge in both languages.
Current classroom teachers would be required to
learn and become fluent in a foreign language.
This would take additional time and money.
The students all stay in one classroom and the stigma of
the pull out class is not present.
School boards must have trained individuals and
resources in both languages.
Students are more successful in acquiring second language
because literacy development is fostered in their first
language. This provides for a stronger transfer of
knowledge.
Students’ self-esteem is fostered because it is a low risk
environment and both languages and cultures are valued.
6. What is English for Special Purposes and what types of ESOL students are most likely to
benefit from this design?
http://community.tesol.org/library/105081/1/1564_Knight_ESPPPTforTRC.pdf
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Learner-centered, second/foreign language training*
Characterized by collaboration with workplace/content experts
Characterized by the use of appropriate, authentic tasks & materials (specificity and relevance)
Not synonymous with “content-based instruction.” CBI
*Adapted from Hutchinson & Waters, 1987
English for Academic Purposes (EAP)*
 Learners: Studying to enter professions, focusing on the language of academic performance in
specific discourse communities (and sometimes preparing for near-future identified workplace
needs)
 Fields: Business, Engineering, Medicine, Information Technology, Law, etc.
English for Occupational Purposes (EOP)
 Learners: Employed in industry sectors, focusing on the language of job performance (or
preparing for identified employment opportunities)
 Fields: Industry sectors, government, United Nations, NGOs
* N.B. The focus of the TESOL ESP Interest Section is on EAP (rather than EGAP) and EOP.
Modified by Kevin Knight, © Lomperis: Multiple publications, 9-28-94 to 3-6-09 (with input from van
Naerssen and Westerfield)