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ERIC Number: ED458807
Record Type: Non-Journal
Publication Date: 2001-Mar
Pages: 28
Abstractor: N/A
Reference Count: N/A
An Alternative Model for Novice-Level Elementary ESL Education.
Duke, Karen; Mabbott, Ann
School professionals are often dissatisfied with the current model of English-as-a-Second-Language (ESL) elementary education. The typical 30-45 minute pull-out session often frustrates ESL teachers because of the amount of time is inadequate. This causes frustration among the mainstream teachers because of the class time the ESL learners miss. Teachers involved in inclusion models sometimes feel their expertise is not being utilized, and believe that ESL students need some time away from their native, English-speaking peers to be comfortable practicing their own language skills. Teachers of self-contained ESL classes often believe that their students have too little academic and social interaction with the rest of the school. This paper presents an alternative model of delivery instruction for novice speakers of English, which piloted in one St. Paul, Minnesota elementary school in 1999, the TESOL Inclusion Program. After reviewing current models of instruction and their historical context, the paper explains why one school decided to try an alternative model that addressed the scheduling, social, and academic issues that are often problems for traditional models. The new model is presented in some detail and the resulting benefits to the students and teachers explained. Two appendices are also included: sample daily schedule for and ESL teacher and an educational essistant in the proposed new model (the TESOL inclusion program), and "The TESOL Inclusions Program" (TIP) Teacher Survey. (Contains 18 references.) (KFT)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A