An Alternative Model for Novice-Level Elementary ESL Education.

Autor/inn/en	Duke, Karen; Mabbott, Ann
Titel	An Alternative Model for Novice-Level Elementary ESL Education.
Quelle	(2001), (28 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bilingual Education Programs; Curriculum Development; Elementary Education; English (Second Language); Instructional Design; Instructional Development; Instructional Innovation; Questionnaires; Second Language Instruction; Second Language Learning + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Elementarunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching improvement; Unterrichtsentwicklung; Educational Innovation; Bildungsinnovation; Fragebogen; Fremdsprachenunterricht; Zweitsprachenerwerb
Abstract	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)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC