Integrate Language Learning Across the Curriculum
Through our research, we realized that supporting ELL students in regular subject classes (e.g., Social Studies, Math, Science, etc.) is as important as providing appropriate language supports at their level. When it comes down to ELL inclusion in the mainstream classroom, we recommend considering a hybrid pull-out and push-in model. Reflecting on our pre-service teaching experiences, English language learning was never segregated from regular subject content. As Gibbons (2002) points out, language learning and the associated activities are “simply an add-on to the curriculum.” Often during our practicum either a Diverse Learning Teacher (DLT) or an ESL specialist would pull out ELL students from their classrooms for extra language-specific instructions. This happened mostly when monolingual students had a silent reading period. We believe a combination of pull-out and push-in language learning program is therefore needed in the mainstream classroom.
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Most importantly, if teachers in different disciplines show their “willingness to collaborate and not work in isolation with a closed-door policy” (Haynes, 2016) ELL students will benefit much more from both the language-specific instructions and curriculum-based classes. Gibbons (2002) recognizes, “one of the advantages of situating language teaching within a curriculum area is that the language and conceptual content will be more familiar to students, and the language practice gained in the activity itself can help to introduce or recycle the concepts, grammar, or vocabulary associated with particular curriculum knowledge.” As mentioned earlier, ELL students’ prior knowledge and previous experiences are great additions to mainstream classrooms. Therefore, including ELL students to the mainstream classrooms will not only benefit them, but also the class as a whole because they will bring a new set of perspectives, fostering positive learning environment and strengthening student cooperation.
References
Gibbons, P. (2002). Scaffolding language scaffolding learning. (D. Miller, Ed.). Portsmouth: Heinemann.
Haynes, J. (2016, February). Pull-out vs push-in ESL programs in elementary schools. TESOL Press. Retrieved from http://blog.tesol.org/pull-out-vs-push-in-esl-programs-in-elementary-schools/
[Untitled online image]. Retrieved October 9, 2016 from http://econs-sense.com/
Gibbons, P. (2002). Scaffolding language scaffolding learning. (D. Miller, Ed.). Portsmouth: Heinemann.
Haynes, J. (2016, February). Pull-out vs push-in ESL programs in elementary schools. TESOL Press. Retrieved from http://blog.tesol.org/pull-out-vs-push-in-esl-programs-in-elementary-schools/
[Untitled online image]. Retrieved October 9, 2016 from http://econs-sense.com/