Comparison and Contrast of Language Program Models

Entry Years of
Types of LEP Description of Students Grades Grade Language Student Teacher
Programs model Served Served Level Goals Participation Qualifications
The teacher must
The student is pulled
be ESL certified,
out of the regular Limited and/or no
Generally used and is generally
classroom for special English Varies based on
in an Fluent English not bilingual All
ESL Pullout instruction in ESL proficiency. Various
elementary
Any Grade
proficiency
individual student
other content are
either 1-on-1 or languages/ cultural needs.
setting teachers must be
small group backgrounds.
Sheltered
instruction.
Instruction trained.
The teacher must
Direct teaching of
be ESL certified,
English skills using Limited and/or no
Generally used and is generally
ESL Class second-language English
in middle and Fluent English not bilingual. All
methodology. proficiency. Various Any Grade 6 to 12 years
Period secondary proficiency other content are
Students are grouped languages/ cultural
schools teachers must be
according to backgrounds.
Sheltered
language proficiency.
Instruction trained.
Limited and/or no
English
Fluent English
Sheltered ESL content classes proficiency. Various All grades, but
proficiency Up to 3 years or
All content are
Instruction or are provided and languages/ cultural generally used teachers must be
with emphasis varies based on
followed by backgrounds. in middle and Any Grade ESL certified
Content-Based on Academic individual student
immersion in the Classes sometimes secondary and/or Sheltered
English needs.
Programs English mainstream have native and schools
proficiency
Instruction trained.
non-native
speakers.
1st year LEP students
Newcomer from various Limited and/or no
language English Mostly for ESL certification
Programs/ backgrounds receive proficiency. All
K-12, but
students and other content
generally used Fluent English
High Intensity intensive ESL recent immigrants.
in secondary
entering at the
proficiency
1 to 2 years area certifications
training the majority Various languages/ middle or high with Sheltered
Language of the day and cultural
schools
school level Instruction training
Training mainstreamed for backgrounds.
electives.
Limited and/or no
Transitional Provides academic
English Generally used
Bilingualism
Bilingual instruction in Kindergarten, used to
proficiency. Every in an Bilingual
primary language as first grade, transition to 2 to 4 years
Education students 1st elementary certification
students learn second grade all English
language is the setting
Early Exit English
same.
instruction
Kindergarten,
Limited and/or no
Developmenta One language group English Generally used
1st or 2nd
l Bilingual grade. May Usually 6 years.
being schooled proficiency. Every in an Fluency in Bilingual
continue for Generally is not
Education through two students 1st elementary two languages certification
new arrivals in offered after 5th.
languages. language is the setting
Late Exit same.
3rd, 4th, 5th or
6th grade.
Generally used
in an
Limited and/or no
elementary Fluency in
One language groups English
One-Way Dual setting, two languages
receiving integrated proficiency. Every Kindergarten Bilingual
preferably and 6 to 12 years
Language schooling through students 1st and first grade certification
continued into multicultural
their two languages. language is the
middle and appreciation
same.
secondary
schools
Half the students'
Generally used
1st language is
in an
English and half
elementary Fluency in
Two-Way Two language groups with limited and/or
setting, two languages
receiving integrated no English Kindergarten Bilingual
Dual schooling through proficiency with
preferably
and first grade
and 6 to 12 years
certification
continued into multicultural
Language their two languages. same L1. All
middle and appreciation
students from a
secondary
variety of cultural
schools
backgrounds.