Effective Programs for English Language Learners (ELL) with Interrupted Formal Education
Office of English Language Learning & Migrant Education, Indiana Department of Education
Indianapolis, IN: Office of English Language Learning & Migrant Education, Indiana Department of Education
2009, 11 pages
Highlights the problems when immigrant students enter the U.S. school systems with low academic language skills and provides an overview of instructional approaches to deal with these issues. Among the models developed to address Students with Interrupted Formal Education (SIFE) are the Pull-out Model, Push-In Model, and After-School and Saturday programs. Best learning practices for SIFE students include sheltered instruction, content- based ESL, and meaningful standards-based learning and as the numbers of SIFE ELL students increase, newcomer programs continue to be established to address the challenges of low literacy skills and limited time available on the part of the student. Studies show that the success of SIFE ELL programs depends on the quality of teaching, thoroughness of instruction, methods used to support special language needs, monitoring of progress and application, and teacher preparation. Numerous components of literacy development include phonemic awareness, phonics, oral language development, vocabulary, and comprehension. In addition to language, math is identified as a challenge, as immigrants struggle to learn content vocabulary and expressions of math. Includes a bulleted list on "What Works in Instruction of Students with Interrupted Formal Education."