138. Do you think that pulling a kindergarten ESL student out 2 times a week for 30 minutes is very beneficial, or do you think more time should be spent with the ESL teacher?

Research shows that "pull-out" programs are the least effective programs for second language acquisition and development. Thus, whether the kindergartener is pulled out 2 or 5 times a week, for 30 minutes or one hour per day, this type of program is the LEAST effective, given other alternatives.

What are the other alternatives?

The most important factor in successful ESL programs is how well integrated are the ESL program and the regular classroom program, regardless of the grade level. Thus, the key idea here is that the ESL teacher and the classroom teacher must work together, coordinating their programs so that the student receives English language training during the ESL class that is fully integrated with the English language the student will hear and speak during the content-area lessons in the regular classroom. Just sending a student out to a separate class for ESL will not work as effectively as when the two teachers, the ESL and the classroom teacher, work together, cooperating and coordinating their lessons.

Thus, the issue is NOT number of times per week or number of minutes per session. The issue is that language development in the ESL class must be fully integrated with the language the student will hear and needs to respond during the regular content area classes. At the Kindergarten level, however, ALL students are learning the language of the content areas in English. They are learning to name in English the colors, they are learning to count, they are learning shapes, textures, positive words, etc. Thus, at the Kindergarten level, whether they speak English or another language, ALL students are acquiring and developing English language skills. Thus, if there is an ESL teacher, it should be VERY EASY for the ESL and the Kinder teacher to work together, to cooperate and coordinate their lessons, to work in the same classroom, with the same realia, fully integrating their lessons because both teacher ARE English LANGUAGE DEVELOPMENT TEACHERS.

 

 


For more in-depth information, classroom demonstrations, and "coaching" of new and/or experienced teachers, Dr. CARMEN SANCHEZ SADEK offers:

1. Cognitive - Academic Language and Vocabulary Development
2. Cross Cultural Diversity - Multicultural Strategies
3. Effective Instruction for English Learners (L.E.P. students) Parts 1, 2, 3, 4
4. Promoting Academic Success in Language Minority Students
5. Cognitive - Academic Language and Vocabulary Development
6. Oral Language / Literacy Skills / Higher Order Thinking Skills
7. 50/50 Dual Language Programs: design, planning and implementation
8. The Structure of English / The Structure of Spanish
9. Transition: Introduction to English Reading

Web Site Programs for Teachers: Numbers 1, 5, 7, 8, and 9.
Web Site Programs for
Paraprofessionals: Number 3.
Web Site Programs for
New Teachers:
Enhanced Cultural Sensitivity - The Challenge of Students Diversity
Identifying / Responding to Students' Language Needs
Phonemic Awareness: Teaching English phonics to L.E.P. students
Relationship Between Reading, Writing and Spelling
Improving Reading Performance -- Building Oral Language Skills)

Write and e-mail any additional questions you may have, and Dr. CARMEN SANCHEZ SADEK will establish with you, your school or district a Technical Assistance Service Contract. Dr. CARMEN SANCHEZ SADEK will answer all your questions promptly and to your satisfaction.

 

For information and credentials please click on the link below or contact directly:

CARMEN SANCHEZ SADEK, Ph.D.

Educational Consultant, Program Evaluator

National Board for Professional Teaching Standards, Certification (12/2006)

3113 Malcolm Avenue, Los Angeles, California 90034-3406

Phone and Fax: (310) 474-5605

E-mail:  csssadek@gte.net