This discussion is centered around recently published English Language Learner (ELL) studies and attempts to answer whether “local schools and school districts [are using] appropriate instructional program models to meet EL needs?” The speakers consider the various dual language (DL) models accessible to ELLs and evaluate both the inadequacies and virtues of each program. In short, the speakers agree that while certain DL program models are more efficient, “instructional programming actually provided by schools or school districts is often a mix of different models or approaches.” Given the flexibility, “it is crucial that a range of stakeholders—including state and local education agency leaders, legislators, school board members, and community advocates—have a clear picture of what programs are offered to EL students and factors that might indicate whether they are appropriate and effective choices.”
Julie Sugarman, an MPI Senior Policy Analyst, discusses her recent publication which tackles many of these issues. In her issue brief, Ms. Sugarman examines “the key features of EL instructional models, how they are sometimes woven together to address language- and content-learning needs of students, and factors that can account for varied approaches within and across schools.”
The webinar continues to discuss “discuss state- and district-level approaches to supporting schools in implementing effective EL program models,” focusing on current, real-life change happing in Madison, Wisconsin, and New York.
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-Melissa Hoppie, Graduate Student Researcher