ESL Programs: Benefits of the True Bilingual Model.

ESL Programs: Benefits of the True Bilingual Model.

Torin Sawyer
Washington State University

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ESL Programs: Benefits of the True Bilingual Model.

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There are several different types of programs that are in place to help ESL (English
Second Language) students succeed. Of the different program models, there are some that are
much more effective than others. For instance, the true bilingual model is arguably more
effective, less time consuming and more rewarding than any other model. In an interview with
Dennis Crisp, an ESL instructor from North Thurston High School, the topic of beneficial
bilingual programs came up. After discussing this topic with him for several minutes, he told me
that his conclusion about ESL programs was that the true bilingual model was the most
effective. In terms of effectiveness, this program succeeds at teaching students English, while
allowing the students to feel like theyre learning in a safe, accepting environment (Crawford &
Krashen, 2007). After hearing this testament from a certified ESL teacher, as well as doing a
considerable amount of research inside and out of class, I believe that the best model of ESL
education is the true bilingual model, also known as the dual language, or transitional program.
These are all terms used to describe the same style of teaching ELL (English Language Learner)
students that takes students needs into high consideration.
There are other programs that are similar to the true bilingual model, but none of them
are as effective or as widely used. The sink-or-swim model is when students are left to fend for
themselves in an English-speaking classroom, without any support or encouragement. This
model of teaching English as a second language has been made illegal in the United States
(Crawford & Krashen, 2007). This model wasnt always illegal though, and only became so after
the Lau v. Nichols court case of 1974, which ruled that federal schools must offer a program for
ESL students (Crawford & Krashen, 2007). The sink-or-swim method can also be called

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submersion, mainstreaming, or even structured immersion. Most of these names are used
to distract from the fact that students are essentially teaching themselves. An alternative method
for teaching English as a second language is called the pullout model which establishes a whole
new classroom just for English Language Learners. This method-while effective-is not
monetarily appropriate for many schools due to lack of funding. The pullout method allows
students to receive one-on-one teaching that can help them learn English quicker and with less
insecurity about speaking another language. This method happens to be the most expensive of
any other model because it includes the hiring of specially trained teachers and the basic new
classroom supplies (art and science materials), along with academic books and supplies in other
languages. According to the authors of Bilingual and ESL Classrooms, the pullout method is
the most implemented and the least effective (Collier, et al, 2005). This method is also known
for making ELL students feel alienated and can hinder their learning abilities due to ESL only
classrooms being labeled as remedial by other students or parents, which isnt true. Students in a
pullout classroom also can have problems keeping up with grade level academics, which can
cause them to fall behind in school (Collier, et al, 2005).
The true bilingual model for teaching English as a Second Language can also be called
the dual language, or transitional program. According to the authors of English Language
Learners in America, bilingual education is using the students native language to accelerate
English-language development (Crawford & Krashen, 2007). There are many aspects to this
model that make it ideal in teaching students English. One of the areas that this method of
teaching is more effective than others is the emphasis this program puts on academics. Many of
the other ESL programs focus too heavily on teaching English, so the actual academics are put
on hold, which can delay learning further. Because the true bilingual method focuses on

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teaching students academic material more than learning English, they can stay on track with their
grade level and not fall behind (Collier, et al, 2005).
One of the most effective methods for teaching English as a Second Language (in my
opinion) is the 90/10 model (Guerrettaz, 2014). The basis behind this model is to slowly
incorporate English into the classroom. At the beginning of a students time in the program they
will spend about ninety percent of their time learning academics in their native language as well
as learning English. As the student progresses through the program and their English skills
improve, their day will incorporate more and more English until they are ready to leave the ESL
program (Collier et al, 2005). I really like this method for teaching English because it doesnt
force the students to learn too quickly. I think a big percentage of ELL students feel like they are
being left behind: either in academics or in English language learning. This method can help
prevent students from feeling left behind.
While I was conducting my interview with Dennis Crisp of North Thurston High School,
he told me that the method that this school uses for teaching ESL students is the 90/10 method.
While the class that Mr. Crisp teaches is in a pullout classroom, he still believes strongly at
keeping his students as involved in the mainstream school as possible. He told me that the kids
that he works with started their day learning in their native language, and then, after lunch, the
class would switch to English. Mr. Crisp works with students that are just entering high school
and speak English fairly well, to high school seniors that have just come to the states and know
very little English at all. During this interview Mr. Crisp told me that ESL education is a very
challenging, but rewarding field. One of the things from this interview that stood out to me was
that although Mr. Crisp didnt set out to teach ESL students, he has become passionate about

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teaching English to non-native speakers. He has decided that he enjoys seeing so much growth
and happiness within his students he knows he is in the right profession for him. Hearing his
testaments to teaching ESL has made me feel much more excited about the prospects in my
future within the field of Elementary Education.

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References:
Collier, V., Combs, M., & Ovando, C. (2005). Chapter 1: Students. In Bilingual and ESL
Classrooms: Teaching in Multicultural Contexts (4th ed., pp. 35-44). McGraw-Hill
Publishing Company.
Crawford, J., & Krashen, S. (2007). English learners in American classrooms: 101 Questions,
101 Answers. New York: Scholastic.
Crisp, D. (2014). Interview. Phone. Sawyer, T. North Thurston High School.
Guerrettaz, A. (Professor) (2014, September 16). Synthesis of ELL Programs. In Class. Lecture
conducted from Teaching and Learning 333: Introduction to teaching English as a Second
Language , Pullman.