English-Only Instructional Models
English-Only instructional models are particularly common in situations where a school has ELLs from many different language backgrounds, and in upper elementary and secondary schools, where a higher level of content must be taught. In many schools, students may have one class period devoted specifically to instruction in English, and spend the rest of thier class periods in mainstream classes. In the past, students spent more time in devoted ESL programs and only exited when they were proficient in English, but several factors, including an increased reliance on standardized testing, have shifted the focus towards getting children into mainsteam classes as soon as possible. Only some states offer Spanish-Langauge versions of standardized tests, and they may only be offered for certain grade levels. This is also unhelpful to those students whose first langauge is not Spanish, and for them there are exemptions to standardized testing, but for a limited amount of time. For example, under No Child Left Behind, after one year (or three in certain circumstances), students must take state assements in three main subject areas in English. [12]
This all results in a large number of students in classrooms with teachers who are not adequately prepared to teach them. An (admittedly somewhat dated) report from the NCES found that 41.2% of the teachers surveyed had taught ELLs, but only 12.5% of those had had 8 or more hours of training in how to teach them.[11] Studies have generally found negative or ambivalent feelings from teachers toward having ELLs in the classroom. While some feel positively about diversity, many have concerns that they might need to devote more time and energy to ELLs, or that ELLs would slow their progress through the curriculum, worsening the education of other students. [16] Secondary educational topics are typically taught in ways that disadvantage English Language Learners, often including lectures and cluttered handouts/textbooks that are hard to follow. [11] It also can't be ignored that teachers may dislike ELLs because of racial predjudices.
This all results in a large number of students in classrooms with teachers who are not adequately prepared to teach them. An (admittedly somewhat dated) report from the NCES found that 41.2% of the teachers surveyed had taught ELLs, but only 12.5% of those had had 8 or more hours of training in how to teach them.[11] Studies have generally found negative or ambivalent feelings from teachers toward having ELLs in the classroom. While some feel positively about diversity, many have concerns that they might need to devote more time and energy to ELLs, or that ELLs would slow their progress through the curriculum, worsening the education of other students. [16] Secondary educational topics are typically taught in ways that disadvantage English Language Learners, often including lectures and cluttered handouts/textbooks that are hard to follow. [11] It also can't be ignored that teachers may dislike ELLs because of racial predjudices.