KayleArlaus_EDUC_518_LiteratureReview

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LITERATURE REVIEW 1 Literature Review: Effective ESL Instruction Model for Second Language Acquisition Kayle Arlaus School of Education, Liberty University EDUC 518: Educational Research and Assessment Dr. Roger Stiles May 9, 2021

LITERATURE REVIEW 2 Abstract The goal of this study is to provide a review of important literature pertaining to the successes of various ESL instructional models. The purpose of this study is to determine the success of ESL students at the beginning of second language acquisition receiving instruction through push-in and pull-out models versus that of a self-contained instructional model. Keywords: self-contained, push-in model, pull-out model, English as a Second Language (ESL), LEP, second language acquisition, SIOP, dual language.

LITERATURE REVIEW 3 Literature Review for Effective ESL Instruction Models for Second Language Acquistion Introduction English as a Second Language has undergone many changes since beginning in Florida in the 1960’s. It has evolved from a “sink or swim” situation to being inclusive and understanding that students should acquire the English language within four years (Roessingh, 2004). Teachers are given a wide range of language levels in their mainstream classes and expected to get top- notch results when it comes to academic language acquisition within a very short amount of time. ESL students are expected to reach proficiency within three years of their entry to the country. Right now, majority of the ESL programs in the United States choose to utilize the push- in or pull-out instructional model to face the increasing ELL population (Guler, 2018). However, when going over the data and how fast the ELL population is reaching proficiency, it is obvious there is a higher need for a new approach. When students are in a mainstreamed classroom, they receive SIOP instruction from their general education teachers. Most teachers admittedly feel unprepared for this and do not feel comfortable instructing the ELL students in their class despite having some training in ESL strategies in the past. Due to the low second language acquisition rates from these types of programs, research on self-contained models seem to point to a supposed efficient answer when it comes to second language acquisition rates. Although some students may prove to be successful with the popular models, students who receive second language education in a self-contained classroom have been noted to make bigger strides quicker due to the direct teaching methods to these specific student needs and teacher preparation for this type of course. The purpose of this study is to determine if students acquire language at a faster rate in a self-contained instruction classroom than in a pull-out, push-in, or sheltered instruction model within a language program.

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LITERATURE REVIEW 4 Discussion of Keywords Self-Contained Model The self-contained model is described as the way an ESL student learns the content area material. In this type of model, ESL students are placed together in a class and do not “compete academically” with their native language speaking peers (Knowblock & Youngquist, 2016). Specific language learning strategies are used to benefit the different levels of language learners in the classroom. Push-In/Pull-Out Model Within a push-in program, students receive instruction from a para-professional within a mainstream classroom for twenty to thirty minutes at a time. The pull-out method requires that a student is taken out of the mainstream classroom for a few hours a day to receive ESL services (Guler, 2018). This places more responsibility on the teacher to include ESL instructional strategies within the class lessons. English as a Second Language The program used to teach English to students of different languages within the United States. ESL gained popularity in the 1960’s as a fight for more equality within the classroom ensued and a great need for instructional methods for American newcomers arose. LEP This is an acronym that stands for Language English Proficient which a student receives once they test as English Proficient on the state language proficiency exam. The goal for a student to receive language proficiency is three years.

LITERATURE REVIEW 5 Second Language Acquisition This term describes the rate at which students should gain knowledge of how to use and understand a second language other than their native language (Tremblay, 2011). Researchers have noted that the standards have not been met in terms of rate of acquisition. SIOP Sheltered Instruction Observation Protocol which is a systematic framework that asks teachers to deliberately think of the planning, delivering, assessing, and evaluating instructional practices for ESL students within a mainstreamed classroom (Polat & Cepik, 2016). The end goal is that students will become proficient at a faster rate and achieve academic success. Dual Language A language program that is a form of bilingual education that uses two languages in the classroom, normally Spanish and English, to instruct students in their content area material. This type of language instruction also includes both English and Spanish speakers.

LITERATURE REVIEW 6 Review of Literature Consistent themes were demonstrated throughout the literature that was reviewed. The themes found can be placed into specific categories based on their relation and similarities within the study. The similar themes found are research on the self-contained model, challenges with push-in and pull-out instructional models, and lack of teacher preparedness. Self-Contained Model More studies are being produced over what type of instructional model will work best for students who are trying to acquire a new language. Out of the programs researched, many agree that the self-contained model provides ESL students with the best opportunity to learn English at a faster rate. ESL students benefit from this particular program because they can have instruction focused on only their specific needs which are different from those in the mainstream classroom. Teachers are to plan their instruction based on the beginner level students within the program and can tailor everything they do to their needs in their language acquisition journey. For example, Science teachers who used sheltered instruction in their STEM classes found that when reviewing teacher’s data logs, group interviews, and individual follow-up interviews over a three-year period. This study reported the achievements of seven different instructional strategies to engage language learners through sheltered instruction. This study found that teachers who utilized sheltered instruction methods of accommodation had better results overall with science vocabulary integration than those who taught as they would an English speaker. So, when compared to their mainstreamed students, had a higher literacy achievement rate due to the fact that they were able to use different strategies and focus on the use of language and how it relates to the content and not just content mastery (Buxton & Caswell, 2020). Another proponent for the use of a self-contained model, is that in terms of social ability and classroom equality, this is the

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LITERATURE REVIEW 7 route that teachers need to go to address the needs of language learning students. Utilizing the self-contained method enables teachers to keep the fundamental promise of education in that children will develop their English competency through this program and be able to compete in American society (Polanco & Baker, 2018). This study found that when students were tested using a sheltered literacy program in elementary versus a mainstream classroom, they found that the students in the sheltered literacy program had higher records of achievement overall. Polanco went on to mention that the reason a self-contained program will have more success really has to do with “how much knowledge an English Language Learner will have in their L1 when they enter the United States” (2018). Most teachers noted that when it comes to language program placement, educational background is going to make the difference in how much academic achievement they make. Therefore, it is imperative for schools to utilize the self-contained model when it comes to students with a limited background in their first language (Buxton & Caswell, 2020). Within this study, 366 teachers recommended that they felt a self-contained classroom would be best for beginning ESL students based on a variety of outstanding factors. Another study focused on a 14 student ESL Reading Class and a mainstream ELA class to study their literacy progress through the semester. They used the Accuplacer and other tests to determine effectiveness and proposed that students who were in the sheltered instruction class received higher marks on literacy testing (Knoblock & Youngquist, 2016). Although much research is still left to be discovered, there seems to be a high need of instruction in a self-contained method to bring about the success that states are looking for in terms of second language acquisition from their ESL students. Challenges with Push-In and Pull-Out Models

LITERATURE REVIEW 8 There are a wide range of issues when it comes to working with the push-in and pull-out models within an ESL program. These problems range from teacher comfortability, to funding, to overall time spent with the students to really make any language gains before the end of the academic school year. For instance, when teachers were interviewed about how comfortable they felt when they had to work with ESL students, they admitted that they felt their lack of knowledge was impacting student learning in this way. This specific study looked at 11 graduate school participants’ discussion boards who were current teachers of ESL students and their understanding of how to teach ESL students and its effect on acquisition in the pull-out instructional model. They found that lack of knowledge on how to teach ESL severely impacted student growth and that more courses should be given before teachers enter the classroom to successfully teach ESL students in the pull-out method (Guler, 2018). If teachers are not effective in the classroom then students will not make the gains necessary for student success in state standards. The research conducted by Polat and Cepik found that only four parts of the SIOP model are consistently recognizable and this model is not as effective as it could be (2016). This is not beneficial to the pull-out model because if a specialized way of formatting and delivering lessons is not working within the mainstream classroom, then our ESL students will not be successful or meet the goals necessary for them to be successful citizens of the world. Another study focused on dual language use for reading intervention in the mainstream classroom and proposed that the dual language students were able to close literacy and oral gaps when provided the intervention strategies in the dual language mainstreamed classroom (Bedore et al., 2019). Another reason why this model is not effective is because the strategies are not used to the extent that they should be. For example, another study looked at 32 teachers who taught these 10 students and the effectiveness of the instruction they received in these classrooms. It

LITERATURE REVIEW 9 looked at their grades overall and instructional service time received. This study found that although there are mandates in place for designated support of ESL students and special education students, they are not received with fidelity in our current models. They found that these students are placed in lower academic tracks and thus increases the literacy gap (Kangas & Cook, 2020). This shows the need for a different and more useful way of instructing ESL students for better academic achievement and language acquistion. Teacher Perparedness Finally, it seems that the biggest impact to the failure of a pull-out/push-in model is that of teachers and their comfortability or preparedness to teach this sensitive case. For example, this study questioned 167 elementary school teachers on their thoughts of ESL practices on literacy instruction and knowledge of ESL instructional theories. This report found that teachers who had more knowledge on current theories of ESL literacy development had more success in the mainstream classroom than those who did not understand current instructional practices (Fuchs et al., 2019). If our teachers are not prepared to teach the students who are in their classrooms, then there is no way that our students will be able to learn from them in a confident manner and have the results that are required of them. In another study that issued a survey on the effectiveness of the pull-out, push-in, dual language, sheltered instruction, and bilingual ESL programs, they received 366 responses to 30 different questions from educators involved with these programs at various levels. This study reported that no teachers favored the push-in or pull- out model for any of their ESL students and found that the self-contained model worked better in terms of all levels of education (Murphy et al., 2016). Also, Guler found that current teachers of ESL students and their understanding of how to teach ESL students had an effect on acquisition in the pull-out instructional model. They found that lack of knowledge on how to teach ESL

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LITERATURE REVIEW 10 severely impacted student growth and that more courses should be given before teachers enter the classroom to successfully teach ESL students in the pull-out method (2018). This demonstrates that more needs to be done in terms of preparing teachers for how to handle these specific situations and needs of students. If teachers are more prepared then they will have better results in terms of how effective we are with students in the classroom and we will be able to bridge the gap on their second language acquisition needs in a more timely manners. Conclusion In summation, something needs to be done for our ESL students to receive better instruction in terms of their specific needs. According to the data and research there is much to be learned on the way the brain develops a second language and the strategies that should be used if we are going to continue to educate ESL students in the mainstream classroom. More education needs to be provided for our teachers to properly educate those sitting in their classrooms so we can adequately give them the American education that they deserve and prepare them for their future as an English speaking citizen and learner. The common themes amongst the literature presented in these studies and articles presents the fact that students are not being given what they need in the mainstream classroom. It is also evident that the self-contained classroom will be the most beneficial for our students who are just beginning their English language journey. The pull-out or push-in instruction methods are not working for the way they are run in mainstream classrooms even with the use of the SIOP model. Through different studies focusing on different students throughout their educational career, it is evident that the self-contained method or a more sheltered instructional approach will truly benefit these students who have very specific needs when it comes to their second language acquisition. New ways to instruct ESL students will always be created as time goes on and modifications will be made to the SIOP model as well as

LITERATURE REVIEW 11 the push-in and pull-out model of instruction as more ESL students come to the country to receive an American education. It is evident through these studies and the trends in the increasing knowledge gap that there is a higher need for the development of a more individual approach or a self-contained approach to language instruction to meet the needs of our growing ESL population.

LITERATURE REVIEW 12 References Bedore, L. M., Peña, E. D., Fiestas, C., & Lugo-Neris, M. J. (2020). Language and Literacy Together: Supporting Grammatical Development in Dual Language Learners with Risk for Language and Learning Difficulties. Language, Speech, and Hearing Services in Schools , 51 (2), 282–297. https://doi.org/10.1044/2020_lshss-19-00055 Buxton, C. A., & Caswell, L. (2020). Next generation sheltered instruction to support multilingual learners in secondary science classrooms. Science Education , 104 (3), 555– 580. https://doi.org/10.1002/sce.21569 Fuchs, S., Kahn-Horwitz, J., & Katzir, T. (2019). Theory and reported practice in EFL literacy instruction: EFL teachers’ perceptions about classroom practices. Annals of Dyslexia , 69 (1), 114–135. https://doi.org/10.1007/s11881-018-00172-4 Guler, N. (2018). Preparing to teach English language learners: effect of online courses in changing mainstream teachers’ perceptions of English language learners. Innovation in Language Learning and Teaching , 14 (1), 83–96. https://doi.org/10.1080/17501229.2018.1494736 Kangas, S. E. N., & Cook, M. (2020). Academic Tracking of English Learners with Disabilities in Middle School. American Educational Research Journal , 57 (6), 2415–2449. https://doi.org/10.3102/0002831220915702 Knoblock, N., & Youngquist, J. (2016). College-level Sheltered Instruction: Revisiting the Issue of Effectiveness. Journal of the Scholarship of Teaching and Learning , 16 (5), 49–69. https://doi.org/10.14434/josotl.v16i5.20022

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LITERATURE REVIEW 13 Murphy, A. F., Torff, B., & Sessions, D. (2016). Educators’ beliefs about appropriate pedagogical models for Spanish-speaking ELLs who differ in home-language and English-language literacy abilities in the United States. International Journal of Bilingual Education and Bilingualism , 22 (4), 402–413. https://doi.org/10.1080/13670050.2016.1259291 Polanco, P., & Luft de Baker, D. (2018). Transitional Bilingual Education and Two-Way Immersion Programs: Comparison of Reading Outcomes for English Learners in the United States. Athens Journal of Education , 5 (4), 423–444. https://doi.org/10.30958/aje.5-4-5 Polat, N., & Cepik, S. (2016). An Exploratory Factor Analysis of the Sheltered Instruction Observation Protocol as an Evaluation Tool to Measure Teaching Effectiveness. TESOL Quarterly , 50 (4), 817–843. https://doi.org/10.1002/tesq.248 Reilly, S. E., Johnson, A. D., Luk, G., & Partika, A. (2019). Head Start Classroom Features and Language and Literacy Growth among Children with Diverse Language Backgrounds. Early Education and Development , 31 (3), 354–375. https://doi.org/10.1080/10409289.2019.1661935 Roessingh, H. (2004). Effective High School ESL Programs: A Synthesis and Meta-analysis. Canadian Modern Language Review , 60 (5), 611–636. https://doi.org/10.3138/cmlr.60.5.611 Tremblay, A. (2011). PROFICIENCY ASSESSMENT STANDARDS IN SECOND LANGUAGE ACQUISITION RESEARCH. Studies in Second Language Acquisition , 33 (3), 339–372. https://doi.org/10.1017/s0272263111000015

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