While the needs of the English Language Learners are being addressed in the ESL and bilingual programs, many of these students are still showing large gaps in achievement when compared with students in the regular programs. Many of the difficulties in educating LEP students are blamed on the levels of socio-economics that can hinder their success. Students receiving free and reduced breakfast/lunch often have very different needs than students in the middle and high class neighborhoods. Although poverty occurs in all races and all countries, there is a pattern that can be observed in the achievement gap. Students living in poverty have very different needs than those who are raised in the middle or high class. As explained by Ruby Payne in her book, A Framework for Understanding Poverty, there are hidden rules and language patterns that must be addressed in order to provide students of poverty with an opportunity for success. Dr. Payne states,
An individual brings with him/her the hidden rules of the class in which he/she was raised. Schools and businesses operate from middle-class norms and use the hidden rules of middle class. For our students to be successful, we must understand their hidden rules and teach them the rules that will make them successful at school and work.
This is part of the missing curriculum for many students that needs to be improved. In order to achieve academic success as measured by the TAKS, the language patterns and contexts used on the TAKS test must be directly taught to students. The current curriculum addresses many of the vocabulary, grammar, and syntax rules, but unless a teacher is aware of the hidden language rules, many students are unable to succeed even after they have acquired the English language.
In order to improve the results for the Limited English Proficient students, it is first necessary to understand the current models and research available in order to have a positive effect on the future of these programs for English Language Learners (ELL). Bilingual Education can mean many things and be seen in many different models or programs. It is like an umbrella over the Limited English Proficient or English Language Learner student population. While bilingual instruction is not mandatory under Federal legislation, the legally and educationally safe program is often said to be the offering of bilingual instruction. There is current research to support and dispute each program model; including the dual-language two-way model (viewed as the “Cadillac” of the models), the transitional model (the “Chevy”), and ESL (the “economy-class”). The following explanations of these program models will provide additional information; however, it is important to note the implementation of each model varies greatly.
The “Cadillac” of the bilingual instruction program is dual-language. Dual language programs may be one-way or two-way Bilingual Education. In a two-way dual language program, each classroom consists of about half native English speakers paired with half native Spanish (or other target language) speakers. In a one-way model there are Spanish speakers learning both languages simultaneously without native English language speakers learning Spanish in the class. In both models the curriculum is taught using both languages and the goal is that all students become bilingual, bicultural, and biliterate. The Dual Language Program requires highly trained teachers that are proficient in the target languages. The teachers that teach the English component are not necessarily hard to find, but they must be trained in language acquisition techniques and certified by the state to support ELL students. The other target language, usually Spanish in the state of Texas, also requires highly trained teachers, but they must have a high proficiency of Spanish language skills and be certified by the state in Bilingual Education. Materials for this program must be made available in both languages. This program can be costly in the beginning. However, depending on teacher availability, the cost of personnel is no greater than the cost would be without the two languages. The price for materials, on the other hand, doubles as it is necessary to purchase books and supplies in English and in Spanish. Students generally continue in a dual-language program throughout elementary school, and teachers are needed at all grade levels.