The Reality of Teaching Young ELLs in a Pull-Out Program: Setting Expectations and Overcoming Misconceptions

The Reality of Teaching Young ELLs in a Pull-Out Program: Setting Expectations and Overcoming Misconceptions

Tatiana I. Sildus, Natalie Vanderbeck, Michelle Broxterman
Copyright: © 2018 |Pages: 21
DOI: 10.4018/978-1-5225-3123-4.ch002
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The chapter focuses on the specifics of working with elementary school English language learners in ESOL pull-out programs. The authors, a TESOL professor and two ESOL pull-out teachers in elementary schools, examine the role of the ESOL program instructor in this type of academic setting. To give the readers a better idea of what the job of an ESOL pull-out teacher entails, the chapter presents portions of teacher interviews offering insights from two elementary pull-out programs. It provides first-hand accounts of real life experiences of instructors in established programs. They not only reflect on what it is like to teach ELLs in this type of program, but also offer practical suggestions, as well as comment on additional programs and services, such as summer school and after school academy, available to ELLs in their district. The goal of the chapter is to better familiarize elementary educators currently working in districts with pull-out programs or those considering this option as a career choice, and to better prepare them for the realities of everyday work.
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Due to the growing immigrant and refugee population, linguistic diversity has become “a fact of life” in US schools (Nieto, 2010, p.112), and the local school district in this study is no exception. The mid-size school district, with its four elementary schools, a middle school, and a high school, is located in a university town in the Mid-West. It has four elementary schools and currently includes ELLs from China, El Salvador, Guatemala, the Marshal Islands, Mexico, Paraguay, Saudi Arabia, South Korea, and Venezuela. The charts below in Figures 1-3 provide an overall snapshot of diverse cultural groups in primary schools broken down by buildings.

Figure 1.


Figure 2.



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