ESL Instructional Delivery Approaches

ESL instruction can be implemented in different ways depending on local contexts. ESL instructional delivery approaches refer to specific ways ESL is structured, such as whether instruction is provided through push-in, pull-out, self-contained, co-teaching, or embedded classroom arrangements. These delivery approaches provide flexibility regarding where and when ESL instruction is provided, allowing educators to tailor ESL instruction in ways that leverage the assets and meet the needs of students identified as English learners.

Self-contained ESL

What ESL instructional delivery approach works best for a given district or school? Each approach has its merits and inherent implementation challenges. Rather than trying to find one size that fits all, educators should think about what works well for which students and under what conditions. In other words, district and school leaders should evaluate a range of local factors when selecting ESL delivery approaches that best support the students they serve within the specific English Learner Education program models they have chosen to implement (Sheltered English Immersion - SEI, Two Way Immersion - TWI, Transitional Bilingual Education - TBE, etc.).

When selecting ESL instructional delivery approaches, district and schools should keep in mind that:

Student needs should come first. When choosing programs or services for students identified as English learners, make sure to consider students' English proficiency levels, grade levels, educational backgrounds, language backgrounds, native-language literacy, acculturation into U.S. society, and age of arrival in the United States.¹
Partnering with parent and students is important for the success of any program or approach. As the Massachusetts Blueprint for English Learner, the state and federal law ², current state-level initiatives ³, and best practices suggest, effective programs for students identified as English learners are built on strengths-based, reciprocal partnerships with their families.⁴
Choices must be supported by adequate resources. State ⁵ and federal ⁶ guidance and federal law highlight how districts and schools are also responsible for ensuring programs and services for students identified as English learners should be implemented effectively. In practice this means providing appropriate resources and supporting structures (clear articulation of how English language development will occur, appropriate number of qualified staff, time for collaboration, clear definition of roles within shared responsibility, high quality instructional materials, etc.).
Massachusetts' definition of ESL instruction provides grounding for all delivery approaches. To be considered ESL instruction based on the Massachusetts definition, ESL instructional delivery approaches implemented across the state must remain focused on developing English learners' proficiency in English and students' ability to use English language forms and functions effectively in a variety of academic and social contexts.
All ESL instructional delivery approaches require collaboration. This is keeping with current research and best practices (as highlighted in the Features of High-Quality ESL Instruction). Districts and schools should keep in mind the degree of collaboration required by a specific instructional delivery approach, and the structural supports required (aligned teacher and student schedules, professional learning and coaching supporting collaboration, etc.) in deciding what works best for their students and local context.

¹ USDE. (2017). English Learner Toolkit. Chapter 2, p. 2.

² Every Student Succeeds Act (ESSA) Section 10.10 - Parent and Family Engagement and Massachusetts LOOK Act

³ Massachusetts Family Engagement Initiatives and Resources

⁴ DESE. (2020). Strengthening Partnerships: A Framework for Prenatal through Young Adulthood Family Engagement in Massachusetts .

⁵ Based on Massachusetts state guidance on English Learner Education program, evaluation, monitoring and compliance requirements such as the Castañeda Three-Pronged Test and Tiered Focused Monitoring (TFM) Guidance.

⁶ USDE. (2017). English Learner Toolkit. Chapter 2, p. 2-3.

Last Updated: September 20, 2022