Though extrapolating these results to public K-12 programs is somewhat premature, especially given the difference in resources between the average university and the schools that comprise the Mobile County school system, it seems reasonable that developing techniques of ESL instruction within mainstream classes could be beneficial to all.
Indeed, the standardization of expectations and benchmarks for academic success have proven an effective means of designing and implementing programs, as well. Both ESL standards developed by various educational organizations and agencies as well as overall academic standards for performance and achievement have, when applied to ESL students in proper settings, led to greater student improvements and teacher performance (Nunan 2007). The overriding principle of the Mobile County ESL program is to develop the same level of achievement for ESL students as exists for all students in the system, meaning that some sort of standards-based instruction is already present in this program, at least ideally.
Though the differentiation of instructional methods and the development of lesson plans specifically for ESL students are both shown in the research to be very effective means of raising the performance level of these students, in English and in their academic achievements as a whole, focusing on English proficiency as a means of creating broader academic achievement is still a primary focus of many successful ESL programs (Roseberry & Warren 2008). Proficiency standards are set for programs as a whole, and instruction is delivered on an individual basis based on the needs of the students in relation to these proficiency standards...
Mobile County does not provide evidence that their instructional methods are so differentiated, but in general there does seem to be an adherence to overall proficiency standards throughout the ESL program and the non-ESL or "mainstream" classrooms throughout the
school district in Mobile County as well.
Ultimately, though there are definite strengths to the ESL program that exists in the Mobile County Public School system, the lack of differentiated
teaching methods and smaller group learning that allows for greater individualization of instruction is a major weakness of this program. Teaching to common standards and with the same expectations of overall academic achievement presents a solid perspective and goal for the Mobile County ESL program, and one that has proven effective elsewhere and for this county of Alabama. Yet creating more differentiated system of instruction for ESL students in this county is highly recommended.
References
IES. (2007). "Effective Literacy and English Language Instruction for English Learners in the Elementary Grades." Institute of
education sciences. U.S. Dept. Of Education.
MPCSS. (2010). Mobile county public schools. Accessed 18 September 2010. http://www.mcpss.com/?DivisionID=2149&DepartmentID=2013&ToggleSideNav=ShowAll
Nunan, D. (2007). "Standards-Based Approaches to the Evaluation of ESL Instruction." International handbook of English language teaching 15(3), pp. 421-38.
O'Day, J. (209). "Good Instruction is Good for Everyone -- Or Is It? English Language Learners in a Balanced Literacy Approach." Journal of education for students placed at risk 14, pp. 97-119.
Roseberry, A. & Warren, B. (2008). Teaching science to English language learners. New York: NSTA.
Song, B. (2006). "Content-based ESL instruction: Long-term effects and outcomes." English for specific purposes 25(4), pp. 420-37.
