Massachusetts law defines SEI as “an English language acquisition process for young children in which nearly all classroom instruction is in English but with the curriculum and presentation designed for children who are learning the language. Books and instruction materials are in English and all reading, writing, and subject matter are taught in English. Although teachers may use a minimal amount of the child's native language when necessary, no subject matter shall be taught in any language other than English, and children in this program learn to read and write solely in English.” [1]

SEI programs in Massachusetts should comply with the Guidance on English Learner Education Services and Programming, and must undergo periodic reviews through the state’s ELE Tiered Focused Monitoring System. The same document also contains licensure and endorsement requirements for educators and administrators working in an SEI program.

[1] G.L. c. 71A, §2.

ESL Pull-out, https://www.doe.mass.edu/ele/esl-toolkit/fundamentals/delivery-approach/pull-out.html ESL is an instructional delivery approach in which ESL teachers gather students identified as English learners from another class at regularly scheduled times to provide ESL instruction in a different location. Afterwards, students return to their grade level/content area classrooms and follow a regular schedule of instruction for the rest of the school day. Pull-out ESL aligned to the Massachusetts definition of ESL instruction:

• Is based on a dedicated, systematic, explicit, and sustained language-focused curriculum aligned to both the WIDA English Language Development Standards Framework and the Massachusetts Curriculum Frameworks. This curriculum is grade-level appropriate, language driven, and integrated. It draws topics and habits of mind from content standards to ensure language is taught within rich, contextualized, and meaningful circumstances that best support English learners to succeed in school and beyond.

• Is tailored to the characteristics and backgrounds of the students served, leveraging their assets (cultural background and experiences, first language, funds of knowledge, etc.) and scaffolding instruction to meet their needs.

• Integrates collaboration with appropriately endorsed content area teachers to develop ESL curriculum, plan ESL instruction based on students' strengths and needs, and share responsibility for their language development. Thus, effective pull-out ESL instruction requires ESL and content area teacher schedules that are carefully designed to include dedicated and sustained collaboration time to discuss instruction, monitor students' progress, evaluate supports needed, etc. throughout the year.

• Is scheduled carefully to ensure students identified as English learners do not miss core content instruction, since English learners need access to high-quality ESL and core content instruction to be successful and both ESL and content area instruction are legally required components of all English Learner Education programs in Massachusetts.

To learn more about the characteristics, educator roles, and instructional practices for effective pull-out ESL, see this Quick Reference Guide .

Co-teaching ESL, https://www.doe.mass.edu/ele/esl-toolkit/fundamentals/delivery-approach/co-teaching.html, ESL instruction is provided by ESL teacher in conjunction with content area teachers in grade level/content area classrooms

• 2 teachers: ESL-licensed teacher plus an appropriately endorsed content area teacher

• ESL teacher drives ESL instruction, and content area teacher is responsible for content instruction

• Incorporates various co-teaching arrangements

• Scheduled as a dedicated instructional time

Co-teaching ESL is an instructional delivery approach in which ESL instruction is provided by an ESL teacher in conjunction with appropriately endorsed content area teacher. Instruction is provided in grade level/content area classrooms and teachers co-plan, co-teach and co-assess English learners together. In this approach, each teacher takes responsibility for aspects of instruction and assessment related to their area of expertise: the ESL teacher drives language-focused instruction and assessment, while the content area teacher is responsible for content instruction and assessment. In practice, co-teaching ESL may look differently depending on student grouping and specific teaching roles in each lesson. For example, sometimes one teacher teaches while another assesses the whole class, and other times teachers may divide the whole class in two so each can teach a group. Co-teaching ESL aligned to the Massachusetts definition of ESL instruction:

• Is based on a dedicated, systematic, explicit, and sustained language-focused curriculum aligned to both the WIDA English Language Development Standards Framework and the Massachusetts Curriculum Frameworks. This curriculum is grade-level appropriate, language driven, and more tightly integrated to the content area curriculum given the higher level of connection between ESL and content area lessons in co-teaching than in other ESL delivery approaches.

• Is tailored to the characteristics and backgrounds of the students served, leveraging their assets (cultural background and experiences, first language, funds of knowledge, etc.) and scaffolding instruction to meet their needs.

• Requires extensive collaboration between educators and administrative support, including professional learning on co-teaching strategies, sufficient staffing, and careful structural design to ensure joint activities and teacher roles effectively leverage each educators' expertise to maximize students' language development and content learning.

• Is designed carefully to ensure students identified as English learners receive the appropriate amounts of dedicated, language-focused instruction they need to be successful and as legally required within all English Learner Education programs in Massachusetts.

To learn more about the characteristics, educator roles, and instructional practices for effective co-teaching ESL, see this Quick Reference Guide .