Next Generation ESL Model Curriculum Units: Frequently Asked Questions

What Is Next Generation ESL?

Next Generation ESL is language-driven instruction in the context of the Massachusetts Curriculum Frameworks. It reflects the latest research in the field of language acquisition. At all proficiency levels, language is taught within the rich, meaningful circumstances of key academic practices, and the teacher purposefully positions language instruction to develop key academic habits of thinking. Next Generation ESL intentionally develops critical thinking and fosters depth of knowledge to support language development and academic achievement.

Next Generation ESL expects deeper, more responsive curricular planning as well as a contingent pedagogy based on student need. It demands more complex learning activities and increased cognitive rigor. This kind of teaching requires cross-disciplinary collaborative practices.
- Summary of ESL Instruction
  
  ESL is the dedicated time each day, in addition to content subject matter, where language, language goals, and language growth are the primary instructional focus. It should be tied cohesively and planned strategically in tandem with the key language demands of the core content areas, key academic practices, and the key uses of academic language.
  
  While more sophisticated language use is a goal for ALL students and the responsibility of all teachers, Next Generation ESL meets ELL students at their level of proficiency with a qualified language expert (the ESL teacher), and moves them skillfully through the increasingly complex progression of language development in the WIDA performance continuum. Grade and age appropriate content themes, practices, standards, and language expectations serve as the context for language development in ESL.
- ESL vs. SCI: Ending the confusion
  - According to the OELAAA's new Guidance Document, the comprehensive language program is titled Sheltered English Immersion (SEI). This is comprised of two coherent components: English as a Second Language (ESL) and Sheltered Content Instruction (SCI).
    
    SEI Program = ESL (ESL License) & SCI (Content License and SEI Endorsement)
  - Each component of the bifurcated SEI system, ESL and SCI, have different primary purposes. While the two components are different, districts need to acknowledge and support that both contribute to an ELL's program and academic success.
  - ESL does not happen instead of content, but in addition to core content. Whether ESL happens in a push-in or pull-out setting, districts should develop an action plan for EL students to receive both sheltered content and ESL.
  - Language and content are instructional considerations for planning in both ESL and core content classrooms. Each has a different driving instructional focus, but both must incorporate language and content in different ways and amounts, and with the different levels of expertise and qualifications of teachers.
  - Districts will need to support program coherence between ESL and SCI, as well as important collaboration between content and language educators. They are essential for success.
What Is an ESL MCU?

The Massachusetts ESL Model Curriculum Units (MCUs) are exemplars of ESL units that incorporate best curricular practices and the latest research in language acquisition. They take a functional approach to language teaching and are organized around WIDA's Key Uses of Academic Language. ESL MCUs focus on systematic, explicit, and sustained language development within the context of the key academic practices of the Massachusetts Curriculum Frameworks. Each ESL MCU connects to key linguistic demands from an existing content MCU (ELA, Math, Social Studies, Science), but the purpose of the ESL units remains that of focused and dedicated language study.
Who Was Involved in the ESL MCU Project?

OELAAA worked closely with MATSOL to develop, launch, and manage the project. The Northeast Comprehensive Center / WestEd offered capacity-building support. Consultations and collaborations took place with experts from across the nation: WIDA, Jay McTighe (UbD), CAST, as well as others. Most importantly, a Planning Committee was assembled with language and content experts from across the state: ESL directors, language and content teachers, curriculum specialists, representatives from higher education, state collaboratives, as well as experts with a SPED lens. This was a field-based, deeply collaborative process, and at the state level it included the Department's Curriculum and Instruction experts who worked on Humanities and STEM MCUs. The Planning Committee included approximately 20 districts, and the piloting of units added another 12 (low, mid, and high incidence). Overall, over 70% of ELLs in the state are represented in the Project.
The Bottom Line:
- This is about equitable access and opportunity to learn.
- This project provides:
  - a vision for coherent language programming through clarification of the role of the ESL teacher and the components of the SEI program (ESL and SCI);
  - a framework for language specialists to develop ESL curricula in collaboration with content specialists;
  - tools and processes for deepening practice around language curriculum and instruction
  - a capacity-building approach for local districts that includes resources, processes, and professional development support;
  - a response to educator request for support in these areas.
- Stakeholders in this process include: students, parents, teachers, administrators, the Department, the community (local, workforce, and nation), higher education, etc.
- This will require systematic shifts. It is part of a large initiative — we need to help all educators to understand the research base, and how inclusion of local and national experts and educators informed this direction for language education.
- Consider what structural shifts will need to take place in order for:
  - All districts and educators to understand and support a coherent, comprehensive language program (SCI + ESL= SEI)?
  - Ensure that collaborative practices happen regularly during the school day?
  - What resources will this require?
  - What additional supports do you need?

Last Updated: October 9, 2019