Understanding Bilingual and ESL Program Models
Schools commonly implement several bilingual and ESL program models. A Stukent CTE course can support instruction in each of the following:
ESL Pull-Out: Emergent bilingual students are grouped with an ESL teacher outside the mainstream classroom for targeted language support, then return to the mainstream classroom for content instruction.
ESL Content-Based (Push-In): An ESL-certified teacher co-teaches or supports emergent bilingual students inside the mainstream classroom, alongside the classroom teacher.
Transitional Bilingual, Early Exit and Late Exit: Students receive content instruction in both their home language and English, with instruction gradually shifting to English-only over time.
Using a Stukent CTE Course in an ESL Pull-Out Program
In a pull-out setting, the ESL teacher's time with students is limited and should focus on preparing students for success back in the mainstream classroom.
Before the mainstream lesson: use the lesson's Glossary to pre-teach bolded vocabulary terms that will appear in the upcoming Lesson Text.
During pull-out time: play the lesson's Watch video with Spanish captions turned on so students build background knowledge before hearing the same content in the mainstream classroom.
After the mainstream lesson: revisit the Class Discussion questions as a small-group discussion, using them as sentence stems for guided speaking practice.
Using a Stukent CTE Course in an ESL Content-Based (Push-In) Program
In a push-in model, the co-teacher supports emergent bilingual students in real time, alongside the rest of the class.
During video instruction: enable Spanish captions for identified students so they can follow along in real time without leaving the room.
During Lesson Text reading: pair emergent bilingual students together, and use the bolded, glossary-linked vocabulary as anchor points for a quick vocabulary check before starting the reading.
During Class Discussion: check the Teacher Information tab for that segment's ELPS accommodation note, and use the suggested accommodation as the co-teacher's specific role during the discussion.
Using a Stukent CTE Course in a Transitional Bilingual Program
In early exit and late exit transitional programs, students move gradually from home-language instruction toward English-only instruction.
Early in the year, or for newer students: use Spanish-captioned videos as the primary first exposure to lesson content, followed by a same-day or next-day English-only viewing.
As students progress: reduce reliance on Spanish captions for video content while continuing to use the Glossary and bolded vocabulary in the Lesson Text as a consistent bridge between the two languages.
Throughout the program: use the ELPS accommodation notes in the Teacher Information tab as a running record of which linguistic supports have already been introduced for a given lesson, and which can be gradually removed as students exit the program.
Existing Course Feature | Where to Find It | How to Use It |
Spanish captions on every lesson video | Click the captions (CC) icon in the video player and choose Spanish from the None / English / Spanish menu on every Watch segment. | Turn on Spanish captions for emergent bilingual students during whole-class video instruction, or let students replay a video independently with Spanish captions during pull-out or small-group support time. |
Bolded, glossary-linked vocabulary in every Lesson Text | Read: [Lesson] Lesson Text; bolded terms match the Glossary for that lesson. | Pre-teach bolded terms from the Glossary before students read the Lesson Text, so students meet key academic and technical vocabulary before encountering it in context. |
Per-lesson ELPS accommodation notes | Teacher Information tab on Watch and Discuss segments; scroll to “English Language Proficiency Standard Accommodation.” | Review before teaching each lesson to identify which linguistic accommodation is already built in, and pair it with the program-specific guidance in this document. |
Structured Class Discussion questions | Discuss: [Lesson] Class Discussion, available in every lesson. | Use the printed discussion questions as sentence stems or a wordbank for guided partner talk before opening the discussion to the whole class. |