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There are a wide variety of different program models that may be used to structure the education of English-language learners (ELLs). These program models vary depending on the goals of the program and the resources available. Some researchers describe program models as existing on a spectrum from more monolingual forms to more bilingual forms.<ref>{{Cite book |last1=Baker |first1=Colin |url=http://dx.doi.org/10.21832/baker9899 |title=Foundations of Bilingual Education and Bilingualism |last2=Wright |first2=Wayne E. |date=2021-03-31 |publisher=Multilingual Matters |doi=10.21832/baker9899 |isbn=978-1-78892-988-2 |s2cid=241801261}}</ref> Others distinguish between English-only program models and bilingual program models.<ref>{{cite book |id={{ERIC|ED517794}} |last1=Moughamian |first1=Ani C. |last2=Rivera |first2=Mabel O. |last3=Francis |first3=David J. |title=Instructional Models and Strategies for Teaching English Language Learners |date=2009 |publisher=Center on Instruction }}{{pn|date=June 2023}}</ref>
[[File:Professional Development SIOP.jpg|thumb|At a professional development seminar, educators learn about the Sheltered Instruction Observation Protocol (SIOP) model, a specific model of sheltered instruction used to accommodate English-language learners in mainstream classrooms.]]
Fast-track to English programs encourage students to use English as quickly as possible and offer little to no native language support. In [[Transitional bilingual education|transition-bilingual programs]], instruction begins in the student's native language and then switches to English in elementary or middle school. In [[Dual language|dual language programs]] (also known as two-way bilingual or two-way [[Language immersion|immersion]] programs), students become fluent simultaneously in their native language and English.<ref>{{Cite web |title=Learning and Thinking Differences in English Language Learners |date=5 August 2019 |url=https://www.understood.org/en/school-learning/special-services/english-language-learners/understanding-learning-and-thinking-differences-in-ells}}</ref> [[Sheltered instruction]] is another approach in which integrates language and content instruction in the mainstream classroom environment.<ref>{{Cite journal |last=Hansen-Thomas |first=Holly |date=2012-07-13 |title=Sheltered Instruction: Best Practices for ELLs in the Mainstream |journal=Kappa Delti Pi Record |volume=44 |issue=4 |pages=165–69|doi=10.1080/00228958.2008.10516517 |s2cid=144305523 }}</ref> Program models utilizing sheltered instruction may also be referred to as content-based instruction (CBI) or content language integrated learning (CLIL).<ref>{{cite journal |last1=Ping |first1=Wang |title=Understanding bilingual education: an overview of key notions in the literature and the implications for Chinese university EFL education |journal=Cambridge Journal of Education |date=2 January 2017 |volume=47 |issue=1 |pages=85–102 |doi=10.1080/0305764X.2015.1118439 |s2cid=147483836 }}</ref>
=== "Push-in" programs versus "pull-out" programs ===
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