ESL Approaches & Methodologies

Herrera, S. G., & Murry, K. G. (2016). Mastering Esl/Efl methods: differentiated instruction for culturally and linguistically diverse (Cld) students. Boston: Pearson.
1. Sheltered Method
  1. Sheltered Instruction works to show that there is potential for all students to receieve a high quality education where they can work for academic achievement in content areas by expanding upon the students' background knowledge, exposing the arrangement of the curriculum, and alternative assessment practices.
    1. This is done through scaffolding, cooperative learning, hands-on activities, visuals, and guarded vocabulary.
      1. For example, while teaching about recycling, bringing in recycled objects for students to observe, sort, or classify.
2. CALLA Method
  1. CALLA Method focuses on students learning more effectively through mentally engaging activities and by being strategic, teaching students to use learning strategies, helping students use learning strategies to increase their achievement on language and content tasks. Through learning these strategies, students become better language learners.
    1. This is done through five phases
      1. 1. Preparation Phase: emphasizes students prior knowledge and experiences
      2. 2. Presentation Phase: teacher begins by presenting information using visual or hands-on materials
        Example of Presentation Phase: When beginning lessons on separating recycling, providing visuals to introduce new or unfamiliar vocabulary.
      3. 3. Practice Phase: students collaborate with hands-on activities
      4. 4. Evaluation Phase: students reflect on their own learning
      5. 5. Expansion Phase: students incorporate new knowledge with existing knowledge
3. ICB Method
  1. Integrated Content-Based (ICB) Method focuses on ontent-based second language instruction using academic thematic units. These are actvities that put together teaching content and language concepts structured around the unit's theme.
    1. This method uses the communicative approach by emphasizing communication, using authentic literacy in context, and the use of all language domains: listening, speaking, reading, writing.
      1. For example, while teaching a weather unit, the students will listen to the new vocabulary, vocalize their favorite weather, read stories about weather, and write (draw) their favorite type of weather.
4. Grammatical Approach
  1. Grammatical approach is teacher-centered and focuses on memorizing language rules and sentence patterns. Made up of methods such as the Grammar Translation Method, Direct Method, and Audiolingual Method, it focus' more on knowing about a language than how to use the language for communication.
    1. This approach uses only L2 in the classroom, with no use of L1. It involves mostly drill and practice or rote memorization. An example would be using memorization for sight word cards in English only.
5. Communicative Approach
  1. Communicative approach focuses on language learning through communication, constructivism, and social interaction. While it's early methods focused on the Silent Way, the Natural Way, and Suggestopedia, the more contemporary methods of this approach focus on The ICB Method and The Sheltered Instruction Method.
    1. These more contemporary methods emphasize L2 development, thematic units, scaffolded instruction, visuals, and guarded vocabulary. An example of guarded vocabulary would be while introducing weather words you would select words that are to help student understanding of the thematic unit, speak clearly and slowly, use terms in context, and use the words as often as possible.
6. Cognitive Approach
  1. Cognitive approach examines and analyzes the cognitive psychological side of learning, language learning, and instruction to promote language learning. It focuses on the CALLA Method, which focuses on students learning more effectively through mentally engaging activities.
    1. This approach focuses on developmentally appropriate language instruction, prior knowledge, and explicit instruction for metacognitive, cognitive, and social/affective learning strategies. An example would be a KWL (Know, Want to Know, and Learn) Chart.
Chamot, A. U. (2009). The Calla handbook: implementing the cognitive academic language learning approach. White Plains, NY: Pearson, Longman.
1. Language Experience Appropach
  1. This approach teaches that what is said can be written down, and what is written down can be read. It focuses on approach that a students' prior experiences can be used as a link to new ideas and concepts.
    1. This can be students talking about their personal experiences and the teacher dictates for the student. Later, it can be used for reading purposes. An example of this is through classroom Daily News. Through this, a student is able to draw a picture representing what they want to share with the class, the teacher dictates the news, then the student and the teacher can read it together.
2. Balanced Reading Approach
  1. This approach combines phonics instruction with reading authentic texts that are both storis and informational writings. It is based on evidence that each student does not learn the same way, therefore there is no one specific way to learn to read. This can be important in learning if a student has learned to read in their L1 and accommodating for that.
    1. Examples of this approach include teacher read alouds, interactions with authentic texts, classroom activities to use language for communication, journal writing, story writing, student choice in reading, and discussions about information. This may be using a center to be pretend play for the grocery store. It is a pretend real-life scenario where students can practice their communication, and read the labels in both their L1 and L2.
3. Inquiry Approach
  1. This approach is obtaining meaning from experience through activities. Through Inquiry Approach, lessons are planned activities that move learners through an inquiry cycle to help them learn from experiences.
    1. An example of this approach would be taking students through the process of whether something sinks or floats. You start by discussing what the big question is: will it sink or float? Then, develop a plan to take action by setting up an experiment with water. Gather resources to use to test on whether they will sink or float, then draw the conclusions and report the findings on whether the objects would sink or float. Then reflect together on the entier process.

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