15583707
Description
Mind Map by Hannah Graham, updated more than 1 year ago
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Created by Hannah Graham
about 6 years ago
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ESL Methods and Approaches
- Connections between the approaches
- All three methods emphasize the need and ability
of EBs at all stages of SLA to interact with
challenging learning material.
- All three approaches focus on the fact that the
students should learn language in authentic,
content-rich contexts.
- All three approaches focus on making the
language comprehensible in order for the learner
to engage in speaking, listening, reading, and
writing.
- All three methods emphasize the need and ability
of EBs at all stages of SLA to interact with
challenging learning material.
- CALLA
- Description: This approach states that EBs should be given
instruction that is cognitively challenging and that through the
cognitively demanding tasks, the learner will acquire
academic vocabulary simultaneously as they acquire learning
skills and strategies.
- Application: In a classroom in which the CALLA
method is used to support EBs, the Emergent
Bilingual learners at all stages of ELA are challenged
cognitively. The students are given tasks that require
them to think and seek to understand challenging
material. Learners in these classrooms are typically
engaged in tasks that promote higher-order thinking.
- Description: This approach states that EBs should be given
instruction that is cognitively challenging and that through the
cognitively demanding tasks, the learner will acquire
academic vocabulary simultaneously as they acquire learning
skills and strategies.
- SIOP
- Description: In this approach, the teacher focuses on ways to
make the instruction accessible for learners at varying stages
of SLA. The focus is placed on building in supports that will
make the input comprehensible. This can be accomplished
through a variety of sheltering strategies. The sheltering
strategies can ultimately be broken down into the following
categories: visuals, cooperative learning, scaffolding, and
guarded vocabulary.
- Application: In a classroom in which the SIOP method is used
to support EBs, the teacher is intentional in the planning of
each component of a learning segment. The teacher takes
into account the learner's level of proficiency as well as their
individual needs to ensure that the learner has access to the
content. For example, a teacher might pre-teach a concept,
then provide visual support, and intentionally pair students
that will be able to support one another.
- Description: In this approach, the teacher focuses on ways to
make the instruction accessible for learners at varying stages
of SLA. The focus is placed on building in supports that will
make the input comprehensible. This can be accomplished
through a variety of sheltering strategies. The sheltering
strategies can ultimately be broken down into the following
categories: visuals, cooperative learning, scaffolding, and
guarded vocabulary.
- ICB
- Description: This approach states that Emergent Bilinguals
benefit from purposeful exploration centered on a topic rather
than out of context activities. Through this exploration of a
topic, the students are learning the related content as well as
language and literacy skills.
- Application: In a classroom in which the ICB method
is used to support EBs, the students likely learn
through the project approach. The teacher values
authentic experiences and the topics emerge from
the wonderings of the students. The teacher uses the
topic to plan for authentic literacy and language
experiences and links the learning to the standards in
order to provide all learning in the authentic context.
- Description: This approach states that Emergent Bilinguals
benefit from purposeful exploration centered on a topic rather
than out of context activities. Through this exploration of a
topic, the students are learning the related content as well as
language and literacy skills.
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