ESL Approaches and Methods

1. Makes grade level content comprehensible for students
   1. Students are working towards success in general education classroom

      Annotations:

      • Through
   2. Academic standards

Annotations:

• These steps are more focused on teacher delivery and scaffolding.  The different steps rely on careful planning, preparation, delivery, and groupings made by the teacher.

Annotations:

• These steps are more student focused. Planning involves selecting a theme and topics within it, creating language and content objectives, and preparing the materials and environment. Instruction involves pre-teaching vocabulary and building background, using authentic activities for integrating literacy, collaborative learning, cognitive engagement, and learning centers with visual support and graphic organizers. Assessments are formative and summative.

1. Focus on content and language integration

   Annotations:

   • Language teachers and content-area teachers will often collaborate to deliver this.
   1. Subject areas integrated into thematic units
   2. Creates environments where students actively participates in meaningful, content-based contexts
   3. Academic standards

1. Students first develop literacy in their L1, which transfers to bilingualism and biliteracy
2. Most programs begin in K or 1 and transition students to all English classrooms after 2 years

1. Aims to teach English through appropriate instructional support without significant first language support
   1. Often a push in or pull out method

1. Aims to teach CLD students content area instruction in first and second languages
   1. Students are bilingual and biliterate
   2. Programming usually begins in K or 1 and expands to include one grade each year thereafter. Critical subject areas are taught in both languages.

1. Aims to teach CLD students and native English students content area in two languages
   1. Students are bilingual and biliterate
   2. Usually begins in K or 1 as either a 90-10 or 50-50 model. In the 90-10 model, instruction is mainly in students' L1 with small amounts of English. Each year this works towards the 50-50 model, where instruction is split between the two languages.

1. Newcomer Programs

   Annotations:

   • Response to increasing numbers of CLD students, especially secondary students, in school systems that have previously experienced litter or not cultural or linguistic diversity. CLD students are in a separate classroom and often receive below grade level content.
2. Second or Foreign Language Immersion

   Annotations:

   • Similar to two-way immersion because native-English-speaking students are immersed in a second language through academic instruction and social interaction.

1. Integrates content subject instruction with academic language instruction in learning strategies
   1. Students are working towards success in general education classroom
   2. Academic and ESL standards
   3. Learning strategies

      Annotations:

      • Metacognitive - thinking about thinking Cognitive - interacting with the material Social/Affective - interacting with others

Annotations:

• These steps are more focused on student interaction with the material.