critical components include content
subject instruction, academic language
development, and explicit instruction of
learning strategies
instruction is guided by how students
think, learn, and interact
emphasizes the role of language in facilitating
and illustrating thinking
based on a cognitive-social
model of learning
in harmony with a varied range of
instructional innovations
effective for CLD students as well as
native English-speaking students
can be used from beginning to
advanced levels
Language Across the Curriculum
sometimes referred to as reading
and/or writing across the
curriculum/content areas
focus on the language
demands of all content
subjects and integrates
literacy across all instruction
like CALLA , language skills are
developed in all content subjects
originally developed for native-English
speaking students, but effectively
addresses the needs of CLD students
all teachers carry out language-based
activities in their content areas
Language Experience
support for beginning
literacy experiences
Students tell about personal experiences,
teacher writes down their account,
student and classmates read account
"students learn that what is said
can be written down and what is
written down can be read"
shares underlying principles with CALLA
supports biography-driven
instruction as students
share their stories and
experiences
works well with
beginning level and
preliterate students
Helps teachers know
their students
students experience the
identity of being a writer
Balanced Reading Approach
tailors reading instruction to each child's
preferred approach to initial reading
combines phonics instruction with reading for meaning and writing to
communicate
"global learners" experience language as a whole
system of communication. For them, effective
activities include listening to read alouds, journal/story
writing, SSR, discussion, and selecting their materials
"analytical learners"may prefer explicit instruction in alphabet,
decoding, phonics, grouping word families, and analyzing
individual words. These may include CLD students who learned
their first language through a phonics-based approach
As with other approaches, it is critical for teachers to
know about the background experiences and
knowledge of their CLD students to appropriately
tailor instruction
Process Writing
teachers model the writing
process and the classroom
becomes a writing workshop
Students see the thinking, reflecting, and
revising steps of the writing process
approach involves teaching students
effective strategies for writing
develops students' confidence in
writing, thus lowering the affective
filter
writing strategies modeled and
practiced include: planning,
accessing prior knowledge,
composing, revising, and editing
Cooperative Learning
Students work in thoughtfully
designed groups to complete
learning tasks in which all students
share responsibility
there are many models for cooperative learning that all
provide opportunities for students to actively practice
language and content in a social context
Benefits for CLD students include academic
language practice, use of first language to
draw on prior knowledge, and the
opportunity for students to become more
independent learners
in groups that include varied levels of
English proficiency, students can help
each other to understand and complete
the task
can serve as a step
towards independent
learning
CALLA overtly teaches students
cooperation as a learning strategy
Inquiry Approach
a learner-centered approach in which students
participate in activities and construct
understanding of ideas and relationships
learners explore greater depth on fewer topics
students are seen as "co-constructors of knowledge"
like many ESL approaches, student's
prior knowledge is highly valued in the
acquisition of new information
inquiry cycle shares
similarities with process
writing
teacher models and guides
students in development of
higher-order thinking skills
inquiry activities can take
place in cooperative learning
groups
activities move students
though an inquiry cycle
Can be used across
multiple content areas
Standards-Based Instruction
based on identifying what students should know and be
able to do according to state and/or national
standards
can be used by teachers to assist CLD students in
developing academic content and language
proficiency
TESOL standards for teaching English learners
provide a template for planning across
approaches and methods