revisit earlier levels of proficiency as new concepts are introduced.Student to Teacher InteractionSince students progress at different rates in listening, speaking, reading and writing, teachers need to accept that they may: question appropriately (using referential questions, wait-time, comprehension checks).negotiate and clarify meaning throughout each lesson.use gestures, body language, mime and acting to enhance meaning.slower speech, controlled use of slang, idioms and sentence length, paraphrasing, etc.). use visuals, realia, manipulatives, graphic organizers, media and other sources to explain the concepts.activate and use students' background knowledge.communicate content objectives clearly.establish a positive affective environment by acknowledging and respecting cultural and linguistic diversity.Teacher to Student InteractionTeachers need to ![]() use a variety of assessments which enables students to demonstrate their accomplishment of course objectives.Ĭlassroom InteractionsEnglish language learners acquire both language and content more effectively when instruction facilitates student interaction.incorporate an ongoing monitoring and feedback system to verify students' comprehension.utilize a variety of materials which contextualizes the concepts and enhance comprehension.design activities which allow students to build a repertoire of learning strategies and experienced a variety of social roles.select an appropriate sequence of activities which matches the students' developing linguistic abilities and leads to the attainment of the course objective.select a beginning point based on student's prior knowledge, experience and needs.identify key concepts and the language which encodes those concepts.To make these course objectives comprehensible when planning their lessons, teachers need to: be aware of the cognitive, linguistic and social development of individual students.Ĭlassroom PreparationAppropriate grade-level course objectives are those established in the district's curriculum for all students.know the processes of first and second language development.understand the general principles of how languages are structured.be aware of the personal backgrounds of their students.be sensitive to the cultures represented in their classrooms.know general aspects and values of students cultures, including schooling.To instruct English language learners effectively, teachers must create a learner-centered environment, recognizing that student diversity is a resource and an asset in the classroom. The additional knowledge they need falls into three categories: teacher perception of students, classroom preparation and classroom interactions. Content area teachers already have mastery of their own subject area. The purpose of this position paper is to describe the knowledge and understandings content area teachers need to successfully implement specially-designed academic instruction in English. This approach emphasizes the development of grade-level academic competencies. sheltered instruction), an approach used to make content comprehensible to English language learners with intermediate fluency. specially-designed academic instruction in English, (e.g.primary language instruction, an approach to provide access to the whole curriculum and to develop proficiencies in the students' own language.This approach emphasizes English language development. content-based ESL, an approach used to develop English language proficiencies through the use of concepts and themes from various subject areas.Three non-mutually exclusive approaches for teaching English language learners both language and content are: ![]() These learners need to acquire English and content knowledge simultaneously. Sheltered Instruction CATESOL Position Statement on Specially-Designed Academic Instruction in English (Sheltered Instruction)Īlmost half of California's K-12 students have a primary language other than English.
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