Classroom Practices for English Learner Instruction

Standards consist of: Content standards: what students

should know/ learn Benchmarks: what skills/knowledge are

expected to be gained Performance standards: progress

indicators that show whether the requirements have been met

A purposeful and meaningful context that establishes not only what but also why students must learn the content (framed with standards)

Creates high expectations for all students and motivation for the teacher

The standards for the grade-level are aligned with the English language standards

Familiarize yourselves with standards of level and subject & align them with your TESOL standards

Let’s see what standards-based classrooms look like

http://www.ciclt.net/ul/garesa/Pic%20webpage.htm(We will be able to look at one of them in

the class. You can check the others later.)

TESOL STANDARDS TESOL standards do not replace state

curriculum standards. Rather they are to be used alongside your other standards

- Based on content standards- Focus on all 4 skills: listening, speaking,

writing and reading- Tested via sample performance indicators

Language Domains

Content topic

Language proficiency

content

The higher level the higher & more complex linguistic expectations from students

Facilitate English acquisition for various purposes

Conceptualize grade-appropriate curriculum & assessment

Inquiry and problem solving Collaborative learning Continual assessment embedded in

instruction Higher-order questioning

One of the cornerstones inherent in the TESOL standards

Teachers acknowledge, respect, accommodate and build upon student differences to facilitate optimal growth for all

Students’ strength and preferences for processing information are considered

Ongoing assessment to prepare the students for learning

Mutual respect and caring is promoted Differentiated instruction calls for

variety and flexibility in classroom, learning materials and grouping

Emphasis on individual differences

Before instruction: check prior knowledge During instruction: check student

understanding, student needs After instruction: assess student

understanding and explain next steps for teaching

Specially Designed Academic Instruction in English (SDAIE) is a type of differentiated instruction

Using the target language as a medium of instruction to teach language and content simultaneously.

The idea behind CBI is to relate the language learning experience to a meaningful subject.

Examples of CBI: French immersion programs in Canada, university level language classes

Promotes SLA and oral – written academic skills Modified teacher language Instructional language is used as

“comprehensible input” by pairing visuals to convey the meaning

Explicit instruction for an excellence in skills acquisition

Content-oriented tasks are encouraged in student group activities

CBI supports ELLs achievement of TESOL standards by

- integrating language & content learning

- addressing language domains of listening, reading, speaking and writing

- Providing support for various English language proficiency levels

Goal of SDAIE is to help the ELLs succeed in school

Content with target language + special modifications based on student needs

Goals and objectives Grade appropriate content learning

Content objectives: grade appropriate, not watered down

English language & literacy development Set language objectives

Positive social/affective adjustment promote the self-esteem and social

development

Things to be considered:

How can I combine these two in my lesson plan?

Considering the prior knowledge: shelteringConsidering the individual differences and

strengths and modifying the teaching: differentiating

Student &

Diversity

Curriculum

content

Two objectives to be considered Content objectives: curriculum, cognitively

and grade-level appropriate materials Language objectives: ELPS standards

based on the student proficiency level (state).

E.g. for lower level Ss comprehension-based tasks but for higher level Ss production-based tasks

Grouping is important for SDAIE because Provides receptive and productive language

learning opportunities Learners can fine tune the input Learners can help each other Language used will be content embedded

and meaningful Social and academic language development

Themes/topics used to organize curriculum content

Advantages: Suitable for any content or grade level Creates meaningful conceptual framework Increases students’ motivation and involvement Promotes social and academic language development

Six criteria for organizing thematic instruction to promote language development, critical thinking, interdependence for ELL

1.Meaning and Purpose2.Building Prior Knowledge3.Integrated Opportunities to Use Oral and

Written Language for Learning Purposes4.Scaffolding for Support5.Collaboration6.Variety

Stages of developing thematic instruction Choosing the topic or theme

Sources to choose topics can be curriculum guidelines, teacher’s own interests, students’

interests Brainstorming ideas related to the theme

Cluster or word web What students know vs. What they wonder about

Scaffolding-Support the students whose language proficiency is limited

Collaboration -Students work together on theme-related projects Variety- Variety permeates learning processes

What is assessment Formal assessment

Standardized tests Informal assessment

Teacher made test Validity: what you like to assess and

whether it is reflected to assessment tool Reliability: whether we get similar results

with the same test

What is performance as assessment? Portfolio assessment? Identification and placement of

students needing language education support Home language survey Oral/written English proficiency test

Limitations of standardized language proficiency tests Score based on a single performance The effect of non-linguistic variables Affective factors Different tests produce different results

Authentic assessment or classroom based assessment Guidelines Planning systematic classroom-based assessment

Portfolios and working folders