ESL Approaches and Methods

ESL Approaches and Methods

1. Integrated Content-Based (ICB)

   • Content-based instruction using thematic units
   • Through a central theme, various subject material such as language arts and math may be incorporated at the same time.
   • Benefits for ELLs
     • Provides meaningful context
     • Integrates sociocultural, cognitive, academic, and linguistic
     • By working with content and language objectives at the same time, students are developing BICS and CALP
   • Ideal in settings where program is transitioning from grammar-based to content based
   • ESL certified or endorsed teacher typically provides the instruction

2. Sheltered Instruction (SIOP)

   • Benefits to ELLs
     • Comprehensible, relevant, motivating
     • Targets multiple learning styles, cooperative learning reduces affective filter, guarded vocab makes instruction comprehensible, visuals assist in comprehension
     • Includes lots of scaffolding
   • Uses the full scope and sequence of the curriculum
   • Typically delivered by a subject area certified teacher
   • Strategies
     • Hands-On Activities Cooperative Learning Guarded Vocabulary Visuals

3. CALLA, Cognitive Academic Language Learning Approach

   • Students begin learning academic content while acquiring English; literacy across the content curriculum
   • 3 components: topics from the major content areas, development of academic language and literacy, and explicit instruction in learning strategies for both content and 2nd language acquisition
   • Combined cognitive and social model
   • Benefits for ELLs
     • They are immediately instructed in the curriculum and introduced to academic vocabulary so that they do not so quickly fall behind grade level
     • Includes focus on listening, speaking, reading, writing
     • Teaches strategy so that the students can help themselves

4. Segregated Skills Instruction

   • Focus on isolated skill
   • May be teacher with no ESL training

5. ESL Pull-Out

   • Delivered by an ESL teacher
   • Shown to be the least effective model for L2 development

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