ESL Approaches and Methods

CALLA - Cognitive Academic Language Learning Approach
1. Content-Based Curriculum
  1. setting content objectives
  2. Experiential learning and differentiating instruction
  3. Accessing Prior knowledge
2. Academic language/literacy development
  1. teaching technical vocabulary for each content area
  2. Example: Accessing prior knowledge of academic/technical language in the student's L1
    1. Source: I made this for my EBs leading up to their trigonometric ratios quiz.
  3. Example: Teach students to seek out context clues
  4. Literacy development
    1. Identifying student's literacy in their L1 so they can utilize the same conceptual knowledge and literacy skills in their L2
      1. Example: Continuing to enrich student's literacy skills in their L1
3. learning strategies
  1. metacognitive model of strategic learning (Chamot)
    1. Monitor
      1. Example: Teachers monitor comprehension, adjust/tweak/accommodate as necessary
      2. Example : Students learn to monitor their own comprehension and set learning goals
        Source: https://miriamvoth.weebly.com/
    2. Plan
    3. Problem-Solve
    4. Evaluate
4. Five stages of lesson planning: 1) Preparation 2) Presentation 3) Practice 4) Evaluation 5) Expansion
5. cognitive method
ICB - Integrative Content-Based Method
1. Often collaborative in nature, with ESL teachers interacting regularly with content area teachers in order to provide adequate accommodations and support for EBs.
  1. Example: developing authentic assessments for EBs in a history class, where they must complete a cloze paragraph about the chapters on the Revolutionary War they just completed with the rest of the class.
  2. Teacher focuses on student's sociocultural needs, as well as academic and cognitive needs, while developing appropriate grade-level accommodations.
  3. language used in content objectives places a priority on high order thinking skills/pushing the student up Bloom's taxonomy.
2. Focus on equipping EBs with pedagogical/content area and general academic language
  1. Providing EBs with access to grade-level content area curriculum
  2. Focus on content area technical language necessary for success in grade-level curriculum
3. communicative approach
4. facilitating collaborative learning
  1. example: encouraging students to work in groups to complete authentic assessments; utilizing active learning protocols such as think/pair/share.
5. Utilizing learning centers
  1. multimodal resources for reading/listening tasks and digital manipulatives
  2. activities that can be done individually or in groups.
SIOP - Sheltered Instruction Observation Protocol
1. Content is made accessible for EB students via ESL methods
  1. Strong focus on content language and academic language development
  2. Students are provided supplementary material
    1. Example: realia
    2. example: manipulatives
    3. example: games and activities that encourage movement
2. Eight stages of lesson planning: 1) Preparation 2) Building background 3) Comprehensible input 4) Strategies Interaction 5) Practice and application 6) Lesson delivery 7) Review and assessment
3. Adaptation of content
  1. Example: adapting grade level content (such as the Declaration of Independence in an ELA classroom or Newton's Laws in Physical Science) for EBs by modeling reading strategies or accessing prior knowledge with a KWL chart, think-alouds during reading, and asking comprehension questions after.
4. Meaningful activities
  1. Example: differentiating instruction for all different levels of English proficiency by utilizing tools such as picture dictionaries, online translators, and resources in the student's L1. Ensuring that activities utilize SWRL in order to encourage cognitive/linguistic development.
5. Instruction
  1. Example: utilizing building background, comprehensible input, strategies, interaction, practice and application, and lesson delivery to develop objectives that provide support for the student in their content area.
6. Building background
  1. Identifying and utilizing a student's prior knowledge in their L1
7. comprehensible imput
  1. Example: In a unit on the Declaration of Independence, rewriting key phrases in level-appropriate language and/or reducing incidental language. Counting with fingers through each of the 18 grievances against the king. In groups, annotating each grievance and looking up archaic language for simpler words that mean the same thing.
    1. Source: Herrera &i Murray, 2016
8. Strategies
  1. Example: using think-aloud and scaffolding to instruct students in learning to annotate a newspaper article.
SDAIE - Specially Designed Academic Instruction in English
1. For intermediate-advanced proficiency EBs
  1. Provides access to core content area curriculum
2. Goals and objectives:
  1. Language/Content/social strategies
    1. Working in small, homogenous groups/collaborative learning
      1. Working in thematic units along with core curricula with scaffolding and adaptations as necessary
        Authentic formal and informal assessments
        Creating artifacts like portfolios to keep record of student's progress
Sources
1. Mastering ESL/EFL Methods // Herrera & Murray (2016)
  1. The CALLA Handbook // Chamot (2009)
    1. The Learning Strategies Handbook // Chamot, Barnhardt, El-Dinary, Robbins (1999)

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	Created by Anna Clinkman about 4 years ago