29347722
Description
Mind Map by Jessica Jimenez, updated more than 1 year ago
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Created by Jessica Jimenez
almost 5 years ago
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ESL approaches and methodologies
- Cognitive Approach
- Cognitive Academic Language Learning Approach (CALLA)?
- "CALLA instructional model integrates content subject
instruction with academic language development and
explicit instruction in learning strategies." (pg. 5)
- this instructional model is researched-based which is
effective for CLD students and struggling students in general
- emphasizes on the importance of learning strategies because it
helps them cope with the dual demands of learning a new
language and learning academic content using new language.
- CALLA includes 3 components in its curricular and instructional design: topics
from the major content subjects, the development of academic language and
literacy, and explicit instruction in learning strategies for both content and
second language acquistion
- CALLA instructional components are also included in SIOP. For instance,
prior knowledge and scaffolding because teachers should close any major
bridge gaps in content and language learning. Both must include content
and language standards to develop content and language acquisition in
students.
- There are various influences that create CALLA most importantly CALLA is
"based on a cognitive-social model of the behavior of learning that focuses
on what is going on in students' minds rather than in their overt responses
to stimuli."(pg. 12)
- CALLA learning strategies for Content and Learning?
- background knowledge
- making predictions
- making real-life
connections to
learning
- use L1 to transfer to L2
such as cognates
- use L1 to transfer to L2
such as cognates
- making real-life
connections to
learning
- making predictions
- use real objects to
help with content
and language
learning
- use graphic organizers
- use visuals
- provide opportunities for
students to use high-order
thinking skills
- provide opportunities for
students to use high-order
thinking skills
- use visuals
- use graphic organizers
- background knowledge
- CALLA learning strategies for Content and Learning?
- There are various influences that create CALLA most importantly CALLA is
"based on a cognitive-social model of the behavior of learning that focuses
on what is going on in students' minds rather than in their overt responses
to stimuli."(pg. 12)
- CALLA instructional components are also included in SIOP. For instance,
prior knowledge and scaffolding because teachers should close any major
bridge gaps in content and language learning. Both must include content
and language standards to develop content and language acquisition in
students.
- CALLA includes 3 components in its curricular and instructional design: topics
from the major content subjects, the development of academic language and
literacy, and explicit instruction in learning strategies for both content and
second language acquistion
- emphasizes on the importance of learning strategies because it
helps them cope with the dual demands of learning a new
language and learning academic content using new language.
- this instructional model is researched-based which is
effective for CLD students and struggling students in general
- "CALLA instructional model integrates content subject
instruction with academic language development and
explicit instruction in learning strategies." (pg. 5)
- Cognitive Academic Language Learning Approach (CALLA)?
- balanced reading approach
- instruction should be tailored to each
child's approach to inital reading
- activities include reading aloud by the teacher,
journal writing, silent reading, and frequent
conferences with the teacher about reading
choices
- "a balanced reading approach combines
phonics instruction with reading authentic texts
that include both stories and informational
writing." (pg. 14)
- "a balanced reading approach combines
phonics instruction with reading authentic texts
that include both stories and informational
writing." (pg. 14)
- activities include reading aloud by the teacher,
journal writing, silent reading, and frequent
conferences with the teacher about reading
choices
- instruction should be tailored to each
child's approach to inital reading
- inquiry approach
- "inquiry teaching and learning
can be defined as "any activity
aimed at extracting meaning
from experience" (pg. 15)
- it is student-centered which they must
construct their own ideas and
understanding
- inquiry approach and cognitive approach
foster the development of higher-order
thinking skills
- inquiry approach in a classroom allows students
to identify question or problem towards students'
interest
- inquiry approach in a classroom allows students
to identify question or problem towards students'
interest
- inquiry approach and cognitive approach
foster the development of higher-order
thinking skills
- it is student-centered which they must
construct their own ideas and
understanding
- "inquiry teaching and learning
can be defined as "any activity
aimed at extracting meaning
from experience" (pg. 15)
- cooperative learning
- students are working together
and sharing responsibilities to
complete learning task
- teacher provides multiple
opportunies for students to
engage in the active practice of
language and content within a
social context. (pg.15)
- prior knowledge is essential and so far it
important in all ESL teaching/learning
methods and approaches
- group settings should vary from different
degrees of linguistic proficiency and content
knowledge to foster mutual learning
- plan different group activities such as
whole, pair, and individual
- plan different group activities such as
whole, pair, and individual
- group settings should vary from different
degrees of linguistic proficiency and content
knowledge to foster mutual learning
- prior knowledge is essential and so far it
important in all ESL teaching/learning
methods and approaches
- teacher provides multiple
opportunies for students to
engage in the active practice of
language and content within a
social context. (pg.15)
- students are working together
and sharing responsibilities to
complete learning task
- process writing
- students learn that writing involves
thinking, reflection, and multiple
revision.
- It is essential for teachers to model
writing process by thinking aloud.
- students learn how to write through
discussions, sharing, and conferecing.
- processing writing is recommended
in the CALLA approach.
- processing writing can be used to cover and
improve students' 4 domain language.
- processing writing can be used to cover and
improve students' 4 domain language.
- processing writing is recommended
in the CALLA approach.
- students learn how to write through
discussions, sharing, and conferecing.
- It is essential for teachers to model
writing process by thinking aloud.
- students learn that writing involves
thinking, reflection, and multiple
revision.
- literacy across the curriculum
- referred to as reading and/or writing
across the curriculum, reading/writing
in the content area, or integrated
instruction.
- it addresses the needs of MLs because it
focuses on language demands of content
subjects and seeks to integrate literacy
and content instruction
- it reminds me of how books are effective
in teaching a topic across subjects
because teachers can create a variety of
literacy activities from a book
- it reminds me of how books are effective
in teaching a topic across subjects
because teachers can create a variety of
literacy activities from a book
- it addresses the needs of MLs because it
focuses on language demands of content
subjects and seeks to integrate literacy
and content instruction
- referred to as reading and/or writing
across the curriculum, reading/writing
in the content area, or integrated
instruction.
- language experience approach
- students learn that what is said can
be written down and that what has
been written down can be read.
- teachers need to bring students'
prior experience in the classroom to
bring new ideas and concepts
- when students discuss their ideas,
a teacher or another student
writes it down. it's almost like
note-taking but it is more personal
since usually it is based on students'
prior experience.
- it has the same principle as CALLA's
approach
- it has the same principle as CALLA's
approach
- when students discuss their ideas,
a teacher or another student
writes it down. it's almost like
note-taking but it is more personal
since usually it is based on students'
prior experience.
- teachers need to bring students'
prior experience in the classroom to
bring new ideas and concepts
- students learn that what is said can
be written down and that what has
been written down can be read.
- standards based instruction
- instruction based on national and/or state
standards for each content subject area
- standards identify what students should
know and be able to do in relation to the
content subject at each grade level
- the TESOL content standards are organized
by grade level clusters, levels of language
proficiency, and language domains
- content and language standards help
ESL/classroom teachers plan
instruction to accommodate our MLs
- content and language standards help
ESL/classroom teachers plan
instruction to accommodate our MLs
- the TESOL content standards are organized
by grade level clusters, levels of language
proficiency, and language domains
- standards identify what students should
know and be able to do in relation to the
content subject at each grade level
- instruction based on national and/or state
standards for each content subject area
- Grammatical approach
- Is a teacher centered means of
providing second language
instruction
- It’s like old style teaching where learners
acquire language by memorizing language
Rules and sentence patterns.
- Learners study grammar rules and patterns in
ways they are often isolated from meaningful
context
- "with this approach, a learner's first language is
viewed as interfering with second language
acquistion because differences in structure and
syntax rules are considered points of confusion." pg. 190
- during the 18th century, teachers used the grammar-translation
method as language instruction. The translation was not for
meaning. Instead, the grammar-translation method focused on
grammatictial accuracy.
- "direct method & audiolingual method: focused less
on explicit instruction of grammar rules and
structures and more on the repetition and
memorization of language patterns." pg.194
- There are several reasons why gramatical approach is
ineffective such as
- -focusing on knowing about a language
instead of emphasizing how to use the
language for communication
- -does not provide students with comprehensible
input
- "educational research on L2 acquisition programs reveals that CLD students
who receive grammar based ESL instruction do much worse on standardized
tests that assess reading capacities in English than do their peers who
participate in bilingual and content-based ESL programs." pg 195
- "educational research on L2 acquisition programs reveals that CLD students
who receive grammar based ESL instruction do much worse on standardized
tests that assess reading capacities in English than do their peers who
participate in bilingual and content-based ESL programs." pg 195
- -does not provide students with comprehensible
input
- -focusing on knowing about a language
instead of emphasizing how to use the
language for communication
- There are several reasons why gramatical approach is
ineffective such as
- "direct method & audiolingual method: focused less
on explicit instruction of grammar rules and
structures and more on the repetition and
memorization of language patterns." pg.194
- during the 18th century, teachers used the grammar-translation
method as language instruction. The translation was not for
meaning. Instead, the grammar-translation method focused on
grammatictial accuracy.
- "with this approach, a learner's first language is
viewed as interfering with second language
acquistion because differences in structure and
syntax rules are considered points of confusion." pg. 190
- Learners study grammar rules and patterns in
ways they are often isolated from meaningful
context
- It’s like old style teaching where learners
acquire language by memorizing language
Rules and sentence patterns.
- Is a teacher centered means of
providing second language
instruction
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