ESL approaches and methodologies

ESL approaches and methodologies

1. 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 real objects to help with content and language learning
                     • use graphic organizers
                       • use visuals
                         • provide opportunities for students to use high-order thinking skills

2. 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)

3. 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

4. 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

5. 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.

6. 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

7. 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

8. 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

9. 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

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