Planning, Implementing, and Managing Instruction

Designed to create correct pronunciation in a second language through oral practice; Repetitious training and pattern drills; Teacher’s role was to direct and control students’ behavior, provide a model, and reinforce correct responses; Errors were corrected immediately to discourage bad habit formation; Reading and writing delayed until the student had an adequate oral base

Based on association between language and body movement; Students respond to oral commands that are simultaneously modeled: The teacher repeats the commands followed by the appropriate action until students perform them without hesitation; The teacher then begins to delay modeling to allow students the opportunity to respond and thus demonstrate understanding; Eventually, the number of commands is increased, and novel commands are given that combine previously learned commands in a new way; Students continue to respond in a nonverbal manner until they feel comfortable issuing their own commands; Reading and writing are introduced through commands; *associated with early stages of second language learning

Teacher maximizes learning time by careful classroom management, makes clear and organized presentations, and moves at a steady pace to cover key topics; Emphasizes explicit instructional objectives for students and promotes the learning of facts, sequenced steps, or rules; Clear and consistent matching of instructional objectives with assessment helps students know the goals of study and guides the teacher’s content delivery

Course of study is divided into small units with specific objectives; Students progress at their own rate and demonstrate mastery of each unit before proceeding to the next: Developing basic skills before moving on to more complex skills; Provides immediate feedback and reinforcement of performance; Students are gradually taught how to self-monitor, regulate, and reward their own actions

Includes development of academic language skills and explicit instruction in learning strategies for both content and language acquisition ; Content topics are introduced by using extensive contextual supports or by reducing language demands; Academic language skills include all four language modes in daily content lessons, as well as language functions important for specific curricular areas; Learning strategies are those used in scientific inquiry

Combines SLA principles with teaching modifications to make a lesson understandable to students; Features content instruction taught by content area teachers with English-language support; Helps English learners to learn grade-appropriate content featuring “academic” English; Exposes ELs to the academic culture of the school, including established routines of turn taking and participation; Teachers support students’ academic English by the use of visuals, hands-on props and manipulatives, and cooperative learning; Help students to master demanding content areas without overly simplifying the curriculum; Teachers modify their oral teaching to make themselves more understandable to ELs

ELD educators collaborate with content teachers to organize learning objectives around academic subjects in order to prepare students to master grade-level curricula as a supplement to students’ English class; Develop not only language proficiency but also content knowledge, cognitive strategies, and study skills; Teachers familiarize students with difference in the style and structure of texts and the type of vocabulary featured in the particular discipline; Beneficial if learners, content instructors and language teachers can work together to provide comprehensible input to the learner, as well as design tasks that are both comprehensible and important

Group English learners from a single language background in the same classroom with approximately equal numbers of English-speaking students; Curriculum is provided approximately at grade level in both languages; Speakers of each language develop proficiency in both their native language and second language, achieve academically through and in two languages, and come to appreciate one another’s languages and cultures; Enhances status of both primary languages, promoting self-esteem and increased cultural pride

English that is adapted specifically for science, technology, or business

Activating schema is helping students to use existing schemata by connecting what they know to the learning experience. In addition to evoking prior knowledge, teachers build schemata, providing new experiences that arouse interest and attention to a topic.
Examples: field trips, guest speakers, films, experiments, classroom discovery centers, computer simulations
*By recalling their own experiences and engaging in new experiences with their classmates, students can associate what they already know with these new experiences.

Used to help learners construct knowledge; Teacher focuses the learner’s attention on relevant parts of the task by asking key questions that help to determine the zone of proximal development for the student on that task; Using questions and verbalizations that give children the opportunity to think and talk about the task increases success, as does dividing the task into smaller, manageable subcomponents and sensitively withdrawing assistance when it is not longer required; Helps students build schemata

Objects from real life used in classroom instruction by educators to improve students' understanding of other cultures and real life situations

Bulletin boards with words and pictures; Aquariums and terrariums labeled with the names of their inhabitants; Calendar with children’s birthdays and other important events; Displays of students’ stories and booklets; Student-run post office; Library corner with book displays; Labels on objects in several languages; Magnetic letters, printing sets, typewriter, computers available; Picture dictionaries, both commercial and student-made; Listening centers with audiotaped books for read-along; Order blanks, notepads, shopping lists at play centers; Menus available from restaurants; Advertising flyers to cut and paste; Weekly words collected on hanger “mobiles”; “Living” bulletin board that accumulates evidence of the week’s learning

Techniques: relaxation methods, vocabulary presentation, creative skits, and involvement of students' personalities

Ability to think about your thinking; direct teaching of strategies that help students plan what and how they want to learn: monitor, manage, and motivate while learning, and evaluate what they have learned and how they did so